Table 2 Counts, frequencies, and mean (IQR) for ratings of the benefits of simulation-based learning and comparison of post-module 1 and post-module 2 (Wilcoxon signed-ranks, n = 14)
From: Simulated patient contributions to enhancing exercise physiology student clinical assessment skills
Item | Post-module 1 | Post-module 2 | Comparison | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
% disagree (n) | % unsure (n) | % agree (n) | % strongly agree (n) | Median (IQR) | % disagree (n) | % unsure (n) | % agree (n) | % strongly Agree | Median (IQR) | Z | P | |
I found that working with peers on the same SP helped my learning | 0.0% (0) | 7.1% (1) | 21.4% (3) | 71.4% (10) | 5.00 (4.00–5.00) | 0.0% (0) | 7.1% (1) | 42.9% (6) | 50.0% (7) | 4.50 (4.00–5.00) | − 1.134 | 0.257 |
I was less concerned about making a mistake with SPs than with a real patient | 21.4% (3) | 7.1% (1) | 21.4% (3) | 50.0% (7) | 4.50 (2.75–5.00) | 7.1% (1) | 0.0% (0) | 50.0% (7) | 42.9% (6) | 4.00 (4.00–5.00) | − 1.043 | 0.297 |
Feedback from a “patient perspective” from role play actors helped my learning | 0.0% (0) | 21.4% (3) | 21.4% (3) | 57.1% (8) | 5.00 (3.75–5.00) | 0.0% (0) | 7.1% (1) | 21.4% (3) | 71.4% (10) | 5.00 (4.00–5.00) | − 0.893 | 0.372 |
The clinical facilitator was able to give more “frank and honest” feedback in the presence of a SP, compared with a real patient | 0.0% (0) | 0.0% (0) | 42.9% (6) | 57.1% (8) | 5.00 (4.00–5.00) | 7.1% (1) | 0.0% (0) | 21.4% (3) | 71.4% (10) | 5.00 (4.00–5.00) | 0.000 | 1.000 |
This model of education met my learning style | 0.0% (0) | 7.1% (1) | 28.6% (4) | 64.3% (9) | 5.00 (4.00–5.00) | 0.0% (0) | 7.1% (1) | 28.6% (4) | 64.3% (9) | 5.00 (4.00–5.00) | 0.000 | 1.000 |
Simulated learning provides a link between theoretical and practical training | 0.0% (0) | 0.0% (0) | 7.1% (1) | 92.9% (13) | 5.00 (5.00–5.00) | 0.0% (0) | 0.0% (0) | 28.6% (4) | 71.4% (10) | 5.00 (4.00–5.00) | − 1.342 | 0.180 |