Purpose: The aims of this study were to (1) describe the completion rates of the 24 performance criteria (PCs) from the Physical Therapist Clinical Performance Instrument (PT-CPI) by clinical instructors; (2) evaluate change in PC visual analogue scores (VAS) with students' clinical experience; and (3) evaluate scoring patterns over time. Methods: Final VAS scores for 208 physiotherapy (PT) students (seven cohorts) from 1,039 clinical placements between 2001 and 2008 were analyzed. Completion rates were calculated for each PC. Kruskal-Wallis tests evaluated differences in VAS scores between cohorts. Friedman's tests were used to compare VAS scores for each PC over time. Results: Completion rates were above 90% for 18 PCs. Data from the seven cohorts were combined. All PC scores showed significant change from 10 to 15 weeks and from 15 to 20 weeks of clinical experience (p a 0.001). Although differences in scores decreased over time, 19 PCs showed significant differences between 20 and 25 weeks, and 11 PCs showed significant differences between 25 and 31 weeks of clinical experience (p < 0.01). Conclusions: Certain PCs had lower completion rates. The PT-CPI was used consistently by clinical instructors to evaluate student performance over time. A continual progression in acquisition of clinical competencies was illustrated by PT-CPI scoring patterns as students advanced through their PT education programme.
Background: Interprofessional education (IPE) holds great promise in continuing to reform the management of complex chronic conditions such as HIV/AIDS, and Problem-based Learning (PBL) is a suitable format for IPE. This study aimed to evaluate the effectiveness of a large scale, compulsory interprofessional PBL module on HIV/AIDS education. In 2004, 30 physical therapy and 30 medical students at the University of Saskatchewan engaged in the HIV/AIDS PBL module. By 2007 over 300 students from seven healthcare programs were involved.
Background: This article describes tutors’ experiences with facilitating interprofessional problem-based learning (iPBL), a topic rarely discussed in the literature. We examined tutors’ perceptions of what it was like to tutor iPBL, including the rewarding and challenging aspects. We also reported differences between new and experienced tutors.Methods and Findings: The data presented in this article were collected using three versions of a paper-and-pencil survey (N = 77, N = 99, and N = 97 for each version of the survey, respectively) and six focus groups. Surveys were completed at the conclusion of iPBL modules. Both quantitative and qualitative results indicated that tutors found the experience of facilitating iPBL to be rewarding and encountered few challenges. Tutors felt the training they received prepared them well to tutor. They also felt that facilitating iPBL increased their knowledge in the topic area of the iPBL module and of other professional roles, that it enhanced their skills as facilitators, and that they enjoyed observing students learn. New tutors reported significantly more learning and skill development than experienced tutors.Conclusions: Four lessons were derived from our research: 1) use iPBL to offer IPE; 2) invest in tutor training and support; 3) help tutors trust the process; and 4) consider tutor recruitment and retention strategies.
This article focuses on the description of an educational initiative, the Interdisciplinary Population Health Project (IPHP) conducted in the academic year of 2006-2007 with a group of nursing and health care students. Inspired by population health, community development, critical pedagogy, and the inequalities imagination model, students participated in diverse educational activities to become immersed in the everyday life of an underserved urban neighborhood. A sample of convenience composed of 158 students was recruited from 4 health disciplines in a Western Canadian university. Data were collected using a modified version of the Parsell and Bligh's Readiness of Health Care Students for Interprofessional Learning Scale. A one group pretest-posttest design was used to assess the outcomes of the IPHP. Paired t tests and one-way analyses of variance were used to compare the responses of students from different academic programs to determine if there were differences across disciplines. Findings suggest that students' readiness to work in interprofessional teams did not significantly change over the course of their participation in the IPHP. However, the inequalities imagination model may be useful to enhance the quality and the effectiveness of fieldwork learning activities as a means of educating culturally and socially conscious nurses and other health care professionals of the future.
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