scholarly journals The changing landscape of physiotherapy student clinical placements: An exploration of geographical distribution and student performance across settings

2016 ◽  
Vol 25 (2) ◽  
pp. 85-93 ◽  
Author(s):  
Catherine Johnston ◽  
Clint Newstead ◽  
Michael Sanderson ◽  
Luke Wakely ◽  
Peter Osmotherly
Keyword(s):  
Student Performance ◽  
Geographical Distribution ◽  
Clinical Placements ◽  
Physiotherapy Student

scholarly journals Rating of Physiotherapy Student Clinical Performance in A Paediatric Setting: Is It Possible to Gain Assessor Consistency?

2021 ◽  
Author(s):  
Tessa Fulton ◽  
Kerry Myatt ◽  
Garry W Kirwan ◽  
Courtney R Clark ◽  
Megan Dalton
Keyword(s):  
Student Performance ◽  
Best Practice ◽  
Clinical Performance ◽  
Percentage Agreement ◽  
Clinical Placements ◽  
Training Tool ◽  
Physiotherapy Student ◽  
Physiotherapy Practice ◽  
Video Vignettes ◽  
Consistent Assessment

Abstract Background: During workplace based clinical placements, best practice in assessment dictates that students should expect consistency between assessors rating their performance. To assist clinical educators (CEs) to provide a consistent assessment of physiotherapy student performance, nine paediatric vignettes depicting various standards of student performance, as assessed by the Assessment of Physiotherapy Practice (APP), were developed. The project aimed to evaluate the consistency of physiotherapy educators assessing student competence in a paediatric setting using video vignettes alongside the APP. Methods: Thirty-six CEs, with minimum 3-years clinical experience and had supervised a student within the past year, were sent three videos at four-week intervals. Videos depicted the same clinical scenario, however student performance varied with each video. Consistency among raters was assessed using percentage agreement to establish reliability. Results: The vignettes were assessed a combined total of 60 times. Across scenarios, percentage agreement at the not adequate level was 100%, and combining adequate or better, percentage agreement was >86%. The study demonstrated strong consensus when comparing not adequate to adequate or better student performance. Importantly, no student performance scripted as not adequate was passed by any assessor. Conclusions: Experienced educators demonstrate consistency in identifying a not adequate from adequate or better performance when assessing a one-off student performance using the APP. These validated video vignettes will be a valuable training tool to improve educator consistency when assessing student performance in paediatric physiotherapy.

scholarly journals The effect of replacing 1 week of content teaching with an intensive simulation-based learning activity on physiotherapy student clinical placement performance

2019 ◽  
Vol 4 (S1) ◽  
Author(s):  
Neil Tuttle ◽  
Sean A. Horan
Keyword(s):  
Student Performance ◽  
Curriculum Design ◽  
Negative Impact ◽  
Clinical Placement ◽  
Learning Activity ◽  
Clinical Placements ◽  
Graduate Entry ◽  
Physiotherapy Student ◽  
Physiotherapy Practice ◽  
Simulation Based

Abstract Background Simulation-based learning (SBL) activities are increasingly used to replace or supplement clinical placements for physiotherapy students. There is limited literature evaluating SBL activities that replace on-campus teaching, and to our knowledge, no studies evaluate the role of SBL in counteracting the negative impact of delay between content teaching and clinical placements. The aims of this study were to (i) determine the effect on clinical placement performance of replacing 1 week of content teaching with a SBL activity and (ii) determine if a delay between content teaching and clinical placement impacted clinical placement performance. Methods This study is a retrospective cohort study. Participants included students in the first two clinical placements of a graduate-entry, masters-level program. Six hundred twenty-nine student placements were analysed—285 clinical placements where students undertook a 20-h SBL activity immediately prior to clinical placement were compared with 344 placements where students received traditional content. Of the placements where students received the SBL, 147 occurred immediately following content teaching and 138 had a delay of at least 5 weeks. Performance on clinical placement was assessed using the Assessment of Physiotherapy Practice (APP). Results There was a significant main effect of SBL with higher APP marks for the experimental group (3.12/4, SD = 0.25 vs 3.01/4, SD = 0.22), and post hoc analysis indicated marks were significantly higher for all seven areas of assessment. Students whose placements immediately followed content teaching performed better on mid-placement APP marks in two areas of assessment (analysis and planning, and intervention) compared to students for whom there was a delay. There were no statistically significant differences in relation to delay for end of placement APP marks. Conclusion Replacing 1 week of classroom teaching with a targeted, SBL activity immediately before placement significantly improved student performance on that clinical placement. A negative impact of delay was found on mid-placement, but not the end of placement APPs. Findings of improved performance when replacing a week of content teaching with a targeted SBL activity, and poorer performance on mid-placement marks with a delay between content teaching and clinical placement, may have implications for curriculum design.

