Perceptions of the usefulness of peer coaching to facilitate clinical reasoning – a survey of physiotherapy students

Abstract

Peer coaching involves a non-evaluative relationship, in which students work collaboratively by observing each other and providing consultative assistance. This model of learning has been used in physiotherapy education with promising results, but to date the perceptions of physiotherapy students as to the usefulness of the method to develop clinical reasoning has yet to be explored. MethodsA paired design framework was employed, with paired students examining another student acting as a patient. The peer coaching sessions were weekly, over ten weeks and lasted 1 hour. After the tenth session individual students were surveyed regarding the usefulness of peer coaching to develop clinical reasoning skills. A total of thirty students were surveyed. ResultsUsing an 11-point numerical rating scale, with a score of 10 rated as 'most helpful', all students rated the usefulness of peer coaching at 7/10 or higher. The responses behind this include the collaborative nature of working, the reduced perceived threat and the development of cognitive and metacognitive skills. ConclusionThe feedback obtained from the students participating in peer coaching suggests that they found it a beneficial, enjoyable and productive method for developing clinical reasoning skills. In a wider picture, the encouragement of including peer coaching to clinical placements should be considered.