RESEARCH POSTER PRESENTATION DESIGN © 2019

www.PosterPresentations.com

QUICK START GUIDE(THIS SIDEBAR WILL NOT PRINT)

This PowerPoint template produces a 42”x90" presentation poster. You can use it to create your research poster by placing your title, subtitle, text, tables, charts and photos.

We provide a series of online tutorials that will guide you through the poster design process and answer your poster production questions. For complete template tutorials, go online to PosterPresentations.com and click on the HELP DESK tab.

To print your poster using our same-day professional printing service, go online to PosterPresentations.com and click on "Order your poster".

This is a template for a presentation poster

42 inches tallby

90 inches wide

Important: Check the template sizeBefore you start working on your poster and to avoid printing problems check that you have downloaded and that you are using the correct size template for your poster presentation.This template can also be printed at the following sizes without distortion and without any additional formatting:36 tall x 77.14 wide44 tall x 94.28 wide

How to Zoom in and outUse the PowerPoint zoom tool to adjust the screen magnification to view comfortably. PowerPoint provides 2 ways to zoom: 1. On the top menu bar click on the VIEW tab and then click on ZOOM. Choose the zoom percentage that works best for you. 2. For better zoom flexibility, use the zoom slider at the bottom right of the window.

Ruler and GuidesThe dotted lines on his poster template are guides. The horizontal and vertical guides will help you align your poster elements accurately. Text boxes and other elements will ”snap” to the guides and stay within the boundaries of the columns. To hide the guides go to VIEW and uncheck the Guides box.

Headers and text containersIncluded in this template are commonly used section headers such as Abstract, Objectives, Methods, Results, etc. - Click inside a section header to add its text. - To add another header, click on edge of the section box so that it is outlined. Copy and paste it. - To increase its size, click on the white circles and expand to the the desired size.

Adding content to the posterStart by adding your text to each section without spending too much time with formatting. Use the default font size even if your text extends beyond the bottom of the poster. Continue until you have added all your content including text, graphics, photos, etc. Once you finish adding your content you can go back and format your text as needed.- If you run out of room, try to reduce the size of your fonts and/or the size of your

graphics. If there is a lot of empty space try to increase your font sizes and the size of your graphics. The font used for references can be smaller.

PhotosYou can add photos by dragging and dropping from your desktop, copy and paste, or by going to INSERT > PICTURES. Resize images proportionally by holding down the SHIFT key and dragging one of the white corner handles (dots). For a professional-looking poster, do not distort your images by stretching them disproportionally.

Quality check your graphicsZoom in and look at your images at 100%-200% magnification. If they look clear, they will print well.

QUICK START GUIDE(THIS SIDEBAR WILL NOT PRINT)

How to change the template colorsYou can change the overall template color theme by clicking on the COLORS dropdown menu under the DESIGN tab. You can see a tutorial here: https://www.posterpresentations.com/how-to-change-the-research-poster-template-colors.html

You can also manually change the color of individual elements by going to VIEW > SLIDE MASTER. On the left side of your screen select the background master where you can change the template background, column sizes, etc.

After you finish working on the SLIDE MASTER, it is important that you go to VIEW > NORMAL to continue working on your poster.

How to change the column layout configurationYou can manually change the configuration on the columns by going to VIEW > SLIDE MASTER. You can delete columns, resize them or modify them as needed for your layout. You can see a tutorial here: https://www.posterpresentations.com/how-to-change-the-column-configuration.html

How to hide the QUICK START GUIDE bars from the sides of the templateThe Quick Start Guides are outside the template’s printable area and they will not be on the printed poster.

If you create a PDF file from your template, the guides will not be included.

To hide the guides click on the Home tab (top of the screen) and then click on the Layout button below to see the available layouts. Choose the Without Guides layout.

How to preview your poster prior to printingYou can preview your poster at any time by pressing the F5 key on your keyboard. You will see on the screen what's on your poster and how it should look when printed. Press the ESC key to exit Preview.

F5

How to print your posterWhen you are ready to have your poster printed go online to PosterPresentations.com and click on the "Order Your Poster" button. You can have your poster printed on professional papers, fabric for easy traveling and a variety of other materials. If you submit a PowerPoint document, you will be receiving a PDF proof for your approval prior to printing. If your order is placed and paid for before noon (Pacific time) Monday-Friday, your order will ship out that same day. FedEx Next day, Second day, Third day, and Free Ground services are offered.

Go to PosterPresentations.com for more information.

© 2019 PosterPresentations.com

2117 Fourth Street , STE C

Berkeley CA 94710 USA

For complete tutorials visit:https://www.posterpresentations.com/helpdesk.html

INTRODUCTION

SIMUCASE SIMULATIONS

PT LEARNING GOALS & OBJECTIVES

(Ondo, 2018)Learners earn points for good, reflective decisions and lose points for poor or rejected decisions. No points are awarded or subtracted for decisions judged as acceptable. Repeated practice with decision-making leads to clinical competency.

