Journal, physical therapy education最新文献

{"title":"Factors Contributing to Burnout and Well-Being in Physical Therapist Students","authors":"Allison L. Smith, J. Ellison, J. Bogardus, P. Gleeson","doi":"10.1097/JTE.0000000000000238","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000238","url":null,"abstract":"Introduction. Burnout is a syndrome resulting from chronic workplace stress that has not been successfully managed. Prevention and management of burnout in the doctor of physical therapy (DPT) student population may help reduce the development of burnout later in their work life. Review of Literature. Few published studies assessing burnout have been conducted with physical therapist students. In studies with medical and nursing students, individual factors that influence the development of burnout include reduced level of physical activity, reduced level of social support, not experiencing positive life events, increased fatigue, increased stress, and decreased resilience. Environmental factors that influence the development of burnout include grading scheme and perceptions of the learning environment. Subjects. Participants included 20 DPT students from across the United States. Method. A total of 522 students from a previous study who volunteered for the present grounded theory qualitative study were stratified by burnout group (burnout and nonburnout) and geographic region. Once stratified, students were randomized and then contacted through email to set up an interview time to participate in a Zoom audio interview. A total of 20 semistructured interviews were completed ranging from 20 to 40 minutes. Results. Three major themes emerged from the data, each with 3 subthemes. The major themes included burnout experience, factors that negatively affected well-being, and factors that positively affected well-being. Discussion and Conclusion. The results of this study indicate that DPT students experienced burnout as a combination of exhaustion, disengagement, and chronic overload. Factors that negatively affected well-being while in DPT school included unmanageable stress, an excessive workload, and time pressures. Factors that positively affected well-being while in DPT school included prioritizing time, support from faculty, friends, and family, and self-awareness.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"217 - 224"},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42519717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of Burnout in Physical Therapist Students and Associated Factors: A Study During COVID-19","authors":"Allison L. Smith, J. Ellison, J. Bogardus, P. Gleeson","doi":"10.1097/JTE.0000000000000239","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000239","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction. Burnout is a negative response to work-related stress and follows a developmental process that might begin during students' academic studies. Review of Literature. Numerous factors affect burnout in graduate students, and few published studies have assessed burnout in physical therapist students. Subjects. Participants included 1,340 Doctor of Physical Therapy (DPT) students from DPT programs across the United States. Method. Students completed a Psychdata survey in fall 2020 that assessed burnout using the Oldenburg Burnout Inventory for Students (OLBI-S), resilience using the Connor-Davidson Resilience Scale (CD-RISC), perceived stress using the Perceived Stress Scale (PSS), and additional questions regarding levels of support and the learning environment. Burnout levels for each year in a DPT program were determined using 2 one-way independent analysis of variances, 1 for each OLBI-S subscale. Cutoff scores to group students into the burnout and nonburnout groups were determined using quartiles. Logistic regression was used to identify factors that may have an influence on the development of burnout. Results. No significant difference was found in burnout scores among students in different years in a DPT program. Using cutoff scores, 35.4% of DPT students were in the burnout group. Factors found to be statistically significant in predicting burnout were satisfaction with the level of support from faculty, satisfaction with overall learning environment, CD-RISC score, and PSS score (χ2(4) = 266.827, P < .001). The final model explained 24.8% of the variance and correctly classified 72.1% of cases. Discussion and Conclusion. Students who have higher levels of perceived stress, lower levels of satisfaction with the level of support from faculty, and lower levels of satisfaction with their overall learning environment at DPT school may be more likely to develop burnout, while students who have higher levels of resilience may be less likely to develop burnout. This study was conducted during the COVID-19 pandemic and may not be generalizable to nonpandemic times.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"210 - 216"},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49312707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mllt11 Regulates Migration and Neurite Outgrowth of Cortical Projection Neurons during Development.","authors":"Danielle Stanton-Turcotte, Karolynn Hsu, Samantha A Moore, Makiko Yamada, James P Fawcett, Angelo Iulianella","doi":"10.1523/JNEUROSCI.0124-22.2022","DOIUrl":"10.1523/JNEUROSCI.0124-22.2022","url":null,"abstract":"<p><p>The formation of connections within the mammalian neocortex is highly regulated by both extracellular guidance mechanisms and intrinsic gene expression programs. There are two types of cortical projection neurons (CPNs): those that project locally and interhemispherically and those that project to subcerebral structures such as the thalamus, hindbrain, and spinal cord. The regulation of cortical projection morphologies is not yet fully understood at the molecular level. Here, we report a role for Mllt11 (Myeloid/lymphoid or mixed-lineage leukemia; translocated to chromosome 11/All1 Fused Gene From Chromosome 1q) in the migration and neurite outgrowth of callosal projection neurons during mouse brain formation. We show that <i>Mllt11</i> expression is exclusive to developing neurons and is enriched in the developing cortical plate (CP) during the formation of the superficial cortical layers. In cultured primary cortical neurons, Mllt11 is detected in varicosities and growth cones as well as the soma. Using conditional loss-of-function and gain-of-function analysis we show that Mllt11 is required for neuritogenesis and proper migration of upper layer CPNs. Loss of <i>Mllt11</i> in the superficial cortex of male and female neonates leads to a severe reduction in fibers crossing the corpus callosum (CC), a progressive loss in the maintenance of upper layer projection neuron gene expression, and reduced complexity of dendritic arborization. Proteomic analysis revealed that Mllt11 associates with stabilized microtubules, and <i>Mllt11</i> loss affected microtubule staining in callosal axons. Taken together, our findings support a role for Mllt11 in promoting the formation of mature upper-layer neuron morphologies and connectivity in the cerebral cortex.