Impact of Virtual Simulation on the Interprofessional Communication Skills of Physical Therapy Students: A Pilot Study

Abstract

Background and Purpose. Interprofessional education (IPE) is a part of the Standards of the Commission on Accreditation of Physical Therapy Education (CAPTE). CAPTE emphasizes that all physical therapy students be prepared to interact and communicate with those outside of their field of expertise to address and articulate patient needs. A vital component of patient care is the ability to communicate with other professionals, family members, and caregivers regarding a patient, student, or child. Many physical therapist (PT) students begin their education with preconceived notions and stereotypes regarding other professional disciplines that can be altered and changed through IPE. The purpose of this study was to evaluate the extent to which virtual rehearsal impacts the communication skills of PT students when delivering information regarding a singular patient to different stakeholders. Methods. A case study design was used to investigate the influence of a virtual simulator (TeachLivETM) on communication skills when interacting with parents/caregivers and other professionals. Three participants, including 1 male and 2 females, were recruited for this study and were chosen using criterion sampling. Prior to entering the virtual simulator, participants were provided a clinical case scenario to provide clinical recommendations on mobility for a 13-year-old female student. Each participant then engaged in a 60-minute session in the TeachLivETM simulator. The participants interacted with each adult-avatar (ie, parent, teacher, doctor) twice during a 20-minute period and provided appropriate clinical recommendations regarding mobility based on the case scenario. All interactions lasted 5 minutes and were followed by a 5-minute period of participant reflection and observer feedback. Participants were scored using the Situation, Background, Assessment, and Recommendation (SBAR) tool. Interobserver agreement was found to be 77%. Results. All participants increased scores on the SBAR between their first and second interactions with an avatar in the virtual simulator. Participants felt the experience was beneficial to their professional learning. Conclusion. Virtual simulators may provide a viable and safe environment for PT students to practice IPE skills to aid in advocacy for their patients. Future studies should be completed using a larger sample of participants.