Physiotherapy under discussion: A discourse analytic study of physiotherapy students’ clinical education

Abstract

Clinical education is asserted to be an important period in professional education, being an environment where deep conceptual understanding can develop. The aim of this study was to analyse the interaction between clinical educators and students during supervision discussion sessions in physiotherapy student's clinical education. The focus was on examining the meanings related to physiotherapy practice and the construction of these meanings by means of discussion. By analysing 10 videotaped supervision discussion sessions and by using qualitative discourse analysis, three interpretative repertoires related to physiotherapy practice were identified: Treatment-skill, theory-based and experience repertoires. The results indicated that even if the comprehension of physiotherapy practice could be constructed in joint understanding between the clinical educator and student, clinical educators seemed to play an important role in revising students' comprehension by conducting the discussions. Although the physiotherapy practice seemed to be discussed quite uncritically and unreflectively, this study highlighted the discussion sessions in clinical education as an arena for critical analysis of physiotherapy practice and thereby assisting in bridging the gap between theory and practice in the physiotherapy profession. Considering the small number of analysed sessions and the methodological limitations no generalizations could be made and more observational research from this area is evidently needed.

Evidence based practice in clinical physiotherapy education: a qualitative interpretive description

“…However, in general, participants’ descriptions indicated a lack of EBP role models and an EBP culture. This is consistent with a previous study, which found only elements of EBP when analyzing the interaction between clinical educators and physiotherapy students during supervision discussion sessions ([66], p. 3–4). The main focus of supervisory interaction tended to be practical skill [67].…”

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

“…Clinical education is widely considered to be the cornerstone of health care professionals’ education and is described as the key component that prepares health professionals for practical experiences (Kilminster et al 2007 ; Laitinen-Väänänen 2008 ). In the clinical environment, clinical education remains a powerful teaching context as it provides an authentic experience during which students are actively engaged in the learning process (Griffiths & Ursick 2004 ; Ker, Cantellon & Ambrose 2008 ; Webb 2004 ).…”

Clinical reasoning and critical reflection in physiotherapists’ examinations of patients with low back pain in its early phase: a qualitative study from physiotherapists’ point of view

“…The categories in the coding frames were used as guiding instruments when interpreting and coding the data and when answers to the study questions were determined. The frames and categories, with their basis in three background theories, seemed to function sufficientl (57,58). All of the authors participated in the analysis to add to the power and credibility of the data interpretation.…”