Table 2 Survey questions for experimental participants
Very unhelpful (0) | Somewhat unhelpful (1) | Neutral (2) | Somewhat helpful (3) | Very helpful (4) | |
|---|---|---|---|---|---|
Confidence engaging with an older person | |||||
Developing rapport and empathy with patients | |||||
Manual handling skills | |||||
Communicating with an older patient | |||||
Explaining treatments without using jargon | |||||
Ability to step into the physiotherapist role | |||||
Ability to apply theory to practice | |||||
Interest / engagement with the material covered in the unit | |||||
Remembering practical lessons from the classroom | |||||
Self-reflection and learning from mistakes in a safe environment | |||||
Potential to learn from other students’ experiences (peer learning) | |||||
Ability to give / receive feedback | |||||
Readiness to undertake the practical exam | |||||
Readiness to undertake clinical placement | |||||
Do you think that MASK-ED™ simulation has been beneficial in any other way to enhance learning? Please describe. | |||||
In the classroom, is MASK-ED™ simulation more valuable for students than just practicing on each other? Please explain why / why not: | |||||
Are there any negative aspects to including MASK-ED™ simulation in the Physiotherapy classroom? | |||||
On balance, do you think we should continue MASK-ED™ simulation as a feature of the UC Physiotherapy curriculum? Please explain why / why not: | |||||