{"title":"印度物理治疗教师使用模拟学习（SBL）的知识、态度和实践。","authors":"Shreevidya Karthik, Anuprita Thakur, Karthik Balasubramanian","doi":"10.1007/s40670-024-02222-6","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Simulation-based learning (SBL) can complement current Indian Physiotherapy clinical education in a multitude of ways. As a first step towards integrating SBL into clinical education, it would be valuable to investigate Physiotherapy teachers' perspectives on the modality.</p><p><strong>Aim: </strong>The present study aimed to assess the knowledge, attitude, and practice of SBL among Physiotherapy teachers in India.</p><p><strong>Methods: </strong>Physiotherapy teachers' knowledge, attitude, and practice regarding SBL were evaluated via a pretested structured questionnaire. Descriptive statistics analyzed knowledge and practice domains, while Likert scores assessed attitudes. The chi-square test was used to analyze the relation between favorability and demographic aspects, knowledge, and practice domains. Using the statistical significance at <i>p</i> = 0.05.</p><p><strong>Results: </strong>Out of the total 171 participants recruited, 151 (88.30%) were aware of simulation, leading to further questioning for knowledge, practice, and attitude. Among these 151 participants, 41.8% reported lacking a simulation facility in their institution, while 29.10% had used simulation in their academic practice. 29.14% of participants showed highly favorable and 70.86% showed moderately favorable attitudes towards SBL. No significant relation was observed between attitude and demographic variables like age, designation, gender, and university type (<i>p</i> > 0.05).</p><p><strong>Conclusions: </strong>A majority of participants from various Indian Physiotherapy educational institutes were aware of the use of SBL in Physiotherapy education, but there was a lack of practical implementation. The study revealed the Physiotherapy academia's positive attitude towards incorporating simulation-based learning (SBL) in physiotherapy education, despite challenges in implementing SBL.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"731-740"},"PeriodicalIF":1.9000,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058623/pdf/","citationCount":"0","resultStr":"{\"title\":\"Knowledge, Attitude, and Practices Regarding Use of Simulation-Based Learning (SBL) Among Indian Physiotherapy Teachers.\",\"authors\":\"Shreevidya Karthik, Anuprita Thakur, Karthik Balasubramanian\",\"doi\":\"10.1007/s40670-024-02222-6\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Simulation-based learning (SBL) can complement current Indian Physiotherapy clinical education in a multitude of ways. As a first step towards integrating SBL into clinical education, it would be valuable to investigate Physiotherapy teachers' perspectives on the modality.</p><p><strong>Aim: </strong>The present study aimed to assess the knowledge, attitude, and practice of SBL among Physiotherapy teachers in India.</p><p><strong>Methods: </strong>Physiotherapy teachers' knowledge, attitude, and practice regarding SBL were evaluated via a pretested structured questionnaire. Descriptive statistics analyzed knowledge and practice domains, while Likert scores assessed attitudes. The chi-square test was used to analyze the relation between favorability and demographic aspects, knowledge, and practice domains. Using the statistical significance at <i>p</i> = 0.05.</p><p><strong>Results: </strong>Out of the total 171 participants recruited, 151 (88.30%) were aware of simulation, leading to further questioning for knowledge, practice, and attitude. Among these 151 participants, 41.8% reported lacking a simulation facility in their institution, while 29.10% had used simulation in their academic practice. 29.14% of participants showed highly favorable and 70.86% showed moderately favorable attitudes towards SBL. No significant relation was observed between attitude and demographic variables like age, designation, gender, and university type (<i>p</i> > 0.05).</p><p><strong>Conclusions: </strong>A majority of participants from various Indian Physiotherapy educational institutes were aware of the use of SBL in Physiotherapy education, but there was a lack of practical implementation. The study revealed the Physiotherapy academia's positive attitude towards incorporating simulation-based learning (SBL) in physiotherapy education, despite challenges in implementing SBL.</p>\",\"PeriodicalId\":37113,\"journal\":{\"name\":\"Medical Science Educator\",\"volume\":\"35 2\",\"pages\":\"731-740\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2024-11-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058623/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Medical Science Educator\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s40670-024-02222-6\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/4/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Science Educator","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40670-024-02222-6","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/4/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Knowledge, Attitude, and Practices Regarding Use of Simulation-Based Learning (SBL) Among Indian Physiotherapy Teachers.
Background: Simulation-based learning (SBL) can complement current Indian Physiotherapy clinical education in a multitude of ways. As a first step towards integrating SBL into clinical education, it would be valuable to investigate Physiotherapy teachers' perspectives on the modality.
Aim: The present study aimed to assess the knowledge, attitude, and practice of SBL among Physiotherapy teachers in India.
Methods: Physiotherapy teachers' knowledge, attitude, and practice regarding SBL were evaluated via a pretested structured questionnaire. Descriptive statistics analyzed knowledge and practice domains, while Likert scores assessed attitudes. The chi-square test was used to analyze the relation between favorability and demographic aspects, knowledge, and practice domains. Using the statistical significance at p = 0.05.
Results: Out of the total 171 participants recruited, 151 (88.30%) were aware of simulation, leading to further questioning for knowledge, practice, and attitude. Among these 151 participants, 41.8% reported lacking a simulation facility in their institution, while 29.10% had used simulation in their academic practice. 29.14% of participants showed highly favorable and 70.86% showed moderately favorable attitudes towards SBL. No significant relation was observed between attitude and demographic variables like age, designation, gender, and university type (p > 0.05).
Conclusions: A majority of participants from various Indian Physiotherapy educational institutes were aware of the use of SBL in Physiotherapy education, but there was a lack of practical implementation. The study revealed the Physiotherapy academia's positive attitude towards incorporating simulation-based learning (SBL) in physiotherapy education, despite challenges in implementing SBL.
期刊介绍：
Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.
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