From implementation to revising simulation integration into undergraduate physiotherapy training

Background. Careful consideration of an increasingly underprepared tertiary student population, the limited use simulation in South African (SA) healthcare education and a changing milieu is required from SA educators when implementing, evaluating revising integration.Objectives. To develop conceptual framework for integration undergraduate physiotherapy programme.Methods. A non-experimental descriptive research design was used. purposive sample 15 educationalists abroad were approached to participate modified Delphi survey, informed by results obtained systematic review identifying elements. Data analysed as percentages, with feedback provided panel members following each round.Results. saturation achieved after round 3, response rate 73.3% (n=11). The main findings suggested that preparation prior simulation-based learning experiences (SBLEs) should include orientation SBLE logistics expectations (73%), could informal assessment theory (64%). Inclusion feedback/debriefing process (82%), methods (100%) timing (85%) part educator also deemed essential. Panel agreed programme evaluation line stakeholder (92%) vital guiding adjustments integrating simulation.Conclusion. developed indicates necessity ensure optimal participation outcome achievement. Programme sustainability be ensured through adjustment, feedback, best practice accrediting professional body guidelines.