Study Results
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Basic Information
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NOT_YET_RECRUITING
NA
24 participants
INTERVENTIONAL
2025-01-19
2025-12-25
Brief Summary
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An experimental study with 24 participants from the rehabilitation disciplines of audiology, occupational therapy, physiotherapy, and speech therapy method using a pilot study techniques of clinical control studies. Participants will be assigned to either the experimental group who will receive the clinical learning method using SimucaseTM or (ii) the control group - which will accept conventional clinical learning methods such as problem-based learning case-study case studies. The topic of learning is the same for both groups.
The study hypothesis includes:
* There is a significant difference on clinical skills between SimucaseTM and conventional approach of learning among health science students.
* There is a significant difference on students' satisfaction learning between SimucaseTM and conventional approach of learning among health science students.
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Detailed Description
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In line with the changing agenda of the international paradigm that promotes the use of technology in the learning of health studies to overcome problems related to placement, logistics, human resources for supervision, patient aversion and creating a safe and conducive learning environment to form good competencies before stepping into clinical field learning. World bodies such as the World Federation Occupational Therapists allow the replacement of 20% of clinical field training to alternative clinical learning such as the use of technology and tele-health.
This study can be a catalyst for technology-based clinical learning than just conventional methods to enrich the learning experience. This can influence the policy in promoting the effective use of existing commercial technologies in clinical learning for health science programs in Malaysia and can transform national higher education scenario in the future.
PROBLEM STATEMENT
Education research in allied health especially rehabilitation, is more marginalized than medicine or nursing. This retards the advancement of teaching and learning strategies to optimize allied health education. Adopting knowledge from other fields such as medicine and nursing may be less fitting with the allied health education's needs. Therefore, it is essential to tailor the available learning strategies carefully to optimize their learning benefits according to the discipline's needs.
The clinical placement was reported to have missed a substantial learning opportunity due to a lack of theoretical application and weak teaching skills among clinicians. Having clinical simulation to supplement clinical placement was beneficial to optimize the gain from clinical learning as it was constructed on a solid learning theory. Simulation has become more advanced with the current availability of technology in combination with gaming elements. The combination of virtual simulation and gaming element creates substantial learning opportunity based on Kolb's experiential learning model.
RESEARCH OBJECTIVES
Main Objective
• To investigate the applicability of SimucaseTM software for clinical learning among health science students.
Specific Objectives
* To investigate the efficacy of SimucaseTM compared to conventional approach for clinical skills.
* To compare students' satisfaction on learning using SimucaseTM over conventional approach in clinical learning among health science students.
* To explore the feasibility of SimucaseTM as an alternative learning method for clinical learning among health science students.
Study design
The experimental study method used pilot study techniques, clinical control studies is proposed. This method is a high-quality technique to ensure the effectiveness of an intervention is credible.
Study samples
Students will be selected from the disciplines of audiology, occupational therapy, physiotherapy, and speech therapy at an institution. It is expected that 24 students (12 per control and experiment group) for each discipline will be recruited. Only second- to fourth-year students will be recruited, as first-year students have not yet taken any specialized courses in the program, making them unprepared for clinical learning.
Procedure
Each discipline will conduct RCT research separately to reduce the bias of differences between fields of study. Here, each RCT research will divide the students into two groups using sample random sampling, namely (i) the experiment group - who will receive the clinical learning method using SimucaseTM; and (ii) the control group - which will accept conventional clinical learning methods such as problem-based learning case-study case studies. The topic of learning is the same for both groups. It is recommended to have a learning session of two sessions for each group within a week. After the end of the study, the study participants will be evaluated for their performance by answering some survey forms (i.e., SLSQ). Only one data collection time is done (i.e., post-test) only. For ethical purpose, the control group and the experiment group will be cross-over (e.g., swap) on the learning approach to experience both approaches but not evaluated.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
HEALTH_SERVICES_RESEARCH
TRIPLE
Study Groups
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SimucaseTM
The experiment group - who will receive the clinical learning method using SimucaseTM
SimucaseTM
experiment group - who will receive the clinical learning method using SimucaseTM
Conventional clinical learning
The control group - which will accept conventional clinical learning methods such as problem-based learning case-study case studies
Conventional Clinical Learning
Problem-based learning case-study case studies
Interventions
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SimucaseTM
experiment group - who will receive the clinical learning method using SimucaseTM
Conventional Clinical Learning
Problem-based learning case-study case studies
Eligibility Criteria
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Inclusion Criteria
* Students from undergraduate second to fourth year of the academic programme.
