Akademik Veri Yönetim Sistemi
Demirbüken İ. (Yürütücü), Ucuzoğlu M. E., Avcı E. E., Akgün G.
TÜSEB A Grubu Acil AR-GE Projesi, 2024 - 2025
In physiotherapy and rehabilitation education, basic medical courses, clinical information, rehabilitation approaches, special teachings of the profession, clinical problem solving and analysis in their fields are taught during university education. Clinical reasoning is one of the most fundamental skills in health professions education and is essential for engaging in clinical practice. In many studies, it is stated that the learning of the clinical reasoning process in undergraduate students should be included in the curricula and learning objectives. Self-efficacy is a concept that is effective in shaping one's behavior. Academic self-efficacy is the individual's belief in himself about how successful he will be in the face of the academic tasks he will face throughout his academic life and at what level he can fulfillthese tasks.
In recent years, digital learning designs have been increasingly used in teaching practices in higher education. Various designs offer opportunities to improve self-regulation abilities, facilitate active learning, and make the learning process more transparent. In studies, digital learning designs in physiotherapy education have been criticized because they are not based on a theoretical learning perspective.
As a first step in our study, musculoskeletal problems will be selected for the patient scenarios to be used in the simulation and algorithms will be arranged for the simulation. After the algorithms are created, a website with patient scenarios containing these algorithms will be established with the support of a software company. In addition to the website, a database will be created and the applications made on the site will be recorded.
100 students will be included in the study and the application will be started. In our study, stepped wedge design will be used. Volunteer students will start standard education after preliminary assessments are made. Afterwards, 20 random participants will be included in the simulation training group every two weeks.
The self-efficacy and clinical reasoning levels of the students included in the study will be evaluated with the Physiotherapist Self-Efficacy Questionnaire and the Clinical Reasoning Assessment Tool before the training. The same assessments will be repeated after the students complete their 10-week education. Afterwards, students' satisfaction levels and suggestions from the simulation will be evaluated with qualitative questions, and opinions and suggestions about simulation will be collected by creating themes.