Physiotherapy clinical education in Australia: an exploration of clinical educator characteristics, confidence and training requirements

2019 ◽  
Vol 43 (6) ◽  
pp. 696 ◽  
Author(s):  
Clint Newstead ◽  
Catherine L. Johnston ◽  
Gillian Nisbet ◽  
Lindy McAllister
Keyword(s):  
Clinical Experience ◽  
Clinical Education ◽  
Online Survey ◽  
Continuing Professional Development ◽  
Cross Sectional ◽  
Training Requirements ◽  
Clinical Educator ◽  
Professional Characteristics ◽  
Clinical Educators ◽  
And Training

Objectives The aim of this study was to describe physiotherapists’ involvement, confidence and training needs in the provision of student clinical education (CE) in Australia. Methods A valid and reliable cross-sectional online survey instrument was used to collect data from physiotherapists employed in public and private healthcare facilities in Australia. Survey questions included participant personal and professional characteristics, participation in CE-related continuing professional development (CPD) and confidence in components of CE. Results In all, 170 (34%) physiotherapists (mean age 37 years; mean years clinical experience 13 years) completed the survey. Most participants (68%) were currently involved in CE, over half (56%) had completed CE-related CPD and many (56%) reported a need for more CPD. Participants with no previous CE experience were less confident (P≤0.05) in all components of CE. Participants with less clinical experience were less confident in managing challenging students (P=0.003), multiple students (P=<0.001) and competing workplace and education duties (P=<0.001). Conclusions Physiotherapists with varying professional characteristics were involved in CE. Although many participants had attended CE-related CPD, many reported that more training was required. Future training for clinical educators should be tailored to participants’ level of experience and focus on the components of CE in which they feel least confident. What is known about the topic? The ability of physiotherapists to confidently assume a clinical educator role may affect their willingness to be clinical educators in the future and the students’ perceptions of clinical placement quality. CPD relating to CE may help prepare physiotherapists for the clinical educator role. What does this paper add? There is a lack of information regarding physiotherapists’ involvement in CE, completion of CE-related CPD or perceived levels of confidence in various aspects of the clinical educator role, such as placement organisation, teaching, assessment and the provision of feedback. This study describes the involvement of physiotherapists in CE in Australia, including their demographic and professional characteristics, participation in CE-related CPD and confidence in various components of CE. What are the implications for practitioners? Several recommendations regarding future CE-related CPD have resulted from this study, including tailoring CPD to the needs of physiotherapists based on their level of clinical or CE experience, focusing CPD on the aspects of CE in which physiotherapists feel least confident and raising the awareness of and improving accessibility to CPD opportunities in this area.

scholarly journals Profiling Knowledge Brokers in the Rehabilitation Sector Across Canada: A Descriptive Study

2020 ◽  
Author(s):  
Dina Gaid ◽  
Sara Ahmed ◽  
Aliki Thomas ◽  
Andre Bussières
Keyword(s):  
Online Survey ◽  
Descriptive Analysis ◽  
Weighted Average ◽  
Categorical Variables ◽  
Graduate Degree ◽  
Cross Sectional ◽  
Work Activities ◽  
Professional Characteristics ◽  
Knowledge Brokers ◽  
And Training

Abstract Background: Knowledge brokers (KBs) can help promote the uptake of the latest research evidence into clinical practice. Little is known about who they are, the type of work they do, and their training. Establishing a portrait of Canadian KBs working in the rehabilitation sector may inform health care organizations and knowledge translation specialists on how best to advance KBs practices. The overall goal was to describe the profile of KBs working to promote the uptake of evidence within rehabilitation settings in Canada. Specifically, this study aimed to describe the sociodemographic and professional characteristics, work activities, and training of KBs.Methods: A cross-sectional online survey was administered to KBs working in rehabilitation settings across Canada. The survey included 20 questions covering sociodemographic and professional characteristics, work activities, and training opportunities. Response frequency and percentage were calculated for all categorical variables, and the weighted-average “WA” for each role was calculated across participants. Descriptive analysis was conducted for all open-ended questions. Results: Of 475 participants accessing the website, 198 completed the survey questionnaire, including 99 clinicians, 35 researchers, and 26 managers. While over two-third of respondents had completed a graduate degree, only 38% reported receiving KBs-related training. The respondents’ primary roles corresponded to a linking agent (WA=1.84), followed by capacity builder (WA=1.76), information manager (1.71), facilitator (WA=1.41), and evaluator (WA=1.32). Conclusions: KBs are mostly expert clinicians who tend to perform brokering activities part-time targeting their peers. Participants mostly perform linking agents, capacity builder, and information roles. Moreover, few participants received formal training to perform brokering activities.

