Innovating Acute Care Curriculum and Simulation to Prepare Physical Therapist Students for Clinical Education

Purpose: This educational session will present and discuss national survey data on current curricular educational models and resources utilized in the education of the physical therapist for acute care practice. Presenters will provide innovative evidence based curricular design roadmaps to increase confidence, knowledge, and self-efficacy in physical therapist students for acute care practice. Resources and specific examples will be provided to aid educators in simulation curricular design including: role play, simulated/standardized patients, flipped classroom, problem-based and case-based learning.Methods and/or Description of Project: A survey of CAPTE accredited physical therapy program physical therapy educators was conducted to collect detailed information on the current methods and resources for acute care content delivery. Data was collected on primary instructor demographics, curricular design and student assessment methods, utilized resources, and time committed to this content area. Additional pre and posttest research was completed at two separate DPT programs on the effectiveness of acute care teaching methods that demonstrate curricular effectiveness to improve physical therapist student’s confidence, knowledge, and self-efficacy indicating a readiness to enter clinical education.Results/Outcomes: Expected outcomes of the educational presentation would be to inform PT educators and acute care educators of current trends in acute care education and effective methods for improving physical therapist student confidence, knowledge, and self-efficacy in acute care practice within acute care curriculum. Additionally, resources and specific examples of successful acute care curricular design will be provided to participants.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: This topic relates to our conference theme through the development of strategies to build resilience in academic and clinical environments. Through the discussion of effective curricular models and instructional strategies, physical therapist student learning outcomes are improved and anticipate translation of advance skills into the acute care clinical environment.References: 1. Pinto Zipp, G., Maher, C., & Olson, V. (2017). SOLO-Framed Flipped Learning Environment:" Speaking the Language of Today's Learner". Journal of Physical Therapy Education, 31(3). 2. Jensen, G. M., Nordstrom, T., Segal, R. L., McCallum, C., Graham, C., & Greenfield, B. (2016). Education research in physical therapy: visions of the possible. Physical therapy, 96(12), 1874-1884. 3. Miller, A. H., Tomlinson, S., Tomlinson, J.D., & Readinger, J. (2017). Addition of a patient examination module to address student preparedness for the first full-time clinical experience. Journal of Physical Therapy Education, 31(2), 30. 4. Pritchard, S. A., Blackstock, F. C., Nestel, D., & Keating, J. L. (2016). Simulated patients in physical therapy education: Systematic review and meta-analysis. Physical Therapy, 96(9), 1342-1353. 5. Smith, S.N., & Crocker, A.F. (2017). Experiential learning in physical therapy education. Advances in Medical Education and Practice, 8, 427-433. 6. Plack, M. and Driscoll, M. (2011). Teaching and learning in physical therapy: From classroom to clinic. Thorofare, NJ: SLACK Incorporated. 7. Greenwood, K. C., Nicoloro, D., & Iversen, M. D. (2014). Reliability and validity of the acute care confidence survey: An objective measure to assess students' self-confidence and predict student performance for inpatient clinical experiences. Journal of Acute Care Physical Therapy, 5(1), 10. 8. Greenwood, K., Stewart, E., Milton, E., Hake, M., Mitchell, L., & Sanders, B. (2015). Core Competencies for Entry-Level Practice in Acute Care Physical Therapy. Retrieved from http://c.ymcdn.com/sites/www.acutept.org/resource/resmgr/Core_Competencies_of_Entry-L.pdf 9. Fu, W. (2015). Development of an innovative tool to assess student physical therapists' clinical reasoning competency Journal of Physical Therapy Education, 29(4), 14-26. 10. MacCabe, A. (2018a). Learning theory, educational models, teaching strategies, and assessment instruments utilized in physical therapy curriculum for acute and critical care environments: A systematic review. Manuscript in preparation. 11. MacCabe, A. (2018b). Current methods, time commitment, and resources utilized to educate the physical therapist student about acute and intensive care practice environments. Manuscript in preparation. 12. MacCabe, A. (2018c). Impact of problem-based learning on student physical therapist confidence, knowledge, and self-efficacy indicating readiness to practice in acute care environments. Manuscript in preparation.Course Objectives: 1. Present information on current national trends in curricular design and instructional strategies in physical therapy acute care education 2. Discuss acute care education curricular designs at two different PT programs and outcomes measures collected for each design 3. Develop or revise your current acute care education teaching strategies/curricular model to meet students' acute care education needs based upon current evidence. 4. Create significant learning for physical therapist students, through curricular design and instructional strategies, to enhance PT students’ confidence, knowledge, and self-efficacy for readiness to practice in acute care clinical education. 5. Utilize the evidence to create in and out of classroom opportunities to enhance learning for the acute care practice environment. 6. Create opportunities to engage learners in a deeper understanding of educational information, increase active critical thinking, and transform learning experiences for increased cognitive complexity through the utilization of dynamic curricular approachesInstructional Methods: 1. Lecture with electronic presentation 2. Synchronous polling for audience engagement 3. Case-based examplesTentative Outline/Schedule: I. Introduce curricular educational models (10 min) II. Present national survey results on acute care education (20-30 min) III. Present and discuss curricular models at two different PT programs and outcome measures using Acute Care Confidence Survey and Think Aloud Standardized Patient Examination (30-40 min)

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  • Control #: 2995095
  • Type: Educational Session - Research Type
  • Event/Year: ELC 2018
  • Authors: Jacque Bradford
  • Keywords:

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