No model of clinical education for physiotherapy students is superior to another: a systematic review

Lekkas, Peter; Larsen, Thomas Meinert; Kumar, Saravana; Grimmer, Karen; Nyland, Leah; Chipchase, Lucinda S; Jull, Gwendolen; Buttrum, Peter; Carr, L.; J, Finch

doi:10.1016/s0004-9514(07)70058-2

Cited by 167 publications

(149 citation statements)

References 33 publications

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“…A systematic review found that there was little quantitative evidence to suggest the most effective or productive CE : student ratio. 9 Further research is required to inform best practice clinical education.…”

Section: Introductionmentioning

confidence: 99%

Clinical activity profile of preregistration physiotherapy students during clinical placements

Stoĭkov

Shardlow²,

Gooding³

et al. 2018

Aust. Health Review

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Objective. The aim of the present study was to determine the clinical activity profile of preregistration physiotherapy students during clinical placements and their clinical activity contribution to health service delivery.Methods. Clinical activity data for 2014 were obtained from five Queensland public sector hospitals providing preregistration physiotherapy students clinical education in three key clinical areas (cardiorespiratory, musculoskeletal and neurological) over four 5-week placement blocks. Data regarding the number of student occasions of service (OOS) and the length of the OOS (LOOS) were collected to determine the average OOS and LOOS per student in each clinical area.Results. Twenty weeks of student data were collected from each hospital in each clinical area, representing 29.1% of cardiorespiratory, musculoskeletal and neurorehabilitation student placements. Students completed 19 051 OOS. The average OOS per student per block for cardiorespiratory, musculoskeletal and neurorehabilitation placements was 98.3, 74.0 and 72.4 respectively. Two-way ANOVA revealed a main effect of weeks (F = 402.1, P < 0.001) and clinical area (F =1331.5, P < 0.001) for LOOS.In addition, an interaction was found between clinical placement week and clinical area for LOOS (F = 8.4, P < 0.001).Conclusions. Student clinical activity data are useful for understanding the student contribution to health services. Student contribution appears to increase throughout the clinical placement and consideration should be given to the clinical educator : student ratio to enhance overall student contribution.What is known about the topic? Quantitative data describing physiotherapy student clinical care activity during placements are limited. What does this paper add? This paper profiles physiotherapy student clinical care activity and the changes occurring over 5-week placements. What are the implications for practitioners? Physiotherapy students provide clinical activity for health services that changes over their 5-week placement. Student clinical activity should be considered when responding to placement demand and planning service delivery.

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Section: Introductionmentioning

confidence: 99%

Clinical activity profile of preregistration physiotherapy students during clinical placements

Stoĭkov

Shardlow²,

Gooding³

et al. 2018

Aust. Health Review

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show abstract

“…Multiple models of practice-based education have the potential for making students less dependent on an individual educator as such models can promote student autonomy (Lekkas et al 2007) and offer a variety of assessment and treatment approaches (Stiller et al 2004). However, findings from this study indicate that conflicting feedback from multiple educators has a negative impact on student learning.…”

Section: Challenges Of Multiple Educatorsmentioning

confidence: 75%

“…The multiple educator model is also known as a multiple mentoring, team or split team model of practice education (Baldry Currens 2000, Lekkas et al 2007) where two or more educators take responsibility for facilitating and assessing student learning, although there maybe one named lead educator (Stiller et al 2004). This model is becoming more prevalent in today's practice context where part time practitioners frequently job share.…”

Section: Challenges Of Multiple Educatorsmentioning

confidence: 99%

What is the Impact of Feedback as a Central Part of Formative Assessment on Physiotherapy Students Who Have Multiple Educators?

Morris

Stew

2013

International Journal of Practice-based Learning in Health and

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The purpose of this study was to gain insight into physiotherapy students experience of feedback as an integral part of formative assessment on placements. A purposive sample of nine physiotherapy students from a pre-registration problem-based learning programme and four physiotherapy practice-based educators was selected. An interpretative phenomenological approach was adopted using in depth semi-structured interviews. Reflective logs and theme boards (memory collages) were used to promote student participants reflection prior to interview. Five main themes emerged from the data: feeling overloaded, challenges of multiple educators, problem-based learning influences, fulfilling experiences, learning through relationships. This paper will focus on two of the main themes: challenges of multiple physiotherapy educators, learning through relationships.Lack of communication between educators in a multiple physiotherapy educator model resulted in conflicting feedback that was challenging for students on placement. However, participants valued feedback from other health professionals. Potential exists for more effective use of interprofessional team members to provide feedback as part of ongoing formative assessment. In a changing practice environment where practice educators inevitably face increasing time constraints, use of other team members and peers to provide student feedback should be promoted to facilitate interprofessional ways of working.

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“…Learning in clinical settings provides students with opportunities to integrate their theoretical knowledge with practical and professional skills [9]. Placements socialise students into workplace communities at increasingly higher levels of performance and responsibility under the guidance of qualified practitioners [10] and [11]. However, such learning is not without potential difficulties, and has been identified as a source of student stress [12].…”

Section: Introductionmentioning

confidence: 99%

Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers

Dean

Levis

2016

Physiotherapy

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ObjectivesTo establish the rationale for using a lecturer as a visiting tutor, and to identify the activities undertaken during clinical placements to support student learning and assessment in practice. DesignA secure electronic survey was used to incorporate qualitative and quantitative data collection procedures. SettingThirty-three higher education institution (HEI) providers of physiotherapy education in the UK, registered with the Chartered Society of Physiotherapy. ParticipantsUK HEI physiotherapy placement coordinators. Main outcome measuresA questionnaire was used to examine HEI perceptions. A pilot focus group consultation informed the questionnaire content. Surveys were analysed based on the proportion of responses to closed questions on an adapted Likert scale, with further thematic analysis of open questions. ResultsAll 25 respondents (25/33, 76%) indicated their provision of support for students and clinical edu ato s th oughout thei li i al pla e e ts. Fa e-to-fa e e gage e t du i g the pla e e t visit was viewed as essential to guide the clinical educator to provide a consistent approach to learning and assessment strategies; ensuring cohesion between theoretical and clinical components of the curriculum was viewed as a core objective by visiting academic tutors. However, the emergent themes highlighted ke diffe e es et ee HEIs pe spe ti es of hat this suppo t fo li i al placement learning should entail. ConclusionsThe majority of HEIs endorse the use of a lecturer as a visiting tutor to inform and maintain the standard of learning and assessment within the clinical placement. However, the value of this interaction requires confirmation via other stakeholders, and exploration of other forms of non-faceto-face support processes warrant further investigation.

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No model of clinical education for physiotherapy students is superior to another: a systematic review

Abstract: There is currently no 'gold standard' model of clinical education. The perception that one model is superior to any other is based on anecdotes and historical precedents, rather than on meaningful, robust, comparative studies.

Cited by 167 publications

References 33 publications

Clinical activity profile of preregistration physiotherapy students during clinical placements

Clinical activity profile of preregistration physiotherapy students during clinical placements

What is the Impact of Feedback as a Central Part of Formative Assessment on Physiotherapy Students Who Have Multiple Educators?

Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers

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