Learning physiotherapy in clinical practice: Student interaction in a professional context

Abstract

A situated perspective on learning implies looking at learning as a process of social interaction. Learning is linked to participation and engagement in situations and activities that make up the community of practice. The aim of this study was to explore how important students perceive interaction in the community of practice to be for their learning. We chose a qualitative approach using semistructured interviews. The informants were five interns and five third-year students. The interviews were analysed by using a phenomenographic framework. Four descriptive categories were identified: 1) feeling welcome and included; 2) having enough time and space; 3) the importance of a fellow student; and 4) the patient as my teacher. In environments in which students feel welcome and included, they are allowed to test their ability to gain and develop experience, and they become active participants of a community. As active participants, students have access to a variety of learning situations. If learning is understood as a dynamic process during which all participants develop, there will be mutual interaction between students and the professional community. When learning becomes integrated into practice and has consequences for development of the community, responsibility for the learning of others becomes important.

Deltakerbaner i psykologutdanningen – en femårs oppfølging av psykologistudenter

“…Teorien er brukt i empiriske studier innen arbeidsliv og praktisk yrkesutdanning (Nielsen & Kvale, 2003), i høyere utdanning innen musikkutdanning (Nielsen, 1999), laererutdanning (Warhurst, 2006) og i ulike helsefag som for eksempel fysioterapi og legeutdanning (Skøien, Vå gstøl & Raaheim, 2009;Egan & Jaye, 2009). Disse studiene har hovedsakelig undersøkt praksisdelene i utdanningene.…”

Challenges and opportunities in practical training – perceptions of clinical education

“…Students strongly point out the importance of constructive feedback as well [6,16]. In Skøien et al [13] study, students pointed out other issues: having enough time for clinical work, for preparation, for patient meetings and for refl ection. Clinical reasoning and refl ection are essential parts of the development of professional practice [5].…”

“…Students say that a clinical educator must be a good communicator, able to create personal interactions with the students, show enthusiasm and genuine interest, willing to listen to and understand the students` perspectives, and must have the ability to see and meet students with respect. Students appreciate the clinical educators` pedagogical ability and value someone who shows interest in their own learning process, and has an openness and willingness towards discussions and mutual development of knowledge and skills [13,16]. Another dimension was balance between challenge and support.…”

“…However, it takes time to get used to and understand this reality. Learning in practice implies being able to function and interact with patients, supervisors, other physiotherapists, and fellow students [13].…”

The First Experience of Clinical Practice on Psychology Students’ Imaginary

“…Studies of this nature are also made in other areas and not just in Psychology, as can be seen by consulting the recent literature (Black et al, 2010;Carvalho, Pelloso, Valsecchi, & Coimbra, 1999;Charleston & Happell, 2005;Hung, Huang, & Lin, 2009;Skoien, Vagstol, & Raaheim, 2009;Tully, 2004;Yang et al, 2011). This is an issue that interests us deeply both because we attach fundamental importance to the university academic development process of the psychologist, and because of the fact that, from our point of view, this research clearly harmonizes with what the postgraduate program in which we work proposes in terms of its area of concentration: Psychology as a Science and Profession.…”