Show simple item record

dc.contributor.authorDennis, Diane
dc.contributor.authorParry, Sharon
dc.contributor.authorMiolin, Philip
dc.contributor.authorMercer, Leah
dc.contributor.authorFurness, Anne
dc.date.accessioned2020-01-07T03:49:03Z
dc.date.available2020-01-07T03:49:03Z
dc.date.issued2019
dc.identifier.citationDennis, D.M. and Parry, S. and Miolin, P. and Mercer, L. and Furness, A. 2019. An Observational Study of a Simulation-Based Cross-Discipline Learning Activity between Theater Arts and Physical Therapy Students. Simulation in Healthcare. 14 (4): pp. 251-257.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/77497
dc.identifier.doi10.1097/SIH.0000000000000359
dc.description.abstract

Introduction: Professional actors are often used to portray simulated patients during healthcare professional training. This study aimed to create an activity where physical therapy (PT) and theater arts (TA) students could address discrete learning outcomes in a common setting with mutual benefit. Methods: Mixed methods observational study of 246 university students (201 PT, 45 TA) undertaking a scenario involving the provision of a clinical history. All students completed a 5-question qualitative survey relating to the activity, and each group scored themselves and each other using an observer rubric rating performance from 1 (do not agree) to 10 (agree). Results: For PT students, the range of means (SDs) across the five questions were significantly different (P < 0.001) with 6.2 (1.6) to 6.8 (1.4) for self-assessment and 8.2 (1.4) to 8.7 (1.1) for TA assessment of PT. For TA students, across all repetitions and all questions, the mean (SD) was 7.6 (1.5) for self-assessment and 7.9 (1.2) for PT assessment of TA, representing a significant difference (P < 0.001). After initial enactment, there was a significant improvement in TA self-assessment of performance (P = 0.002), but thereafter, there was no significant difference over time (P = 0.114). Qualitative data analysis revealed the following three themes common to both groups: worthiness, authenticity/realism, and anxiety/confidence. The PT students also identified history-taking skills and the importance of patient/PT relationships. The TA students identified learning around character portrayal, improvisation, and concentration. Conclusions: This study describes a simulation-based learning activity undertaken within existing infrastructure with complementary learning objectives for both TA and PT students that was realistic and engaging.

dc.languageEnglish
dc.publisherLIPPINCOTT WILLIAMS & WILKINS
dc.subjectScience & Technology
dc.subjectLife Sciences & Biomedicine
dc.subjectHealth Care Sciences & Services
dc.subjectSimulation
dc.subjectcross-discipline
dc.subjectprelicensure
dc.subjectphysical therapy
dc.subjecttheater arts
dc.subjectDRAMA
dc.subjectCOMMUNICATION
dc.subjectPERFORMANCE
dc.subjectCLINICIAN
dc.subjectALLIANCE
dc.subjectMEDICINE
dc.subjectWORLDS
dc.subjectSKILLS
dc.subjectACTORS
dc.subjectSTAGE
dc.titleAn Observational Study of a Simulation-Based Cross-Discipline Learning Activity between Theater Arts and Physical Therapy Students
dc.typeJournal Article
dcterms.source.volume14
dcterms.source.number4
dcterms.source.startPage251
dcterms.source.endPage257
dcterms.source.issn1559-2332
dcterms.source.titleSimulation in Healthcare
dc.date.updated2020-01-07T03:49:03Z
curtin.departmentSchool of Physiotherapy and Exercise Science
curtin.accessStatusFulltext not available
curtin.facultyFaculty of Humanities
curtin.contributor.orcidParry, Sharon [0000-0002-3924-3929]
dcterms.source.eissn1559-713X
curtin.contributor.scopusauthoridParry, Sharon [56368372700]


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record