Keywords:
simulated patient
bed-side patient
simulation
healthcare

  • Abstract

    Medical education underwent a transformation throughout the 20th century, progressing from a basic apprenticeship model to integrate the acquisition of scientific fundamentals and culminating in the requirement for objective assessments of proficiency in the areas of knowledge, abilities, and conduct (Rosen KR. 2008) throughout various regions globally, reflecting a dynamic evolution in response to emerging trends and challenges within the healthcare landscape. One pivotal factor driving these transformations is a profound commitment to enhancing patient safety as a core priority in medical practice and education (Al-Elq 2010). Concrete and enactive experiences are believed to lead to better retention and potential behavior change for learners. Abstraction and conceptualization are crucial for learners to acquire the necessary knowledge, skills, and attitudes for generalization and improvisation in dealing with new encounters (So HY, Chen PP, Wong GK, Chan TT 2019). The level of meaningful learning for students can be influenced by their experiences. Meaningful learning, as defined by Ausubel, is deeply rooted and connected in learners' cognitive structure, unlike reproduction-oriented rote learning (Lovink A et al. 2021). Bedside instruction represents the most efficient and practical approach to acquiring proficiency in clinical skills (CSs) among undergraduate medical students (Sumera Nisar et al. 2022). Simulation is crucial for providing top clinical skills education in medical schools. It involves learners practicing tasks in realistic scenarios with feedback from various sources, such as observers and video cameras. Different simulation modalities are utilized in clinical training (Zafar M. 2016). The fundamental skills utilized by students during their clinical practice sessions are essentially an amalgamation of theoretical knowledge and practical experience that they have acquired in the academic setting of the university. The spectrum of complexity and realism provided by simulation-based learning allows students to navigate through a wide range of clinical scenarios, ranging from common occurrences to more rare yet complex situations. This exposure enables students to assess the impact of interventions and make necessary adjustments on the basis of patient responses, mirroring real-life clinical settings.

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How to cite

Snehal, D. S. (2025). A Bridging theory and practice: A study of standardized and real patients in physiotherapy training. Multidisciplinary Reviews, (| Accepted Articles). Retrieved from https://malque.pub/ojs/index.php/mr/article/view/7173
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