SIMULATION PRACTICES AS A TEACHING-LEARNING TOOL IN PHYSICAL THERAPY FROM THE POINT OF VIEW OF STUDENTS
University of Valencia (SPAIN)
About this paper:
Appears in: ICERI2011 Proceedings
Publication year: 2011
Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain
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.
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.
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.
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.
Keywords: Practice sessions, simulation practices, physiotherapy, teaching-learning method, competences.