Physiotherapy students' experiential learning through curriculum-integrated high-complexity simulation: a qualitative study.
4 affiliations
- 1Technology, Inclusion and Health Research Group (TIS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, 08500, Spain. [email protected].
- 2Research Group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Sagrada Familia 7, Vic, 08500, Spain.
- 3Institute for Research and Innovation in Life Sciences and Health in Central Catalonia (IRIS-CC), Vic, Spain.
- 4Technology, Inclusion and Health Research Group (TIS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, 08500, Spain.
Abstract
Background
Developing both technical and non-technical competencies is a core goal in physiotherapy education. While traditional clinical placements offer essential hands-on experience, they may not fully prepare students for the complexity and unpredictability of real-world clinical practice. Simulation-based education (SBE) can help bridge this gap by providing a safe, realistic, and structured learning environment.Objective
To explore undergraduate physiotherapy (PT) students' experiences of curriculum-integrated high-complexity SBE, through the lens of experiential learning theory.Design
Qualitative descriptive study.Setting
Faculty of Health Sciences and Wellbeing, University of Vic - Central University of Catalonia, Spain.Participants
Twenty-eight undergraduate PT students from the second, third, and fourth academic years (fourth, sixth, and eighth semesters, respectively) participated in six focus groups conducted between June and October 2024. Participants were purposively sampled to ensure diversity in academic year and simulation roles (PT or observer).Exposure
High-complexity simulation sessions embedded in the PT curriculum, involving trained simulated patients and structured facilitation.Main outcomes and measures
Students' experiences of learning processes during SBE. Data were analysed using reflexive thematic analysis and later interpreted in relation to experiential learning theory. ATLAS.ti software was used to support data management. Transcripts were returned to participants for member checking.Results
Two overarching themes emerged: (1) Constructing non-technical skills through action, observation, and reflection, and (2) Experiencing safety and immersion. Students valued both performing and observing roles, reporting that observation fostered reflection, vicarious learning, and reduced performance anxiety. Structured debriefings, progressive exposure, and peer feedback reinforced learning, while facilitators' guidance and psychological safety promoted confidence. The use of simulated patients enhanced emotional immersion and authenticity, and students highlighted their potential role in feedback.Conclusions
High-complexity SBE was perceived as a meaningful and situated learning experience that supported reflection, knowledge integration, and application, contributing to the development of non-technical skills and confidence.Trial registration
NCT06852482 (clinicaltrials.gov).
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BibTeX
@article{ochandorenaacha2026physiotherapy,
title = {{Physiotherapy students' experiential learning through curriculum-integrated high-complexity simulation: a qualitative study.}},
author = {Mirari Ochandorena-Acha and Anna Escribà-Salvans and Ramon Jolis-Prat and Laia Briones-Buixassa and Cristina Vaqué-Crusellas and Sandra Rierola-Fochs and Vinicius Rosa Oliveira and Marc Terradas-Monllor},
journal = {Advances in simulation (London, England)},
year = {2026},
month = aug,
doi = {10.1186/s41077-026-00474-3},
url = {https://europepmc.org/article/MED/42972445},
note = {CC BY},
}
RIS
TY - JOUR
TI - Physiotherapy students' experiential learning through curriculum-integrated high-complexity simulation: a qualitative study.
AU - Mirari Ochandorena-Acha
AU - Anna Escribà-Salvans
AU - Ramon Jolis-Prat
AU - Laia Briones-Buixassa
AU - Cristina Vaqué-Crusellas
AU - Sandra Rierola-Fochs
AU - Vinicius Rosa Oliveira
AU - Marc Terradas-Monllor
PY - 2026
DA - 2026/08/03
JO - Advances in simulation (London, England)
DO - 10.1186/s41077-026-00474-3
UR - https://europepmc.org/article/MED/42972445
AB - Background Developing both technical and non-technical competencies is a core goal in physiotherapy education. While traditional clinical placements offer essential hands-on experience, they may not fully prepare students for the complexity and unpredictability of real-world clinical practice. Simulation-based education (SBE) can help bridge this gap by providing a safe, realistic, and structured learning environment.Objective To explore undergraduate physiotherapy (PT) students' experiences of curriculum-integrated high-complexity SBE, through the lens of experiential learning theory.Design Qualitative descriptive study.Setting Faculty of Health Sciences and Wellbeing, University of Vic - Central University of Catalonia, Spain.Participants Twenty-eight undergraduate PT students from the second, third, and fourth academic years (fourth, sixth, and eighth semesters, respectively) participated in six focus groups conducted between June and October 2024. Participants were purposively sampled to ensure diversity in academic year and simulation roles (PT or observer).Exposure High-complexity simulation sessions embedded in the PT curriculum, involving trained simulated patients and structured facilitation.Main outcomes and measures Students' experiences of learning processes during SBE. Data were analysed using reflexive thematic analysis and later interpreted in relation to experiential learning theory. ATLAS.ti software was used to support data management. Transcripts were returned to participants for member checking.Results Two overarching themes emerged: (1) Constructing non-technical skills through action, observation, and reflection, and (2) Experiencing safety and immersion. Students valued both performing and observing roles, reporting that observation fostered reflection, vicarious learning, and reduced performance anxiety. Structured debriefings, progressive exposure, and peer feedback reinforced learning, while facilitators' guidance and psychological safety promoted confidence. The use of simulated patients enhanced emotional immersion and authenticity, and students highlighted their potential role in feedback.Conclusions High-complexity SBE was perceived as a meaningful and situated learning experience that supported reflection, knowledge integration, and application, contributing to the development of non-technical skills and confidence.Trial registration NCT06852482 (clinicaltrials.gov).
SN - 2059-0628
ER -