Simulation can offer a sustainable contribution to clinical education in osteopathy
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(2019) 27:38
RESEARCH
Open Access
Simulation can offer a sustainable contribution to clinical education in osteopathy Kylie M. Fitzgerald1 , Tracy Denning2, Brett R. Vaughan3*, Michael J. Fleischmann1 and Brian C. Jolly4,5
Abstract Background: Clinical education forms a substantial component of health professional education. Increased cohorts in Australian osteopathic education have led to consideration of alternatives to traditional placements to ensure adequate clinical exposure and learning opportunities. Simulated learning offers a new avenue for sustainable clinical education. The aim of the study was to explore whether directed observation of simulated scenarios, as part replacement of clinical hours, could provide an equivalent learning experience as measured by performance in an objective structured clinical examination (OSCE). Methods: The year 3 osteopathy cohort were invited to participate in replacement of 50% of their clinical placement hours with online facilitated, video-based simulation exercises (intervention). Competency was assessed by an OSCE at the end of the teaching period. Inferential statistics were used to explore any differences between the control and intervention groups as a post-test control design. Results: The funding model allowed ten learners to participate in the intervention, with sixty-six in the control group. Only one OSCE item was significantly different between groups, that being technique selection (p = 0.038, d = 0.72) in favour of the intervention group, although this may be a type 1 error. Grade point average was moderately positively correlated with the manual therapy technique station total score (r = 0.35, p < 0.01) and a trivial relationship with the treatment reasoning station total score (r = 0.17, p = 0.132). Conclusions: The current study provides support for further investigation into part replacement of clinical placements with directed observation of simulated scenarios in osteopathy. Keywords: Osteopathic medicine, Simulated learning, Directed observer
Introduction Clinical placements constitute a key element of all health professional programs, including osteopathy. The osteopathy course at Victoria University (VU) in Melbourne, Australia includes a mixture of classroom-based teaching and clinical placements. The osteopathy clinical education setting facilitates students application of skills, knowledge and attributes developed in the classroom to a real world setting [1]. There is currently a minimum number of hours and patient consultations that a student is required to undertake to complete each clinical * Correspondence: [email protected] 3 Department of Medical Education, University of Melbourne, Melbourne, Australia Full list of author information is available at the end of the article
placement unit [2]. However, increasing student numbers, and consequent clinical placement costs, necessitate development of alternative methods of delivering meaningful osteopathy clinical education. Simulation may facilitate clinical learning [3] and a
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