RESULTS: PT PILOT PROGRAM

100%

REFERENCES

METHODOLOGY: PT PILOT PROGRAM

Emily Gherghel, PT, DPT, Lynn Bedalov, PT, and Katie Ondo, MA, CCC-SLP, CHSETransforming Physical Therapy Education: A Look Into Computer-Based Simulation

DESIGNING A COMPUTER-BASED SIMULATION

• Authentic scenarios that feature real clients and help users develop skills and practice decision-making

• Structure follows APTA Guide to Physical Therapist Practice framework & content is paired with CAPTE Standards and Required Elements

• Vetted by internal & external boards of clinical content experts

COMPONENTS OF HIGH-QUALITY COMPUTER-BASED SIMULATIONS

BENEFITS OF COMPUTER-BASED SIMULATIONS• Teach complete processes or specific skills• Promote independent learning because supervision is asynchronous• Improve self-efficacy through reflective practice• Address clinical placement challenges• Facilitate IPE• Guarantee a high degree of exposure to particular experiences• Increase practice with low-incidence and high-risk populations• Provide a bridge to competency in clinical experiences through

technical and non-technical skills training

36.4% 54.5%

4.5% 4.5%

54.5%40.9%

of faculty reviewers agreed or strongly agreed that the simulations provide an appropriate challenge.

METHODOLOGY: STUDY EVALUATING SIMUCASE EDUCATIONPrimary Research Questions: • How satisfied are students with the computer-based simulation experience?• How do Simucase simulations fulfill the needs of learners?

Participants: Third-year DPT students (n= 6) and PTA students (n=17) Design & Procedures: Descriptive research design looking at a basic causal relationship

Instruments: Satisfaction with Simulation Experience Scale5 (SSES), an 18-item self-rating Likert scale of satisfaction looking at clinical learning, clinical reasoning, and debrief

RESULTS: STUDY EVALUATING SIMUCASE EDUCATION

• User perceptions of Simucase simulations overall are positive for faculty and student learners.• Three required components of successful clinical simulations include pre-brief, feedback, and

debrief.• The majority of faculty users report that Simucase meets their curriculum needs.• On average, users agree that Simucase simulations can aid in clinical learning and clinical

reasoning.• Debrief facilitators need to be properly trained to support student learning.• Student learners need feedback and opportunities to reflect upon performance in debrief.

Clinical Learning Clinical Reasoning

More than

80%

● Standardized scenarios● Authentic experiences that display real

clients● Embedded content questions● Multimodal delivery of information● Deliberate practice in a safe environment● Interprofessional education

SUMMARY & CONCLUSIONS

Clinical Competency

Repeated Practice

Feedback

Clinical Decisions

>95% >90%

1. Macauley, K. (2018). Evaluating changes in clinical decision-making in physical therapy students after participating in simulation. Health Professions Education, 4(4), 278–286. https://doi.org/10.1016/j.hpe.2018.06.001

2. Huhn, K., & Deutsch, J.E. (2011). Development and assessment of a web-based patient simulation program. Journal of Physical Therapy Education, 25(1), 5–10. https://doi.org/10.1097/00001416-201110000-00002

3. Blackstock, F.C., Watson, K.M., Morris, N.R., Jones, A., Wright, A., McMeeken, J.M., Rivett, D.A., O’Connor, V., Peterson, R.F., Haines, T., Watson, G., & Jull, G.A. (2013). Simulation can contribute a part of cardiorespiratory physiotherapy clinical education: Two randomized trials. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 8(1), 32–42. https://doi.org/10.1097/SIH.0b013e318273101a

4. Sabus, C., & Macauley, K. (2016). Simulation in physical therapy education and practice: Opportunities and evidence-based instruction to achieve meaningful learning outcomes, 30(1), 3–13. https://doi.org/10.1097/00001416-201630010-00002

5. Levett-Jones, T., McCoy, M., Lapkin, S., Noble, D., Hoffman, K., Dempsey, J., Arthur, C., & Roche, J. (2011). The development and psychometric testing of the Satisfaction with Simulation Experience Scale. Nurse Education Today, 31(7),705–10. https://doi.org/10.1016/j.nedt.2011.01.004

Primary Research Questions: • What learning objectives and content standards are addressed through Simucase

computer-based simulations?• What are user perceptions of Simucase content and technology?

Participants: Faculty reviewers (n=6) and third-year DPT student reviewers (n=8)

Design & Procedures: Exploratory research design in which participants completed as many as six adult simulations and provided reviews in the form of qualitative survey data. Primary aims were to evaluate user perceptions and alignment with curricular learning objectives.

Instruments: Simucase standardized surveys

>90%

More than

80%

● Expert instructors available to the learner

● Interactive & repeatable experiences● Pre-brief prior to the simulation● Immediate feedback to guide

decisions● Debrief following the simulation● Methods of assessment & evaluation

Physical therapy education is in need of an innovative teaching method that is cost- and time-effective, improves critical thinking skills, and provides exposure to a wide variety of clinical situations. Evidence supports simulation-based learning as a successful method to improve student clinical decision-making in physical therapy educational programs.1,2, 3

Simulation allows for a controlled environment for students to engage in clinical scenarios without putting actual patients at risk.4 Specifically, computer-based simulations allow for interactive experiences with repeated practice of clinical skills under asynchronous supervision. A pilot study that investigated user perceptions and efficacy of a computer-based simulation platform adapted for training in the PT profession was implemented, and best-practice simulation methodologies were analyzed.

Debrief

82.6%

Debrief

78%

Disclosure: Presenter is employee of Simucase, LLC

of faculty reviewers said that these simulations can enhance clinical reasoning skills and teach/assess clinical skills.

of faculty said that these simulations were realistic and provided the opportunity for clinical practice.

of faculty reviewers agreed or strongly agreed that the simulations aligned with their curriculum needs.

More than

80%