scholarly journals Profiling Knowledge Brokers in the Rehabilitation sector across Canada: A descriptive study

2021 ◽  
Author(s):  
Dina Gaid ◽  
Sara Ahmed ◽  
Aliki Thomas ◽  
Andre Bussières
Keyword(s):  
Online Survey ◽  
Descriptive Analysis ◽  
Weighted Average ◽  
Categorical Variables ◽  
Graduate Degree ◽  
Cross Sectional ◽  
Work Activities ◽  
Professional Characteristics ◽  
Knowledge Brokers ◽  
And Training

Abstract Background: Knowledge brokers (KBs) can help promote the uptake of the latest research evidence into clinical practice. Little is known about who they are, the type of work they do, and their training. Establishing a portrait of Canadian KBs working in the rehabilitation sector may inform health care organizations and knowledge translation specialists on how best to advance KBs practices. The overall goal was to describe the profile of KBs working to promote the uptake of evidence within rehabilitation settings in Canada. Specifically, this study aimed to describe the sociodemographic and professional characteristics, work activities, and training of KBs.Methods: A cross-sectional online survey was administered to KBs working in rehabilitation settings across Canada. The survey included 20 questions covering sociodemographic and professional characteristics, work activities, and training opportunities. Response frequency and percentage were calculated for all categorical variables, and the weighted average (WA) for each role was calculated across participants. Descriptive analysis was conducted for all open-ended questions.Results: Of 475 participants accessing the website, 198 completed the survey questionnaire, including 99 clinicians, 35 researchers, and 26 managers. While over two-third of respondents had completed a graduate degree, only 38% reported receiving KBs-related training. The respondents’ primary roles corresponded to a linking agent (WA=1.84), followed by capacity builder (WA=1.76), information manager (WA=1.71), facilitator (WA=1.41), and evaluator (WA=1.32).Conclusions: Many rehabilitation clinicians who self-identify as carrying out roles often attributed to opinion leadership tend to perform closely associated knowledge-brokering activities, targeting their peers as part of their professional occupation. Participants mostly perform linking agents, capacity builder, and information roles.

scholarly journals Impact of dementia education and training on health and social care staff knowledge, attitudes and confidence: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. e039939
Author(s):  
Sahdia Parveen ◽  
Sarah Jane Smith ◽  
Cara Sass ◽  
Jan R Oyebode ◽  
Andrea Capstick ◽  
...  
Keyword(s):  
Online Survey ◽  
Social Care ◽  
Education And Training ◽  
Care Staff ◽  
Cross Sectional ◽  
Health And Social Care ◽  
Training Content ◽  
The Impact ◽  
And Training ◽  
Dementia Education

ObjectivesThe aim of this study was to establish the impact of dementia education and training on the knowledge, attitudes and confidence of health and social care staff. The study also aimed to identify the most effective features (content and pedagogical) of dementia education and training.DesignCross-sectional survey study. Data collection occurred in 2017.SettingsHealth and social care staff in the UK including acute care, mental health community care trusts, primary care and care homes.ParticipantsAll health and social care staff who had completed dementia education and training meeting the minimal standards as set by Health Education England, within the past 5 years were invited to participate in an online survey. A total of 668 health and social care staff provided informed consent and completed an online survey, and responses from 553 participants were included in this study. The majority of the respondents were of white British ethnicity (94.4%) and identified as women (88.4%).OutcomesKnowledge, attitude and confidence of health and social care staff.ResultsHierarchical multiple regression analysis was conducted. Staff characteristics, education and training content variables and pedagogical factors were found to account for 29% of variance in staff confidence (F=4.13, p<0.001), 22% of variance in attitude (knowledge) (F=3.80, p<001), 18% of the variance in staff knowledge (F=2.77, p<0.01) and 14% of variance in staff comfort (attitude) (F=2.11, p<0.01).ConclusionThe results suggest that dementia education and training has limited impact on health and social care staff learning outcomes. While training content variables were important when attempting to improve staff knowledge, more consideration should be given to pedagogical factors when training is aiming to improve staff attitude and confidence.

scholarly journals Factors underlying effective clinical education: Perceptions of physiotherapy students and preceptors.