scholarly journals Impact of a work-based feedback intervention on student performance during clinical placements in acute-care healthcare settings: a quasi-experimental protocol for the REMARK programme

BMJ Open ◽  
2020 ◽  
Vol 10 (6) ◽  
pp. e034945
Author(s):  
Christine Ossenberg ◽  
Marion Mitchell ◽  
Amanda Henderson
Keyword(s):  
Student Performance ◽  
Best Practice ◽  
Ethics Committees ◽  
Normalisation Process Theory ◽  
Workplace Performance ◽  
Clinical Placements ◽  
Healthcare Settings ◽  
Post Test ◽  
Quasi Experimental ◽  
Layered Design

IntroductionCurrent perspectives present feedback as a dynamic, dialogic process. It is widely accepted that feedback can have an impact on workplace performance, however, how dialogic feedback is enacted with the learner in authentic healthcare settings is less apparent. This paper seeks to describe the design and development of an implementation study to promote the learner voice in the feedback process and improve feedback encounters between learners and learning partners in healthcare settings.Methods and analysisA quasi-experimental study design will be used to evaluate whether implementation of a work-based intervention to improve feedback impacts student performance during clinical placements in healthcare settings. Student performance will be measured at three time points: baseline (pre), mid-placement (post-test 1) and end-placement (post-test 2) in keeping with standard assessment processes of the participating university. The intervention is underpinned by Normalisation Process Theory and involves a layered design that targets learners and learning partners using best-practice education strategies. Data regarding participants’ engagement with feedback during clinical placements and participants’ level of adoption of the intervention will be collected at the completion of the clinical placement period.Ethics and disseminationThis study has ethics approval from both Griffith University and Metro South Health Human Research and Ethics committees. Dissemination of results will be local, national and international through forums, seminars, conferences and publications.

scholarly journals Corrigendum to: Clinical activity profile of preregistration physiotherapy students during clinical placements

2018 ◽  
Vol 42 (6) ◽  
pp. 720
Author(s):  
Susan Stoikov ◽  
Kassie Shardlow ◽  
Mark Gooding ◽  
Suzanne Kuys
Keyword(s):  
Health Services ◽  
Clinical Care ◽  
Clinical Activity ◽  
Activity Profile ◽  
Activity Data ◽  
Clinical Placements ◽  
Physiotherapy Student ◽  
Care Activity ◽  
Student Contribution ◽  
Physiotherapy Students

