Preparing undergraduate students for clinical work in a complex environment: evaluation of an e-learning module on physiotherapy in the intensive care unit

Abstract

Background: Intensive Care Units (ICUs) are daunting environments for physiotherapy (PT) students performing clinical rotations. To prepare students for this environment, a newly developed, evidence-based e-learning module was designed and implemented in the undergraduate curriculum. The aim of this study was to investigate whether e-learning is a feasible method in preparing PT students for clinical work in complex ICU environments, as perceived by students and experts. Methods: A mixed methods proof of concept study was undertaken. Participants were final-year students of an international curriculum, and experts from didactic and clinical fields. An e-learning module consisting of 7 separate chapters based on the latest scientific evidence and clinical expertise was developed, piloted and incorporated into the undergraduate curriculum as a compulsory course to be completed prior to clinical ICU rotations. Data were collected through 3 focus group meetings and 5 semi-structured interviews; these meetings and interviews were audio recorded, transcribed verbatim and analyzed. Results:The study sample comprised of 14 students and 5 experts. Thematic analysis revealed three themes: expected competencies of PT students in ICU, feeling prepared for ICU clinical work and dealing with local variety. The elearning module enabled students to anticipate clinical situations and PT tasks in the ICU. Higher level clinical reasoning skills, handling of lines and wires and dealing with out-of-textbook situations could not be achieved with the e-learning module alone. Conclusions: An e-learning module can sufficiently prepare PT students for their clinical tasks in the ICU, as long as it is integrated with, or closely connected to, the students' clinical placement.

Evaluation of a Novel e-Learning Program for Physiotherapists to Manage Knee Osteoarthritis via Telehealth: Qualitative Study Nested in the PEAK (Physiotherapy Exercise and Physical Activity for Knee Osteoarthritis) Randomized Controlled Trial

“…Telehealth practical components of our e-learning program were valued by physiotherapists, which supports previous research highlighting the importance of practical components in health care education, given the need to develop clinical or hands-on skills alongside knowledge [ 53 - 56 ]. In a study evaluating e-learning for physiotherapy students on intensive care work placements [ 57 ], students perceived the e-learning modules to be helpful in preparing them for their clinical rotation and reducing their anxiety. However, e-learning modules could only sufficiently prepare students when integrated with an in-person clinical placement, where practical experience was considered necessary to build clinical reasoning skills.…”

Learning objects in distance education

“…Results indicated that the online teaching module allowed students to deal with clinical situations in the ICU. However, high-level clinical abilities and situations that were not in the textbook could not be taught only through videos, meaning that these could be effective as long as they are integrated or intimately tied to the clinical internship of the students (Major et al, 2020). In the same context, a study carried out in Italy showed that students must talk with a professor or tutor as a form of aiding in video classes, especially when they discuss a new subject (Barisone et al, 2019).…”

Perceptions of students and educators regarding a once-off pre-clinical ICU simulation activity

“…Undergraduate physiotherapy students often feel overwhelmed by the ICU environment and lack confidence in performing clinical skills on patients who are dependent on mechanical ventilation, despite having theoretical preparation and exposure to the ICU clinical environment before their clinical rotation (Major et al 2020 ). It is recommended that undergraduate physiotherapy curricula should include authentic learning experiences to optimally prepare students for their profession (Major et al 2020 ). Our study’s single-session SBE training was an attempt to decrease students’ fears for the clinical ICU setting.…”