2020 ◽  
Author(s):  
Senthilnathan Ramakrishnan ◽  
Kalyana Chakravarthy Bairapareddy
Keyword(s):  
Data Collection ◽  
Clinical Education ◽  
Learning Needs ◽  
Educational Strategies ◽  
Structured Interviews ◽  
Academic Leaders ◽  
Clinical Placements ◽  
Clinical Educator ◽  
Clinical Educators ◽  
Physiotherapy Students

Abstract Background Clinical education is the cornerstone of physiotherapy education and it plays a pivotal role in shaping physiotherapy students’ attitude towards future professional practice. But the implementation of physiotherapy clinical education varies significantly between the institutions. Clinical educators adapt various strategies to teach students in the clinical settings which have several advantages as well as disadvantages. Research has shown several factors influencing the clinical education of healthcare students and the objective of this study was to explore the factors that affect the effectiveness of clinical education of physiotherapy students. Methods This research used mixed-methods approach and included 34 physiotherapy students and 26 clinical educators. Data collection was conducted in two stages. First stage of data collection used a 13 items survey at the end of 12 weeks of clinical placements to collect the student’s perspectives about clinical education. Then the second stage of data collection used semi-structured interviews that included both students and clinical educators. Results Descriptive statistics of the survey was useful to analyze the survey results and majority of students reported clinical education was effective and high levels of satisfaction was found among the students about the placement environments and clinical educator skills. Clinical education fulfilled students learning needs and the educators provided necessary support and supervision. However, the findings showed few factors hindering the effectiveness of clinical education and the qualitative study was useful in exploring those factors that are related students, clinical educators and the physiotherapy curriculum. Conclusion The findings of this study are useful to clinical educators, students and academic leaders in physiotherapy as it provides an insight into the factors that affect the effectiveness of clinical education and recommends evidence-based educational strategies to overcome those factors.

scholarly journals The role of clinical educators in physiotherapy clinical education: The student’s perspective

2000 ◽  
Vol 56 (4) ◽  
pp. 37
Author(s):  
A. T. Dimo ◽  
T. P. Phaswana
Keyword(s):  
Clinical Education ◽  
Survey Methods ◽  
Real Life ◽  
Clinical Educator ◽  
Clinical Educators ◽  
Form Part ◽  
Real Life Situation ◽  
Descriptive Survey ◽  
Physiotherapy Students

Background and aim: Clinical educator’s play an important role in the training of physiotherapy students as they spend most of their time in a clinical setting. Clinical educators facilitate the integration of theoretical and practical components of physiotherapy education with actual patients in a real life situation. The aim of the study was to establish the clinical educator’s role as perceived by students. Methods: Descriptive survey methods utilising a close ended questionnaire were used to collect data from students. A study sample of 80 students was used. Data collected were analysed using the SAS statistical program.Results: Orientation was cited as the most important role of the clinical educator (94%), by the respondents. Teaching activities were the second most important category of the clinical educator’s role (75%). Assessment was the next category considered to form part of clinical educator’s role. Communication were not considered to be part of clinical educator’s role.Conclusion: The students perceive orientation, teaching and assessment of performance activities to constitute the role of the clinical educator. Communication activities were rated not to form part of the clinical educator’s role.

scholarly journals EVIDENCE-BASED MEDICINE IN THE TIMES OF COVID-19: A CROSS-SECTIONAL SURVEY TO UNDERSTAND THE INDIAN PERSPECTIVE

2021 ◽  
Vol 5 (5) ◽  
Author(s):  
Karan B. Bhanushali ◽  
Nikita Gupta ◽  
Vinayak Mishra ◽  
Heena Asnani
Keyword(s):  
Decision Making ◽  
Clinical Experience ◽  
Evidence Based Medicine ◽  
Online Survey ◽  
Medical Literature ◽  
Evidence Based ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Significant Difference ◽  
Based Medicine

