About this paper

Appears in:
Pages: 3564-3570
Publication year: 2011
ISBN: 978-84-615-3324-4
ISSN: 2340-1095

Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain

SIMULATION PRACTICES AS A TEACHING-LEARNING TOOL IN PHYSICAL THERAPY FROM THE POINT OF VIEW OF STUDENTS

INTRODUCTION
Much of the content of the Degree in Physiotherapy in Spain is developed through practice sessions. The simulation practices are particularly important: the professor explains physical therapy techniques and students practice them to consolidate learning by repetition and error correction.

METHODS
For the design of the subject "General Procedures in Physical Therapy Intervention II" (PGIF-II) a methodology based in simulation practices has been chosen. In order to evaluate the usefulness, advantages and disadvantages of this methodology studients completed a survey (Likert-type scale). The survey was completed after the semester of classes and performed voluntarily.

RESULTS
Simulation practices constitute 43,3% of the total hours of practice. The survey was answered by 99 of the 126 students enrolled. The question of the usefulness of simulation exercises to supplement the information from the theoretical sessions obtained 7,6 ± 2,1 out of 10 (mean ± standard deviation). Practices about massage received a mean score of 9,11 ± 1,11. 98% of students felt that practices had helped them to complement the theoretical contents; 98,9% considered it as a learning facilitator tool; 97% considered them as a motivational tool and 80,8% thought that such practices had improved their relationship with professors. 81,8% considered them inadequate in terms of hours spent. After the final exams for the academic year 2010-2011 the main results for the subject PGIF II were: 73% of enrolled students passed the subject. 53,8% of them got a mark between 7 and 8,9; and a 1,9% achieved a mark between 9 and 9,8. 17,6% failed and 9,7% didn’t take the final exam.

CONCLUSION
Students welcomes this type of practical sessions in the subject PGIF II. For they, are a useful tool for the acquisition of skills. On the other hand, students believe that these activities facilitate the consolidation of the theoretical concepts and would enhance the motivation for the subject as well. Also, they consider that this activities help to improve their relationship with teachers. In the present year we can see that the percentage of students that have failed and have missed the final exam is small.
@InProceedings{DUENASMOSCARDO2011SIM,
author = {Due{\~n}as Moscard{\'{o}}, L. and P{\'{e}}rez-Alenda, S. and Aguilar Rodriguez, M. and Esp{\'{i}}-L{\'{o}}pez, G.V. and Serra-A{\~n}{\'{o}}, P. and S{\'{a}}nchez-S{\'{a}}nchez, M.L.},
title = {SIMULATION PRACTICES AS A TEACHING-LEARNING TOOL IN PHYSICAL THERAPY FROM THE POINT OF VIEW OF STUDENTS},
series = {4th International Conference of Education, Research and Innovation},
booktitle = {ICERI2011 Proceedings},
isbn = {978-84-615-3324-4},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {14-16 November, 2011},
year = {2011},
pages = {3564-3570}}
TY - CONF
AU - L. Dueñas Moscardó AU - S. Pérez-Alenda AU - M. Aguilar Rodriguez AU - G.V. Espí-López AU - P. Serra-Añó AU - M.L. Sánchez-Sánchez
TI - SIMULATION PRACTICES AS A TEACHING-LEARNING TOOL IN PHYSICAL THERAPY FROM THE POINT OF VIEW OF STUDENTS
SN - 978-84-615-3324-4/2340-1095
PY - 2011
Y1 - 14-16 November, 2011
CI - Madrid, Spain
JO - 4th International Conference of Education, Research and Innovation
JA - ICERI2011 Proceedings
SP - 3564
EP - 3570
ER -
L. Dueñas Moscardó, S. Pérez-Alenda, M. Aguilar Rodriguez, G.V. Espí-López, P. Serra-Añó, M.L. Sánchez-Sánchez (2011) SIMULATION PRACTICES AS A TEACHING-LEARNING TOOL IN PHYSICAL THERAPY FROM THE POINT OF VIEW OF STUDENTS, ICERI2011 Proceedings, pp. 3564-3570.
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