Computerized Simulation Education on Physiotherapy Students’ Skills and Knowledge: A Systematic Review

Table 5

Reported limitations of conducting studies and implementation aspects attributed to the limited use and effectiveness of computerized simulation education.

(a)

#	Reported limitations of conducting research	Studies
1	Small sample size in groups	[8, 31, 42, 44, 46, 48, 49, 51, 52]
2	Lack of interaction	[20, 37, 42, 45]
3	Short follow-up duration	[8, 42, 46]
4	The evaluation on the transferability of the IPE education is subjective	[37, 44, 47]
5	Nonstandardized survey used	[36, 43, 44]
6	Selection not covered all students	[46]
7	There is no comparison to standard education methods	[11]
8	Only undergraduate university students were included in this study, so results should not be extrapolated and applied to other populations such as junior, employed physiotherapists	[11]
9	Lack of blindness of participants	[8, 52]
11	Asynchronous control and experimental blocks	[8]
12	Assessment solutions are not approved by home care therapists	[36]
13	Lack of experience	[20]
14	Failure to record the results of psychometric properties in PT students	[45]

(b)

#	Barriers to the use of technologies	Studies
1	Cost of the technology in terms of time, money, space, and implementation	[11, 50–52]
2	Need sufficient space	[8, 36, 49]
3	System’s inflexibility	[8, 42]
4	Simple system design for quick access and easy use	[8]
5	Lack of long-lasting effects	[11]
6	Need to simulate software management platform	[51]
7	Difficult to develop and sustain virtual programs	[50]
8	Need to different learning situations	[48]
9	Need time to become familiar with the technology	[43]
10	Bandwidth limitation	[47]
11	Emphasize specific competencies in using the equipment	[46]
12	Problems with handling the network	[47]
13	Uncertain accessibility to online training	[8]
14	The system currently needs a technician	[50]
15	VR technology may threaten the external validity	[52]