Exploring the Use of Simulation for Teaching Cardiovascular Pulmonary Skills and Clinical Reasoning in Canadian Entry-Level Physiotherapy Programmes: A Mixed-Methods Study.

Purpose: This study aimed to identify simulation practices currently working well to teach cardiovascular pulmonary (CVP) physiotherapy skills, and to describe what educators perceive as the ideal future use for simulation. Method: Participants were physiotherapists involved in teaching CVP physiotherapy at 1 of the 15 Canadian entry-to-practice physiotherapy programmes. We collected data with an online survey and through virtual focus groups. We conducted the focus groups using an appreciative inquiry approach and analyzed results using directed content analysis.

Results

Eleven people (representing 73.3% of Canadian physiotherapy programmes) completed the survey, and 12 (representing 80.0% of Canadian physiotherapy programmes) participated in focus groups. They described various simulation practices across programmes, detailing equipment used, educational context, and skills targeted. We identified six themes: (1) there is value in different simulation modalities and levels of fidelity; (2) using simulation presents multiple ubiquitous challenges; (3) educators are open to innovative and collaborative co-design; (4) the ideal use of simulation involves dynamic scenarios that build in complexity; (5) structured debriefing from experienced educators is an essential component; and (6) sustainable delivery requires advocacy, initial investment, and broadening the application of simulation.

Conclusions

Innovative and collaborative co-design may further evolve and strengthen simulation practice in CVP physiotherapy education.