investigating the effects of simulation-based teaching on learning domains designed for physiotherapy students

Introduction: simulation-based teaching is a technique for imitating a situation’s behavior or process via a suitable analog situation for training or teaching purposes. simulation-based teaching is widely used in various domains; however, there is limited literature on evaluating the role of simulated-based teaching in physiotherapy. this study investigates the effect of simulation-based teaching on learning domains for traumatic brain injury topics framed for final-year physiotherapy students.materials and methods: a total of 51 final-year physiotherapy students were randomly selected and allocated into two groups. group a (n=25) includes didactic with powerpoint presentation teaching session. group b (n=26) includes simulated-based teaching sessions. there were eight simulators selected and trained for the ranchos los amigos stages. the students were assessed using a self-designed pre-post multiple-choice questions (mcq) test for knowledge and a clinical evaluation exercise for affective and psychomotor skills. results: this study showed that group b significantly improved in the pre-post self-made mcq test (t=17.34, p=0.00), and in the clinical evaluation exercise, group b performed 43.66% better than group a. conclusion: the study concludes that simulation-based teaching significantly improves cognitive, affective, and psychomotor skills compared to traditional methods for traumatic brain injury topics framed for final-year physiotherapy students.