Physiotherapy students’ conceptions of skill at the beginning of their Bachelor studies

Abstract

Skills have recently received widespread attention in education policy documents and discussions. This article reports the results of research on Bachelor's degree physiotherapy students' conceptions of skill at the beginning of their studies. The aim of the present study was to examine how beginning students understand skill, and the focus was on conceptions of skill in general rather than on any particular skills. The participants of the study were 35 physiotherapy students. The data were gathered within the first two weeks of their university studies. Specifically, requested essays written by the students were analyzed using the phenomenographic approach. The data-driven analysis yielded four descriptive categories which reflect the students' conceptions of skill: (1) Talents; (2) Skills requiring individual practice; (3) Skills requiring social practice; and (4) Competence requiring collaboration. The categories form a hierarchy. The differences between the categories are described along seven themes of variation. The themes were named: (1) Acquisition; (2) Emotions; (3) Motivation; (4) Reflection; (5) Evaluation; (6) Agency; and (7) Social Environment. This hierarchical system of categories sheds new light on students' understanding of the skill. The findings can be used as a basis for planning physiotherapy curricula, especially for designing skills education and training, and for supporting students along their educational path, especially in offering opportunities for students to reflect on their skill conceptions. Ultimately, physiotherapy students' awareness of different skill conceptions and developing their skills to advise and treat will benefit patients.

Discrepancies Between the Motivational and the Skill Factor in Choosing the Physical Therapist Profession

“…De altfel, într-o lume dinamică a ocupaţiilor, deprinderile transferabile căpătate deopotrivă prin muncă şi învăţătură sunt înalt valorizate şi reprezintă garanţia înnoirii din interior a respectivelor sectoare de activitate. (Kurunsaari et al, 2015;Tilson, et al, 2016). …”

“…Thus, the physical therapy profession can be performed successfully by the people with a particular set of skills, such as: social skills, critical thinking, global learning skills in the field of health sciences, interprofessional approach of the client (Kurunsaari, Piirainen, & Tynjälä, 2015). These are joined by the ability to make clinical decisions, or character traits, such as: politeness, amiableness, gentleness, * E-mail: gabigmares@yahoo.com correctness, seriousness, etc.…”

“…These are joined by the ability to make clinical decisions, or character traits, such as: politeness, amiableness, gentleness, * E-mail: gabigmares@yahoo.com correctness, seriousness, etc. (Cassady et al, 2012;Sander et al, 2016;Kurunsaari et al, 2015;Tilson et al, 2016).…”

“…Besides, in a dynamic world of occupations, the transferable skills that are acquired through both work and education are highly valued and they represent the guarantee for renewal of those particular activities. (Kurunsaari et al, 2015;Tilson et al, 2016). …”

The phenomenon of movement quality: a phenomenographic study of physiotherapy students’ movement experiences

“…Reflective learning becomes transformative when assumptions are found to be distorting or unjustified (9,10). Reflective relationship is an important critical aspect for physiotherapy students in learning (11). Reflectivity is important in learning processes of human movement (12)(13)(14).…”