BACKGROUND The Australian Physiotherapy Council mandates that physiotherapy clinical education be sufficient to produce graduates who are competent to practice across the lifespan. Due to a lack of opportunities for paediatric clinical placements, there is a risk of graduates not having the opportunity to develop competency in paediatric physiotherapy. To address this risk, simulation-based education (SBE) has been proposed as an educational strategy to address the placement shortfall. Despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy. METHODS Three interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session. RESULTS For the 164 participants included in this study, self-efficacy survey response rate varied from 77 to 96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p <  0.001). A total of 139 (85%) responded to the learning reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified 'experience' as the primary theme. CONCLUSION SBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric patients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether the improvement in self-efficacy achieved through SBE translates into improved student performance during workplace-based clinical placements.

中文翻译：

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基于模拟的教育提高了小儿患者理疗评估和管理中的学生自我效能。

背景技术澳大利亚理疗委员会（Australian Physiotherapy Council）要求进行理疗临床教育，足以培养出有能力在整个生命周期执业的毕业生。由于缺乏进行儿科临床实习的机会，因此存在毕业生没有机会发展儿科物理治疗能力的风险。为了解决这种风险，已经提出了基于模拟的教育（SBE）作为解决安置不足的教育策略。尽管有令人鼓舞的证据证明了其在理疗教育中的使用，但仅有有限的证据支持其在儿科人群中的使用。这项研究的目的是调查SBE在小儿客户理疗评估和管理中对学生自我效能的影响，并确定学生对SBE作为学习策略的满意度。方法在一所澳大利亚大学校园内的儿科理疗单元进行了三个SBE互动式会议。在每个疗程前后对自我效能进行调查，以确定对临床技能，临床决策，治疗准备和计划，沟通技巧的信心；评估和修改干预措施以及跨专业实践。在最后的SBE课程之后，对学生对SBE作为一种学习策略的满意度进行了调查。结果对于本研究中包括的164名参与者，每次会议的自我效能调查答复率从77％到96％不等。所有问题的平均学生自我效能都有显着提高（p <0.001）。共有139（85％）人对学习反应问卷做出了回应，占78.6％，表明他们对SBE作为一种学习策略非常满意。来自41位参与者的书面评论将“体验”确定为主要主题。结论SBE在小儿患者理疗评估和管理中对学生的自我效能有显着的积极影响。学生们还认为SBE是宝贵的学习经验。需要进行进一步的研究来调查通过SBE实现的自我效能的提高是否转化为基于工作场所的临床实习期间学生的学习成绩的提高。结论SBE在小儿患者理疗评估和管理中对学生的自我效能有显着的积极影响。学生们还认为SBE是宝贵的学习经验。需要进行进一步的研究来调查通过SBE实现的自我效能的提高是否转化为基于工作场所的临床实习期间学生的学习成绩的提高。结论SBE在小儿患者理疗评估和管理中对学生的自我效能有显着的积极影响。学生们还认为SBE是宝贵的学习经验。需要进行进一步的研究来调查通过SBE实现的自我效能的提高是否转化为基于工作场所的临床实习期间学生的学习成绩的提高。