Evaluating Debridement Skill Acquisition Through Diverse Training Models: A Mixed-Methods Analysis

Introduction: This study evaluates the effectiveness of diverse tissue models in enhancing wound debridement skills among physical therapy students. By comparing student performance across these models, we explore how tactile and visual fidelity contribute to learning outcomes in the affective, psychomotor, and cognitive domains. Grounded in contemporary educational theories that emphasize experiential learning and simulation-based training, this pilot study aims to provide evidence-based recommendations for curriculum enhancements in physical therapy education, thus preparing students for real-world clinical scenarios. Methods: This study involved 48 physical therapy students performing three techniques—paring, cross-hatching, and forceps/scissors—on three tissue models: orange, eggplant, and ham hock. A two-way ANOVA was utilized to assess learning outcomes across affective, psychomotor, and cognitive domains. Subsequently, qualitative insights were gathered through structured discussions focusing on students' emotional responses, the realism of the training models, and their confidence in performing these skills on actual patients. These discussions aimed to evaluate how the experiences of each model influenced skill retention and preparedness for clinical practice. This mixed-methods approach examined how different educational tools can affect skills acquisition and students' psychological preparedness. Results: Quantitative analysis showed that the ham hock model significantly outperformed the orange and eggplant models in learning effectiveness (p 0.05). Qualitatively, students noted increased confidence and the realistic feel of the ham hock as particularly beneficial. The diversity of models was essential for reinforcing skills across different textures, thus enhancing overall learning experiences. Key themes from discussions included the value of making harmless errors during practice, aiding in students’ preparation for clinical scenarios. Discussion: This study underscores the significant benefits of diverse training models in enhancing skill acquisition and confidence, effectively preparing students for real-world clinical settings. The realistic feel of the ham hock model suggests that lifelike training tools could bridge the gap between classroom learning and clinical application. The project provides valid practice recommendations and can be replicated, offering cutting-edge information crucial for advancing physical therapy education. Future research will examine the feasibility and practicality of the use of each model. References:Davis, J. T. (1986). Enhancing Wound-Débridement Skills Through Simulated Practice. Physical Therapy, 66(11), 1723–1724. https://doi.org/10.1093/ptj/66.11.1723 Gibbs, K., Panasci, K., Martinez, H., Mantanona, J., Powers, M., Sausman, R., & Wendland, D. (2024). The Revision of Integumentary/Wound Management Education Recommendations for Entry-Level Physical Therapists: A Delphi Study. Journal of Clinical Electrophysiology and Wound Management, 2(1), 29–37. https://doi.org/10.55566/jcewm-d-23-00007 Grollo, A., Morphet, A., & Shields, N. (2018). Simulation Improves Podiatry Student Skills and Confidence in Conservative Sharp Debridement on Feet. Journal of the American Podiatric Medical Association, 108(6), 466–471. https://doi.org/10.7547/16-121 Nube, V. L., Alison, J. A., & Twigg, S. M. (2021). Frequency of sharp wound debridement in the management of diabetes‐related foot ulcers: Exploring current practice. Journal of Foot and Ankle Research, 14(1). Portico. https://doi.org/10.1186/s13047-021-00489-1 Welsh, L. (2017). Wound care evidence, knowledge and education amongst nurses: A semi‐systematic literature review. International Wound Journal, 15(1), 53–61. Portico. https://doi.org/10.1111/iwj.12822 Wynn, M. & Mayo, D. Development of aids for sharp debridement training in wound care. Wounds UK, 2023 19(2), 28-31