Master's level study: learning transitions towards clinical expertise in physiotherapy

Petty, Nicola J.; Scholes, Julie; Ellis, Lorraine

doi:10.1016/j.physio.2010.11.002

Cited by 32 publications

(37 citation statements)

References 20 publications

(22 reference statements)

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“…In a number of studies, graduates reported improvement in the clinical care they provided [22,42-46] and in their attitude towards patients [43,47]. Alumni also reported enhanced self-confidence [22,23,29,37,43,48,49]. …”

Section: Resultsmentioning

confidence: 99%

A systematic review of outcome and impact of Master’s in health and health care

et al. 2013

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BackgroundThe ‘human resources for health’ crisis has highlighted the need for more health (care) professionals and led to an increased interest in health professional education, including master’s degree programmes. The number of these programmes in low- and middle-income countries (LMIC) is increasing, but questions have been raised regarding their relevance, outcome and impact. We conducted a systematic review to evaluate the outcomes and impact of health-related master’s degree programmes.MethodsWe searched the databases Scopus, Pubmed, Embase, CINAHL, ERIC, Psychinfo and Cochrane (1999 - November 2011) and selected websites. All papers describing outcomes and impact of health-related Master programmes were included. Three reviewers, two for each article, extracted data independently. The articles were categorised by type of programme, country, defined outcomes and impact, study methods used and level of evidence, and classified according to outcomes: competencies used in practice, graduates’ career progression and impact on graduates’ workplaces and sector/society.ResultsOf the 33 articles included in the review, most originated from the US and the UK, and only one from a low-income country. The programmes studied were in public health (8), nursing (8), physiotherapy (5), family practice (4) and other topics (8). Outcomes were defined in less than one third of the articles, and impact was not defined at all. Outcomes and impact were measured by self-reported alumni surveys and qualitative methods. Most articles reported that competencies learned during the programme were applied in the workplace and alumni reported career progression or specific job changes. Some articles reported difficulties in using newly gained competencies in the workplace. There was limited evidence of impact on the workplace. Only two articles reported impact on the sector. Most studies described learning approaches, but very few described a mechanism to ensure outcome and impact of the programme.ConclusionsEvidence suggests that graduates apply newly learned competencies in the field and that they progress in their career. There is a paucity of well-designed studies assessing the outcomes and impact of health-related master’s degree programmes in low- and middle-income countries. Studies of such programmes should consider the context and define outcomes and impact.

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Section: Resultsmentioning

confidence: 99%

A systematic review of outcome and impact of Master’s in health and health care

et al. 2013

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“…This paper reports on practitioners' perceived learning outcomes following successful completion of an MACP approved MSc. These learning outcomes form part of a broader theory on the learning transition of practitioners reported elsewhere (Petty et al, 2010).…”

Section: Designmentioning

confidence: 92%

The impact of a musculoskeletal masters course: Developing clinical expertise

2011

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a b s t r a c t A common aim of Masters (MSc) courses in the UK, accredited by the Manipulation Association of Chartered Physiotherapists (MACP), is to promote the clinical expertise of practitioners. Few studies have explored the extent to which this is achieved and understanding is further hampered by the contested nature of expertise. This paper reports on the impact of an MACP approved MSc on practitioners and offers a conceptual model of their development towards clinical expertise.A qualitative theory-seeking case study was used, drawing on the procedures and processes of grounded theory. Twenty-six semi-structured interviews were conducted with eleven alumni from one MACP approved MSc programme. Dimensional analysis and the constant comparative method of data analysis, was used to build the conceptual model.Prior to enrolment, practitioners uncritically accepted knowledge from others and followed habitual routines with their patients. Their diet of informal CPD appeared ineffective in developing these attri-butes. The impact of the MACP approved MSc involved three developmental aspects of clinical expertise: critical understanding of practice knowledge, patient centred practice and capability to learn in, and from, clinical practice. These inter-related aspects of knowledge, practice and learning offer a conceptual model of the development towards clinical expertise. The most powerful experience to trigger change was direct observation and feedback of their clinical practice by an MACP educator; this highlights the value of clinical mentors facilitating less experienced colleagues. The implementation of such mentorship within departments may offer a cost effective and manageable way to support CPD within the workforce.

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“…Furthermore, in taking a grounded theory approach, this research followed in the footsteps of researchers in the physiotherapy profession who used grounded theory to help understand clinical expertise and decision-making. 57e59, 72,73 The main methodological processes used in grounded theory (Fig. 1) are now discussed with reference to the case example.…”

Section: Resultsmentioning

confidence: 99%

Grounding osteopathic research – Introducing grounded theory

Thomson

Petty

Scholes

2014

International Journal of Osteopathic Medicine

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Over the last four decades there has been a proliferation of qualitative research into healthcare practice, including manual therapy. Grounded theory is the most widely used qualitative research methodology, and has contributed to the knowledge base of a number of healthcare professions. This Masterclass provides an introduction to grounded theory and uses a recent doctoral study into osteopathic clinical decision-making as an example to illustrate the main processes and procedures when conducting and evaluating grounded theory research. This paper highlights how grounded theory research may be of help in developing a robust and rounded evidence-base in relation to osteopathic practice.

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Master's level study: learning transitions towards clinical expertise in physiotherapy

Cited by 32 publications

References 20 publications

A systematic review of outcome and impact of Master’s in health and health care

A systematic review of outcome and impact of Master’s in health and health care

The impact of a musculoskeletal masters course: Developing clinical expertise

Grounding osteopathic research – Introducing grounded theory

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