Simulation-based learning in physical medicine and rehabilitation: About a Tunisian experience

To evaluate the impact of simulation-based learning according to the Kirkpatrick model (degree of satisfaction, skills acquisition and change of practices) in physical medicine and rehabilitation (PMR) residents. This is a prospective study as part of a simulation training project for residents in PMR. Over a period of 5 months, we have organized, in collaboration with Educational Simulation Center of Faculty of Medicine of Monastir (CeSimFMM), three practical training workshops to all PMR residents being validated specialty in Tunisia. The proposed simulation workshops had the following themes: botulinum toxin (BT) injections in the lower limbs, BT injections to the upper limbs and peripheral motor blocks in PMR. The collection of evaluation data was based on an anonymous questionnaire that assessed: degree of satisfaction, knowledge/performance and change in professional practices. Twenty residents were able to participate in these three workshops. The mean age of participants was 29.6 ± 3.6 years and 12 were female. The anonymous self-questionnaire distributed to learners at the end of this simulation-based learning cycle had revealed a 100% satisfaction level, ninety percent of the learners had agreed that the simulation-based learning allowed them to acquire skills and after a decline of five months 95% agreed on the fact that the simulation allowed them a change in their professional practices (only 5% did not agree). The findings of the current study suggest that simulation-based learning in PMR residents might have a positive impact on self-efficacy and learning motivation that affects knowledge and clinical skill acquisition. Therefore, these findings demonstrate that, if integrated appropriately, simulation educational approach can be used in academic settings as an active learning methodology.