<b>SIGNIFICANCE STATEMENT</b> The regulation of cortical projection neuron (CPN) morphologies is an area of active investigation since the time of Cajal. Yet the molecular mechanisms of how the complex dendritic and axonal morphologies of projection neurons are formed remains incompletely understood. Although conditional mutagenesis analysis in the mouse, coupled with overexpression assays in the developing fetal brain, we show that a novel protein called Mllt11 is sufficient and necessary to regulate the dendritic and axonal characteristics of callosal projection neurons in the developing mammalian neocortex. Furthermore, we show that Mllt11 interacts with microtubules, likely accounting for its role in neuritogenesis.</p>","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"37 1","pages":"3931-3948"},"PeriodicalIF":0.0,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9097781/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80781588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intimate Partner Violence Knowledge and Preparation: Perspective of Health Care Profession Students","authors":"C. Hughes, Rachel Southard, L. Walsh, Chloe Gordon-Murer, Amy Hintze, Elaine A Musselman","doi":"10.1097/JTE.0000000000000229","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000229","url":null,"abstract":"Introduction. Victims of intimate partner violence (IPV) access various health care services for diagnosis and treatment of their injuries. The primary aim of this study was to examine whether IPV attitudes, perceived knowledge, and preparation differ by the health care program in which the students are enrolled. The secondary aim was to determine whether demographic and clinical variables known to predict self-perceived IPV knowledge and preparation differ between health care professions. Review of Literature. Intimate partner violence is a global public health concern affecting approximately 25% of women and 10% of men. Persons with a history of IPV have elevated health care utilization rates compared with persons with no history of IPV. Health care providers without adequate IPV training may discount/minimize the abuse or blame the victim for the abuse. Subjects. Respondents included students enrolled in entry-level physical therapy/occupational therapy programs (n = 96), prelicensure nursing programs (n = 141), and medical school (n = 154). Methods. Respondents completed the Nursing Roles and Values Scale, Domestic Violence Myth Assessment Survey, and a modified Provider Readiness to Manage IPV Survey online. Results. Physical Therapy/Occupational Therapy (PT/OT) students had the lowest self-perceived IPV knowledge and preparation scores and were more likely to adhere to IPV myths. Self-perceived IPV knowledge and preparation were predicted by student's opinions about IPV and level of IPV training, regardless of health care profession. Lifetime IPV experience predicted medical student's level of IPV knowledge but did not predict PT/OT and nursing students' knowledge. Discussion and Conclusion. Intimate partner violence education was shown to significantly influence students' perceived knowledge and preparation to care for victims of IPV, supporting the need for inclusion of IPV content in health profession curricula. Academic programs provide an ideal opportunity to prepare future health care providers with the knowledge and preparation to appropriately respond to IPV in the clinical environment.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"163 - 170"},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42576080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Elements of Learning and Integration of Diagnostic Musculoskeletal Ultrasound Imaging Into Practice: Physical Therapists' Educational Journeys","authors":"L. Hayward, A. Markowski, Maureen K. Watkins, M. Maitland, Rob Manske, George J. Beneck","doi":"10.1097/JTE.0000000000000232","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000232","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction. Physical therapists (PTs) have the autonomy and expertise to assume a more significant role in the primary care of musculoskeletal conditions, validate diagnoses, and serve as a referral source to appropriate health care providers. Ultrasound diagnostic imaging has been identified as a high-priority area to advance science and innovation in physical therapy. Yet, few PTs are certified to incorporate musculoskeletal ultrasound (MSK-US) as a diagnostic tool into their personal scope of practice. Diagnostic MSK-US has unique benefits compared with other imaging modalities, and recent technological advances have reduced its cost and improved portability. However, no research exists describing the learning experiences and decision-making process of PTs who use MSK-US for diagnostic purposes. In addition, the educational process for learning MSK-US is not standardized. The study's purpose was to describe the learning and practice-based use of MSK-US by PTs registered in musculoskeletal sonography (RMSK). Methods. Using purposive sampling, we attempted to recruit all 21 RMSK-certified PTs currently using diagnostic ultrasound in clinical practice across the United States. Sixteen PTs participated in the study. We employed a qualitative, multiple case study, phenomenological approach. Data were collected using an online demographic survey and one-on-one, semi-structured interviews. Results. Sixteen interviews were conducted with RMSK-certified PTs. Data synthesis resulted in 5 elements: 1) self-directed learning; 2) educational process; 3) honing the skill and the role of mentorship; 4) diagnostic information; and 5) clinical application. Discussion and Conclusion. Participants identified elements critical for post-entry level, life-long, applied learning and integrating diagnostic MSK-US into clinical practice. The participant learning process was self-directed and incorporated various materials and methods to improve diagnostic skills. Participants honed their skills through repetition and one-on-one mentorship. Supportive employment settings were integral for creating environments conducive to learning and integrating MSK-US into clinical practice. Our participants perceived that ultrasound imaging provided them with the missing visual dimension used to improve diagnostic capabilities, supporting the benefits of direct access.