Introduction: During the COVID-19 pandemic, there is a tremendous amount of literature published regularly. In a country like India, historically, where there is a paternalistic approach to practicing medicine, there is a lot of hindrance to evidence-based medicine (EBM). Doctors have always weighed one's clinical experience superior over any other form of decision-making. This system of practice has made decision-making difficult for the physicians during this pandemic as COVID-19 is a reasonably new disease entity and the physicians lack enough 'prior experience' dealing with such a situation. Our survey tries to address the common barriers to evidence-based medical practices especially during the COVID-19 pandemic in India. We also try to explore the various source of information used by the doctors. Methods: It is a descriptive cross-sectional survey. The questions were provided in multiple-choice question format. An online survey comprising of 10 questions entitled “Hurdles faced by physicians to assimilate evidence-based guidelines on COVID-19” was made using Google Forms (Google Inc, California, US) and circulated through email to medical practitioners in the Ghatkopar (Mumbai, India) Medical Association's register from 17th June 2020 to 1st September 2020. Results: Our survey collected 213 responses, out of which 80.3% (n=171) of doctors were involved in care, counseling, or management of COVID-19 patients. The most opted primary sources for evidence-based information during this pandemic were teachings of/discussions with medical colleagues (71.4%, n=152), followed by online webinars (59.6%, n= 127) and social media (41.8%, n=89). When questioned about the main obstacles faced by them to obtain evidence-based information, the responses were as follows: Overload of medical literature (53.5%, n=114), limited access to quality resources (40.8%, n=87), unfamiliarity with the bio-statistics analysis (39%, n= 83), difficulty in locating relevant medical literature (38%, n=81), unfamiliarity with the research methodology (37.1%, n=79), lack of time (30%, n=64).  Our respondents' perspective concerning EBM attributes: 57.3% (n=122) think evidence-based practice takes their clinical experience into account. 93.4% (n=199) of them have shown an interest in broadening their skills. There was no significant difference between doctors' attitudes with less than 10 years and more than 10 years of experience (chi-square value = 0.857, p = 0.65). Conclusion: Our survey results highlight the balance maintained between evidence-based medicine and experience-based medicine by Indian physicians. They identify the importance of EBM while acknowledging its shortcomings. They realize the significance of developing their repertoire to understand, appraise, and practice EBM. Keywords: EBM, COVID-19

scholarly journals Factors affecting physiotherapy clinical education in the United Arab Emirates: Perceptions of students and clinical educator.

2020 ◽  
Author(s):  
Senthilnathan Ramakrishnan ◽  
Kalyana Chakravarthy Bairapareddy
Keyword(s):  
Data Analysis ◽  
Learning Style ◽  
United Arab Emirates ◽  
Clinical Education ◽  
Student Interest ◽  
Clinical Placements ◽  
Factors Affecting ◽  
Clinical Educator ◽  
Factors Influencing ◽  
Clinical Educators

Abstract Background Clinical education is the cornerstone of physiotherapy education. Clinical educators play a pivotal role in shaping students’ attitude towards their future role as physiotherapist. But the implementation of physiotherapy clinical education varies significantly between institutions. Research has shown several factors influencing the clinical education. Therefore, the aim of this study was to explore the factors affecting physiotherapy clinical education in the United Arab Emirates (UAE). Methods This research used mixed-methods approach and recruited participants through purposive and convenience sampling. Data was collected through a survey using questionnaire and face-to-face interviews. Thirty-four physiotherapy students completed a questionnaire after attending 12 weeks of clinical placements. Twenty-six clinical educators and 9 students participated in the interview. Descriptive statistics including frequency percentage, median and percentiles were used for quantitative data analysis. Thematic analysis method was used for qualitative data analysis. Results Quantitative study found greater student satisfaction in clinical education. But the qualitative study identified several factors affecting clinical education in the context of this study. These factors include student interest, learning style, culture, and ability to cope with challenges. In addition, clinical educator workload, teaching strategies, curriculum knowledge, academic-clinical partnership, peer learning, placement model and expectations were the other factors that influenced physiotherapy clinical education within the UAE. Conclusions The findings of this study are useful to physiotherapy clinical educators, students, and faculty. It provides insight into various factors affecting physiotherapy clinical education. Furthermore, it recommends evidence-based strategies to neutralize those factors influencing clinical education.

