Enhancing Physiotherapy Education Through Simulation: Academic, Psychological, and Motivational Outcomes

Purpose: This study aimed to investigate the effects of simulation-based training on physiotherapy students’ academic performance, satisfaction, self-confidence, motivation, and perceptions of the quality of educational practices in neurological physiotherapy and rehabilitation.

Method: Students enrolled in the Neurological Rehabilitation course were assigned to either a simulation group or a control group. The simulation group received simulation-supported training using anatomical models and mannequins, whereas the control group underwent traditional instruction with practical demonstrations performed on students. Academic performance was evaluated in both groups using a rubric-based assessment form. Students’ perceptions of simulation-supported education were assessed with the Student Satisfaction and Self-Confidence in Learning Scale (SSSCLS) and the Educational Practices Questionnaire (EPQ).

Results: No significant difference was observed between the groups in the Collaboration subscale of the EPQ (p=0.373). However, scores for the Active Learning (p=0.001), Diverse Ways of Learning (p<0.001), and High Expectations (p<0.001), subscales, as well as the total score (p<0.001), were significantly higher in the simulation group. Similarly, in the SSSCLS, the simulation group achieved significantly higher scores in both subscales (p=0.001) and the total score (p<0.001). Academic performance scores were also significantly higher in the simulation group (p=0.001).

Conclusion: In conclusion, this study highlights the benefits of simulation-based education in neurological rehabilitation, showing improvements in students’ active learning, satisfaction, self-confidence, and academic performance. These findings may also guide the use of simulation in other physiotherapy courses.

Key Words: Health Education, Learning, Neurological Rehabilitation, Students.