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"243 - 255"},"PeriodicalIF":0.0,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46465995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultural Competence and Cultural Humility: A Dialogue on Adopting a Multimodel Approach in Physical Therapist Education","authors":"Debra Bangs, L. Hayward, P. Donlan","doi":"10.1097/JTE.0000000000000230","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000230","url":null,"abstract":"Background and Purpose. Integrating the concepts of cultural humility and cultural competence into physical therapy (PT) practice may reduce health care disparities and improve patient-centered care. Although several frameworks exist for teaching physical therapist students about cultural competence and cultural humility, discussion about which framework is comprehensive enough to capture the complexity of this topic is unresolved. The purpose of this position paper was to raise awareness in physical therapist and physical therapist assistant (PTA) education about existing frameworks of cultural competence and cultural humility and present a rationale for the inclusion of both in educational approaches. Position and Rationale. This article examines the concepts of cultural competence and cultural humility, explores the differences between these 2 concepts, and provides a rationale for integrating both theoretical constructs into PT and PTA education. Discussion and Conclusion. Cultural competence and cultural humility frameworks are evolving and so should faculty member approaches to teaching this content to PT students. Contemporary pedagogy requires a focused lens through which to prepare students for incorporating cultural awareness into clinical care to avoid potential cultural mismatches. Creating a new framework that synthesizes the principles of cultural competence and cultural humility may encourage more inclusivity. Cultural pedagogy has the potential to improve the patient experience and health outcomes by empowering students to provide care that is sensitive to important patient cultural differences.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"128 - 132"},"PeriodicalIF":0.0,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41815371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Collaborative Clinical Learning Experience in Physical Therapy: Student and Instructor Perspectives","authors":"Melissa Wolff-Burke, Andrea Fergus, Deanna Ferrone, Anthony Moulder, Kayla Thompson, J. Whitley","doi":"10.1097/JTE.0000000000000235","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000235","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction. A clinical collaborative learning experience (CCLE) is a viable clinical education model in physical therapy (PT). The purposes of this study were to 1) examine factors perceived to influence a successful CCLE, and 2) examine processes that make it successful. Review of Literature. Factors contributing to a successful CCLE, including teaching strategies, student characteristics, and environment, have been reported. The processes that occur during a CCLE that influence its success have not been studied. Subjects. Twenty-nine students and 18 clinical instructors (CIs) involved in CCLEs. Methods. Using a grounded theory approach, phase 1 examined perceived factors contributing to efficacy of the CCLE through surveys and focus groups. Phase 2 examined the processes involved in team building, leading to an effective CCLE through journals and focus groups. Results. Student and clinic factors were perceived to affect the success of the CCLE. The evolution of an effective team that depended on effective communication was deemed the cornerstone of a successful CCLE. The student strategies of self-reflection, idea sharing, and active observation along with clinic-driven strategies of role assignment and a positive learning environment fostered team development. All students in the CCLE were successful as measured by the Clinical Performance Instrument (full-time experiences) and the integrated clinical experience evaluation supporting the trustworthiness of the qualitative findings. Discussion and Conclusion. These findings expand the considerations for an effective CCLE and provide a basis for understanding the processes involved in a successful CCLE. This process is focused on developing an effective student–CI team. Preparation and training of students and CIs in the importance of team development and strategies to achieve this are warranted. The CCLE may address the shortage of clinical placements in PT and enhance the learning that occurs in PT clinical education.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"146 - 153"},"PeriodicalIF":0.0,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43194732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic Entitlement and Its Potential Educational Consequences: A Scoping Review","authors":"B. Kinne, M. Goehring, Betsy Lee Williams","doi":"10.1097/JTE.0000000000000231","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000231","url":null,"abstract":"Background and Purpose. In 2020, the first and only study to investigate academic entitlement in doctor of physical therapy (DPT) students was published. In the review of literature section of the study, the authors alluded to the premise that academic entitlement seems to be directly related to several educational consequences. The purpose of this scoping review was to determine what educational consequences may result from increased academic entitlement, especially as they relate to DPT students. Methods. A scoping review was conducted to systematically identify what is known about the