A survey of the practice and experience of clinical educators in UK secondary care

Norman, Robert I.; Dogra, Nisha

doi:10.1186/1472-6920-14-229

Cited by 14 publications

(14 citation statements)

References 12 publications

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“…In this study, workload of clinical educator was reported as one of the barriers for physiotherapy clinical education. This was consistent with previous research ndings on medical and physiotherapy clinical education in the United Kingdom and Australia respectively (19,20). This is an important factor to be addressed by the institution and physiotherapy educators to enhance the quality of clinical training within the UAE.…”

Section: Discussionsupporting

confidence: 91%

Factors affecting physiotherapy clinical education in the United Arab Emirates: Perceptions of students and clinical educator.

Ramakrishnan¹,

Bairapareddy²

2020

Preprint

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Background Clinical education is the cornerstone of physiotherapy education. Clinical educators play a pivotal role in shaping students’ attitude towards their future role as physiotherapist. But the implementation of physiotherapy clinical education varies significantly between institutions. Research has shown several factors influencing the clinical education. Therefore, the aim of this study was to explore the factors affecting physiotherapy clinical education in the United Arab Emirates (UAE). Methods This research used mixed-methods approach and recruited participants through purposive and convenience sampling. Data was collected through a survey using questionnaire and face-to-face interviews. Thirty-four physiotherapy students completed a questionnaire after attending 12 weeks of clinical placements. Twenty-six clinical educators and 9 students participated in the interview. Descriptive statistics including frequency percentage, median and percentiles were used for quantitative data analysis. Thematic analysis method was used for qualitative data analysis. Results Quantitative study found greater student satisfaction in clinical education. But the qualitative study identified several factors affecting clinical education in the context of this study. These factors include student interest, learning style, culture, and ability to cope with challenges. In addition, clinical educator workload, teaching strategies, curriculum knowledge, academic-clinical partnership, peer learning, placement model and expectations were the other factors that influenced physiotherapy clinical education within the UAE. Conclusions The findings of this study are useful to physiotherapy clinical educators, students, and faculty. It provides insight into various factors affecting physiotherapy clinical education. Furthermore, it recommends evidence-based strategies to neutralize those factors influencing clinical education.

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Section: Discussionsupporting

confidence: 91%

Factors affecting physiotherapy clinical education in the United Arab Emirates: Perceptions of students and clinical educator.

Ramakrishnan¹,

Bairapareddy²

2020

Preprint

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“…Still regarding clinical teaching and training, professors often provide it in the context of busy clinical service demands. Given that educational responsibilities typically represent only a fraction of their tasks, clinical educators are under considerable pressure to balance contracted teaching time with the demands of their clinical service and other responsibilities 15 . Important issues also raised include workload pressures that resulted in lack of time for preparation, lack of availability of adequate space, and financial resources for teaching materials.…”

Section: Resultsmentioning

confidence: 99%

Pedagogical Preparation for Physicians and their Performance in the Medical Course

Oliveira¹,

Medeiros²,

Pires³

et al. 2018

Rev. bras. educ. med.

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Qualifying the medical profile to meet the population’s main health needs is a challenge for contemporary medical schools. In this process, the medical professor has a prominent place, since medical teaching practice is based on the production of models considered valid, previously learned, and the experience of medical practice. One questions, thus, the physician’s pedagogical aptitude to teach, since the professor-academic relationship occurs differently from the physician-patient relationship, starting from the need to understand which ways professors seek to acquire the teaching-specific skills. Objective To carry out an integrative review on the pedagogical training of physicians in the teaching context. Methods This is a non-observational, descriptive integrative review of the literature. Initially, we searched the databases at the Scientific Electronic Library Online (SciELO), Latin American and Caribbean Literature in Health Sciences (Lilacs), the US National Library of Medicine and the National Institutes of Health (PubMed) and the Cochrane Library with the help of the Boolean operator and the following descriptors: Health Human Resource Training; Faculty, Medical and Education, Medical, Continuing. The inclusion criteria were free, complete articles, published from 2012 to 2016, in Portuguese, Spanish and English. Results The search resulted in 24 articles those discuss the research theme. After exhaustive reading of the articles found, only five converged and answered the guiding question raised in the initial reflection. Teaching strategies and methodologies, as well as the evaluation of clinical supervision processes to construct the students’ technical knowledge appear as important topics on learning and teaching. In addition, these discussions raise professors’ need for continuing education programs, as well as the construction of evaluation tools for professors, tutors and preceptors. Conclusions This study highlights the continuous improvement in the professors’ pedagogical training and the development of permanent education programs and improvement of the faculty by the school.

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“…Much IPE educator research to date has focused on university faculty [79,80]. However, clinical educators represent a more diverse group [81]. Internationally, there is a recognised need to develop greater collaboration among healthcare educators [77].…”

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confidence: 99%

‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

O’Leary

Salmon

Clifford

2020

Preprint

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Background Practice-based interprofessional education (IPE) is essential to prepare students for collaborative working. Pockets of practice-based IPE have been integrated into healthcare curriculums in some regions. Yet practice-based IPE is not globally valued as a key element of healthcare curriculums. As students and clinical educators are key stakeholders, this study presents a case example of their experiences in a country where practice-based IPE is at an emergent stage. Their experiential knowledge will generate important insights into how practice-based IPE is perceived and experienced. This learning can be applied, both locally and beyond, by stakeholders seeking to embed practice-based IPE in their placement curriculums. Methods A qualitative case study was conducted at a school of allied health and partner placement sites in Ireland. Data collection comprised two participant observations, 13 interviews and 12 document analyses. Inductive thematic analysis and deductive framework analysis, underpinned by activity theory and Hofstede’s cultural dimensions, informed data analysis and interpretations. Results The overarching theme was establishing the value of practice-based IPE, illustrated in three sub-themes: articulating expectations, conceptualising practice-based IPE and integrating interprofessionalism. First, overt articulation of practice-based IPE learning outcomes within regulatory standards and assessment processes would enhance its value within practice education. Second, clearer conceptualisation of what constitutes practice-based IPE is required. Participants indicated varying conceptualisations regarding why and how to implement practice-based IPE. Highlighting how practice-based IPE improved patient care and safety created a clear rationale for implementation. It was also helpful to demonstrate how adaptations to existing practice education models, rather than entirely new models, could achieve meaningful practice-based IPE. Third, integrating interprofessionalism at placement sites is required. Varying levels of professional engagement were noted, perpetuating stereotypes. Creating educator networks and embedding practice-based IPE in organisational strategy enhances its status and broadens engagement. Conclusions Adoption of these recommendations could enhance the value of practice-based IPE and optimise student preparation for collaborative working. Practice-based IPE remains a complex model and the trajectory of embedding in healthcare curriculums will differ globally. National and international longitudinal stakeholder data is needed to refine what type of practice-based IPE is most impactful on future collaborative practice.

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A survey of the practice and experience of clinical educators in UK secondary care

Cited by 14 publications

References 12 publications

Factors affecting physiotherapy clinical education in the United Arab Emirates: Perceptions of students and clinical educator.

Factors affecting physiotherapy clinical education in the United Arab Emirates: Perceptions of students and clinical educator.

Pedagogical Preparation for Physicians and their Performance in the Medical Course

‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

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