scholarly journals COVID-19 and the impact on doctor wellbeing and training

The Physician ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 1-8
Author(s):  
Joseph Salem ◽  
Lois Hawkins ◽  
Jessica Gates ◽  
Ashwin Sundaram ◽  
Yee-Ean Ong ◽  
...  
Keyword(s):  
Online Survey ◽  
Psychological Support ◽  
Junior Doctors ◽  
Training Requirements ◽  
Daily Risk ◽  
Personal Anxiety ◽  
National Training ◽  
Impaired Sleep ◽  
The Impact ◽  
And Training

Introduction - There is limited literature on how the COVID-19 pandemic has affected the wellbeing and training of junior doctors. The restructuring of rotas, redeployment of specialties and daily risk of COVID-19 exposure is likely to have had a significant impact on frontline doctors. Aim - To understand the impact of COVID-19 on the wellbeing and training of junior doctors at a tertiary, London Hospital. Methods - A mixed methods study was undertaken with an initial online survey three weeks after the peak of the COVID-19 surge; followed by a series of focus groups. Results - Of 541 junior doctors, 161 responded to the questionnaire, and 10 participated in focus group sessions Over a third (34%; n=47) were concerned about the risk to personal health, 71% (n=102) had impaired sleep and many changed their lifestyles to adapt. Almost 40% felt the pandemic had an adverse impact on their careers, including their ability to complete training requirements, leading to an inevitable need to extend training. There was a reluctance to show or share any personal anxiety or vulnerability at work, hence participation in organised psychological support/ debrief sessions and online resources were considered unhelpful. Conclusion - Employers need to recognise the impact of COVID-19 on the wellbeing of doctors and implement strategies to effectively support staff. The development of safe, timely, and confidential psychological support strategies may be of benefit to doctors. National training leads will need to closely supervise training changes appreciating both the variation in expectations and adaption required across different specialties and grades.

scholarly journals Telemedicine in research and training: spine surgeon perspectives and practices worldwide

2021 ◽  
Author(s):  
Karim Shafi ◽  
Francis Lovecchio ◽  
Grant J. Riew ◽  
Dino Samartzis ◽  
Philip K. Louie ◽  
...  
Keyword(s):  
Best Practices ◽  
Clinical Education ◽  
Regional Differences ◽  
Cross Sectional ◽  
High Agreement ◽  
Delphi Approach ◽  
Spine Surgeon ◽  
Survey Responses ◽  
And Training

Abstract Purpose To utilize a global survey to elucidate spine surgeons’ perspectives towards research and resident education within telemedicine. Methods A cross-sectional, anonymous email survey was circulated to the members of AO Spine, an international organization consisting of spine surgeons from around the world. Questions were selected and revised using a Delphi approach. A major portion of the final survey queried participants on experiences with telemedicine in training, the utility of telemedicine for research, and the efficacy of telemedicine as a teaching tool. Responses were compared by region. Results A total of 485 surgeons completed the survey between May 15, 2020 and May 31, 2020. Though most work regularly with trainees (83.3%) and 81.8% agreed that telemedicine should be incorporated into clinical education, 61.7% of respondents stated that trainees are not present during telemedicine visits. With regards to the types of clinical education that telemedicine could provide, only 33.9% of respondents agreed that interpretation of physical exam maneuvers can be taught (mean score = − 0.28, SD =  ± 1.13). The most frequent research tasks performed over telehealth were follow-up of imaging (28.7%) and study group meetings (26.6%). Of all survey responses provided by members, there were no regional differences (p > 0.05 for all comparisons). Conclusions Our study of spine surgeons worldwide noted high agreement among specialists for the implantation of telemedicine in trainee curricula, underscoring the global acceptance of this medium for patient management going forward. A greater emphasis towards trainee participation as well as establishing best practices in telemedicine are essential to equip future spine specialists with the necessary skills for navigating this emerging platform.

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