correlation between academic entitlement and its educational consequences. The scoping review followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews checklist. Results. A total of 25 studies were included in the scoping review. For ease of interpretation, the authors organized the statistically significant findings into content areas composed of learning processes related to academic confidence, learning processes related to academic preferences, learning outcomes related to self, and learning outcomes related to others. Discussion and Conclusion. This scoping review determined that several educational consequences may result from increased academic entitlement. A few of the educational factors related to increased academic entitlement also led to adverse personal consequences for both students and their faculty members. Future research should include a review that determines all the possible causes of increased academic entitlement. This information would be beneficial to instructors involved in all levels of education, including faculty members employed in a DPT program.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"115 - 121"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47297018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comfort Level of Occupational and Physical Therapist Students in Addressing Sexual Issues With Patients","authors":"Mary Dockter, M. Parker, Lauren Gebeke, Kara Scheresky, Alexandra Tulintseff, Madison Truscinski, Kyle Ver Burg, Karen Abraham, Rebecca Reisch","doi":"10.1097/JTE.0000000000000234","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000234","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction. Addressing a patient's sexuality and sexual health is an important component of holistic health care, but there are several challenges affecting students' comfort levels. Studies have indicated that patients want to talk about sexual issues, but there is a lack of conversation initiation from the health care providers. Although there is research to indicate that occupational therapists (OTs) are more comfortable than physical therapists (PTs) in discussing sexual issues, both professions report a lack of content within their respective programs. The purpose of this study was to determine comfort levels of OT and PT students when discussing and addressing sexual issues, as well as demographic factors that might influence comfort level and perceived barriers. Methods. A survey was sent to OT and PT students from 3 different universities inquiring as to the respondent's demographics, academic and clinical training, comfort level with various patient scenarios, and perceived barriers to addressing sexual issues. Mann -Whitney U and Kruskal -Wallis statistical tests were used to analyze the differences in comfort levels between groups of students, and open ended questions were coded into themes based on similarity and frequency of responses. Results. A total of 128 students completed the survey. Third-year students, regardless of professional program, were more comfortable addressing sexual issues compared with first-year students. The most common barriers to addressing sexual issues with patients included lack of experience and lack of knowledge. Discussion and Conclusion. Overall, the comfort level was affected by age, academic year, personal demographics, and perceived confidence. Neither geographical location nor religious background had a significant influence on student comfort level.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"256 - 262"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42885869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Repeated Measures of Cognitive and Affective Learning Outcomes in Simulation Debriefing","authors":"A. Tawfik, J. Bradford, J. Gish-Lieberman, J. Gatewood","doi":"10.1097/JTE.0000000000000233","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000233","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction. To better support the development of domain expertise, there has been considerable interest in the instructional strategies that afford opportunities for problem solving. Simulation-based learning includes case-based activities that support learners' transition into practice through experience and reflective debriefing. Review of the Literature. Simulation-based learning serves as a means for learners to practice psychomotor, affective, and cognitive skills. Although the literature suggests this is an effective strategy for supporting problem-solving skills, much of the literature is focused on measuring cognitive outcomes within a single case. As such, very few studies have simultaneously investigated (a) how debriefing in simulation-based education supports problem solving and (b) the degree to which cognitive and affective learning outcomes are variable throughout the problem-solving process. Methodology. To address this gap, this repeated-measures study examined the role of debriefing strategies in simulation-based learning experiences, which was designed to practice both cognitive and affective skills. In the control condition, participants were given 2 simulation-based laboratory instructional sessions and then assessed on cognitive (problem representation and solution generation) and affective learning (perceived self-efficacy) outcomes. In the comparison condition, participants engaged in debriefing sessions after each of the 2 simulation-based laboratory instructional sessions. For the cognitive outcomes, participants were assessed using the Think-Aloud Standardized Patient Examination instrument, which measured problem representation and solution generation. Acute care confidence survey was used to measure perceived self-efficacy. Results. The study found statistically significant gaps in early-stage measures of cognitive problem representation, but no difference was found in solution generation or perceived self-efficacy measures. Conclusion. This study reinforces the importance of debriefing in simulation-based education. Specifically, this study suggests that cognitive learning outcomes are variable during the problem-solving process, but affective learning outcomes are more fixed and may need more targeted debriefing.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"133 - 138"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46467622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}