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

Fatma Ayvat; Gülşah Sütçü Uçmak; Özge Onursal Kılınç; Mert Doğan; Ender Ayvat; Muhammed Kılınç; Özlem Ülger; Sibel Aksu Yıldırım

Makale detayları

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

Yazarlar:

Fatma Ayvat | Gülşah Sütçü Uçmak | Özge Onursal Kılınç | Mert Doğan | Ender Ayvat | Muhammed Kılınç | Özlem Ülger | Sibel Aksu Yıldırım

Yayıncı:

Hacettepe University

Ana Başlıklar:

Physiotherapy

Dergi:

Journal of Hacettepe University Physical Therapy and Rehabilitation Faculty Vol.3 Issue 3, pp.134-139

Belge Tipi:

Makale

Yayın Tarihi:

10/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001358210

pISSN:

3023-5073

Anahtar kelimeler:

Özet:

 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: Third-year 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 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 p0.373. However, scores for the Active Learning p0.001, Diverse Ways of Learning p0.001, and High Expectations p0.001, subscales, as well as the total score p0.001, were significantly higher in the simulation group. Similarly, in the SSSCLS, the simulation group achieved significantly higher scores in both subscales p0.001 and the total score p0.001. Academic performance scores were also significantly higher in the simulation group p0.001. Discussion: The results demonstrate that simulation-based education substantially improves physiotherapy students academic performance, satisfaction, and self-confidence. These findings underscore the value of integrating simulation more extensively into physiotherapy curricula and highlight the need for structured faculty development programs to optimize its pedagogical impact.

 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: Third-year 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 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 p0.373. However, scores for the Active Learning p0.001, Diverse Ways of Learning p0.001, and High Expectations p0.001, subscales, as well as the total score p0.001, were significantly higher in the simulation group. Similarly, in the SSSCLS, the simulation group achieved significantly higher scores in both subscales p0.001 and the total score p0.001. Academic performance scores were also significantly higher in the simulation group p0.001. Discussion: The results demonstrate that simulation-based education substantially improves physiotherapy students academic performance, satisfaction, and self-confidence. These findings underscore the value of integrating simulation more extensively into physiotherapy curricula and highlight the need for structured faculty development programs to optimize its pedagogical impact.

 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: Third-year 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 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 p0.373. However, scores for the Active Learning p0.001, Diverse Ways of Learning p0.001, and High Expectations p0.001, subscales, as well as the total score p0.001, were significantly higher in the simulation group. Similarly, in the SSSCLS, the simulation group achieved significantly higher scores in both subscales p0.001 and the total score p0.001. Academic performance scores were also significantly higher in the simulation group p0.001. Discussion: The results demonstrate that simulation-based education substantially improves physiotherapy students academic performance, satisfaction, and self-confidence. These findings underscore the value of integrating simulation more extensively into physiotherapy curricula and highlight the need for structured faculty development programs to optimize its pedagogical impact.

 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: Third-year 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 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 p0.373. However, scores for the Active Learning p0.001, Diverse Ways of Learning p0.001, and High Expectations p0.001, subscales, as well as the total score p0.001, were significantly higher in the simulation group. Similarly, in the SSSCLS, the simulation group achieved significantly higher scores in both subscales p0.001 and the total score p0.001. Academic performance scores were also significantly higher in the simulation group p0.001. Discussion: The results demonstrate that simulation-based education substantially improves physiotherapy students academic performance, satisfaction, and self-confidence. These findings underscore the value of integrating simulation more extensively into physiotherapy curricula and highlight the need for structured faculty development programs to optimize its pedagogical impact.

Makale detayları

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

Yazarlar:

Fatma Ayvat | Gülşah Sütçü Uçmak | Özge Onursal Kılınç | Mert Doğan | Ender Ayvat | Muhammed Kılınç | Özlem Ülger | Sibel Aksu Yıldırım

Yayıncı:

Hacettepe University

Ana Başlıklar:

Physiotherapy

Dergi:

Journal of Hacettepe University Physical Therapy and Rehabilitation Faculty Vol.3 Issue 3, pp.134-139

Belge Tipi:

Makale

Yayın Tarihi:

10/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001358210

pISSN:

3023-5073

Physiotherapy

Neurological Rehabilitation

Simulation Based Education.

Sayı

Makale detayları

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

Yazarlar: Fatma Ayvat | Gülşah Sütçü Uçmak | Özge Onursal Kılınç | Mert Doğan | Ender Ayvat | Muhammed Kılınç | Özlem Ülger | Sibel Aksu Yıldırım

Yayıncı: Hacettepe University

Ana Başlıklar: Physiotherapy

Dergi: Journal of Hacettepe University Physical Therapy and Rehabilitation Faculty Vol.3 Issue 3, pp.134-139

Belge Tipi: Makale

Yayın Tarihi: 10/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001358210

pISSN: 3023-5073

Physiotherapy

Neurological Rehabilitation

Simulation Based Education.

Sayı

Yazarlar:

Fatma Ayvat | Gülşah Sütçü Uçmak | Özge Onursal Kılınç | Mert Doğan | Ender Ayvat | Muhammed Kılınç | Özlem Ülger | Sibel Aksu Yıldırım

Yayıncı:

Hacettepe University

Ana Başlıklar:

Physiotherapy

Dergi:

Journal of Hacettepe University Physical Therapy and Rehabilitation Faculty Vol.3 Issue 3, pp.134-139

Belge Tipi:

Makale

Yayın Tarihi:

10/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001358210

pISSN:

3023-5073