Exploring the Addition of Simulation-Based Learning Experiences to Prepare Student Physical Therapist Assistants for Inpatient Clinical Experience

Background and Purpose: In today's fast-paced health care environment, simulation-based learning experiences (SBLEs) are viewed as an optimal approach to provide health professions students an opportunity for safe and deliberate practice in clinical scenarios with an element of risk. Evidence supporting the benefits of SBLEs in preparation for doctor of physical therapy (DPT) students' initial inpatient clinical experience (CE) has recently become available; however, no literature exists describing the use and effect of simulation in training preprofessional physical therapist assistants (PTAs) for higher acuity clinical environments. The authors aimed to describe the perceived value of SBLEs in preparing PTA students for the first inpatient CE, through multiple perspectives: student perception of readiness for the environment, clinical instructor (CI) perception of student preparation, and student performance ratings within the clinical practicum. Case Description: Effect of a newly implemented series of SBLEs was explored with a single cohort of PTA students (n = 14) and their associated CIs (n = 8) at one institution. Quantitative and qualitative data were captured through student and CI surveys, focus groups, and the Physical Therapist Assistant Manual for Assessment of Clinical Skills (PTAMACS). Outcomes: Student mean scores on a modified Acute Care Confidence Survey were 88.2%, indicating high levels of perceived preparation. This was further supported by themes in the focus group discussions. CIs reported student readiness for the setting, rating students somewhat prepared (occasional cues/<50% assist) or better, on the CI Questionnaire in 85.6% of survey items. CI focus group themes also generally supported student preparation. All students met the PTAMACS required threshold to pass the CE. Discussion and Conclusion: Implementation of the SBLE was practicable and well received by a single cohort of PTA students and their CIs; and, students were successful in their inpatient CE following the experiences. PTA student and CI perceptions were consistent with literature on the benefits of SBLE for DPT students. Further research on SBLE and PTA education in larger cohort studies is warranted.