Exclusion Criteria
19 Years
25 Years
ALL
Yes
Sponsors
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Universiti Putra Malaysia
OTHER
National University of Malaysia
OTHER
Responsible Party
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Farahiyah Wan Yunus
Principle Investigator and Head of Site Investigator
Principal Investigators
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Farahiyah Wan Yunus, Doctor of Philosophy
Role: PRINCIPAL_INVESTIGATOR
National University of Malaysia
Muhammad H Romli, Doctor of Philosophy
Role: STUDY_DIRECTOR
Universiti Putra Malaysia
Locations
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National University of Malaysia
Kuala Lumpur, Kuala Lumpur, Malaysia
Countries
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Central Contacts
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References
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World Federation of Occupational Therapists. (2020). COVID-19 and WFOT minimum education standards statement, 2020. Available: https://www.wfot.org/news/2020/covid-19-and-wfot-minimum-education-standards-statement
Waseh S, Dicker AP. Telemedicine Training in Undergraduate Medical Education: Mixed-Methods Review. JMIR Med Educ. 2019 Apr 8;5(1):e12515. doi: 10.2196/12515.
Thomas A, Burns R, Sanseau E, Auerbach M. Tips for Conducting Telesimulation-Based Medical Education. Cureus. 2021 Jan 4;13(1):e12479. doi: 10.7759/cureus.12479.
Romli MH, Wan Yunus F, Cheema MS, Abdul Hamid H, Mehat MZ, Md Hashim NF, Foong CC, Hong WH, Jaafar MH. A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia. Med Sci Educ. 2022 May 7;32(3):657-677. doi: 10.1007/s40670-022-01564-3. eCollection 2022 Jun.
Romli MH, Foong CC, Hong WH, Subramaniam P, Wan Yunus F. Restructuring education activities for full online learning: findings from a qualitative study with Malaysian nursing students during Covid-19 pandemic. BMC Med Educ. 2022 Jul 11;22(1):535. doi: 10.1186/s12909-022-03587-1.
Rezaee M, Rassafiani M, Khankeh H, Hosseini MA. Experiences of occupational therapy students in the first fieldwork education: a qualitative study. Med J Islam Repub Iran. 2014 Oct 11;28:110. eCollection 2014.
Praveen, C., Herur, S., Vashisht, S., Venkatesh, V. K. & Senapati, S. (2022). A comparative study on the suitability of virtual labs for school chemistry experiments. Journal of Emerging Investigators, 5(1), 1-9.
Nelson, J. (2017). Using conceptual depth criteria: addressing the challenge of reaching saturation in qualitative research. Qualitative Research, 17(5), 554-570. https://doi.org/10.1177/1468794116679873
Mattila, A., Martin, R.M., DeIuliis, E.D. (2020). Simulated fieldwork: A virtual approach to clinical education. Education Sciences, 10, 272. https://doi.org/10.3390/educsci10100272
Leighton, K. (2015). Development of the Clinical Learning Environment Comparison Survey. Clinical Simulation in Nursing, 11(1), 44-51. doi:10.1016/j.ecns.2014.11.002
Ingwersen K, Lyons N, Hitch D. Perceptions of fieldwork in occupational therapy. Clin Teach. 2017 Feb;14(1):55-59. doi: 10.1111/tct.12518. Epub 2016 Apr 5.
Foronda CL, Fernandez-Burgos M, Nadeau C, Kelley CN, Henry MN. Virtual Simulation in Nursing Education: A Systematic Review Spanning 1996 to 2018. Simul Healthc. 2020 Feb;15(1):46-54. doi: 10.1097/SIH.0000000000000411.
Emslie B. Clinical occupational therapists' experience of their role as clinical educators during the fieldwork experience of occupational therapy students (master's thesis). South Africa, Stellenbosch University, Stellenbosch; (2012).
DeIuliis, E., Mattila, A., & Martin, R. (2021). Level I FW in a simulated environment: A blueprint on how to use SimucaseTM. Journal of Occupational Therapy Education,5(2). Retrieved from https://encompass.eku.edu/jote/vol5/iss2/15/
Other Identifiers
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JEP-2024-967
Identifier Type: -
Identifier Source: org_study_id
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