Physiotherapy students' perception of their teachers' clinical teaching attributes

Abstract

Objective. Students' perspectives on clinical teaching attributes can contribute to knowledge on teaching and learning in clinical education. The objective of the study was to report on Nigerian physiotherapy students' perceptions of the clinical teaching skills of their teachers.Design and setting. A cross-sectional survey conducted in five physiotherapy training institutions in Nigeria.Subject. Physiotherapy students (N=203) in the clinical phase of their training participated in the study.Outcome measure. The validated 25-item McGill Clinical Teacher Evaluation (CTE) tool was used to rate the students' perceptions of the attributes of their clinical teachers. Results.Overall the students rated their teachers high on the CTE scale; women rated their teachers higher than their male counterparts. Clinical teachers who are academicians and /or had doctoral degrees were rated higher than clinicians and /or those with bachelor degrees only. Students from two long established programmes not only rated their teachers higher, but were also more satisfied and positively challenged during clinical rotations than those from relatively new programmes.Conclusions. This study found that overall Nigerian physiotherapy students rated the teaching attributes of their clinical teachers highly. The nature of the work appointment (academic or clinical) of their teachers, as well as highest level of academic qualification achieved, influenced student ratings of their teachers. Students found the clinical rotations offered by well-established programmes more challenging and satisfying.

Physiotherapy students’ perceptions of the dual role of the clinical educator as mentor and assessor: Influence on the teaching–learning relationship

“…Students expected the relationship to be reciprocal, relaxed and open, so that they would feel comfortable asking questions. These findings resonate with findings in previous studies (Buccieri, Pivko & Olzenak 2013 ; Oyeyemi et al 2012 ). If these expectations were not addressed, the T-L relationship was affected negatively.…”

Explaining Internal Medicine and Surgery Residents' Perceptions of Mentor as a Role Model: A qualitative Study

“…These characteristics were shared by 2 groups. Finally, findings of physicians' attitudes toward clinical learning showed that better education in the internship environment signals better learning, leading to better patient care (38)(39)(40)(41)(42)(43)(44)(45)(46).…”

Physiotherapy students’ rating on lecturers’ and supervisors’ clinical education attributes

“…This insular training model typically based on hospitals existed during the early stage in the development of physiotherapy as a profession and no longer exists today. 5 The external model, now prevalent in the United States of America (USA), has theoretical education taught in an institution relatively divorced from clinical teaching provided in a clinical service setting of which students’ affiliation experiences take place in free-standing hospitals, clinics and centres. 5 The bridging model has separate institutions for theoretical and clinical education but with bridging arrangements to facilitate the clinical education.…”

“… 5 The external model, now prevalent in the United States of America (USA), has theoretical education taught in an institution relatively divorced from clinical teaching provided in a clinical service setting of which students’ affiliation experiences take place in free-standing hospitals, clinics and centres. 5 The bridging model has separate institutions for theoretical and clinical education but with bridging arrangements to facilitate the clinical education. The bridge version of clinical education organisation is in use in most Commonwealth countries, for which clinical rotations are organised in hospitals that are affiliated with respective universities.…”