Objective The aim of the present study was to determine the clinical activity profile of preregistration physiotherapy students during clinical placements and their clinical activity contribution to health service delivery.Methods Clinical activity data for 2014 were obtained from five Queensland public sector hospitals providing preregistration physiotherapy students clinical education in three key clinical areas (cardiorespiratory, musculoskeletal and neurological) over four 5-week placement blocks. Data regarding the number of student occasions of service (OOS) and the length of the OOS (LOOS) were collected to determine the average OOS and LOOS per student in each clinical area.Results Twenty weeks of student data were collected from each hospital in each clinical area, representing 29.1% of cardiorespiratory, musculoskeletal and neurorehabilitation student placements. Students completed 19051 OOS. The average OOS per student per block for cardiorespiratory, musculoskeletal and neurorehabilitation placements was 98.3, 74.0 and 72.4 respectively. Two-way ANOVA revealed a main effect of weeks (F=402.1, PF =1331.5, PF=8.4, PConclusions Student clinical activity data are useful for understanding the student contribution to health services. Student contribution appears to increase throughout the clinical placement and consideration should be given to the clinical educator:student ratio to enhance overall student contribution.What is known about the topic? Quantitative data describing physiotherapy student clinical care activity during placements are limited.What does this paper add? This paper profiles physiotherapy student clinical care activity and the changes occurring over 5-week placements.What are the implications for practitioners? Physiotherapy students provide clinical activity for health services that changes over their 5-week placement. Student clinical activity should be considered when responding to placement demand and planning service delivery.

scholarly journals Study Protocol: MASK-ED™ (KRS Simulation) - impact on physiotherapy student performance

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Tayne Ryall ◽  
Elisabeth Preston ◽  
Niruthikha Mahendran ◽  
Bernie Bissett
Keyword(s):  
Nursing Education ◽  
Student Performance ◽  
Randomised Trial ◽  
Intervention Group ◽  
Evidence Base ◽  
Control Group ◽  
Tutorial Group ◽  
Physiotherapy Student ◽  
Work Integrated Learning ◽  
Physiotherapy Students

Purpose: MASK-ED™ (KRS Simulation) involves an educator donning a silicone mask to portray a patient character that has been specifically developed in line with learning outcomes. The effectiveness of MASK-ED™ (KRS Simulation to prepare physiotherapy students prior to commencing work integrated learning has not been investigated.Methodology: This randomised cluster trial will investigate MASK-ED™ (KRS Simulation) in addition to usual teaching in neurological physiotherapy. Physiotherapy students in an intervention group will receive simulated learning via a MASK-ED™ (KRS Simulation) character as well as usual teaching. Students in a control group will receive usual teaching only, including role-play with peers. Consent will be concealed from the investigating team and blinded assessors will assess the primary outcome. Secondary outcomes will be practical and written examination results and a satisfaction survey.Research implications: This will be the first randomised trial investigating MASK-ED™ (KRS Simulation)’s effect on students’ readiness for work integrated learning.Practical implications: The results from this study will inform physiotherapy education and curriculum development by increasing the evidence base for the use of simulation in training physiotherapy students prior to work integrated learning.Originality: MASK-ED™ (KRS Simulation) was developed in nursing education at Central Queensland University, Australia. Although it has been investigated in medical imaging, this is its first practical application within physiotherapy curricula.Limitations: It will be impractical and unfeasible to blind the participants and the investigators to tutorial group allocation and impractical for blind assessing of practical examinations.

scholarly journals Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Judith Hough ◽  
Daniel Levan ◽  
Michael Steele ◽  
Kristine Kelly ◽  
Megan Dalton
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Self Efficacy ◽  
Clinical Decision Making ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Future Research ◽  
Clinical Placements ◽  
Paediatric Patients ◽  
Simulation Based

Abstract Background The Australian Physiotherapy Council mandates that physiotherapy clinical education be sufficient to produce graduates who are competent to practice across the lifespan. Due to a lack of opportunities for paediatric clinical placements, there is a risk of graduates not having the opportunity to develop competency in paediatric physiotherapy. To address this risk, simulation-based education (SBE) has been proposed as an educational strategy to address the placement shortfall. Despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy. Methods Three interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session. Results For the 164 participants included in this study, self-efficacy survey response rate varied from 77 to 96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p <  0.001). A total of 139 (85%) responded to the learning reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified ‘experience’ as the primary theme. Conclusion SBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric patients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether the improvement in self-efficacy achieved through SBE translates into improved student performance during workplace-based clinical placements.

scholarly journals Clinical activity profile of preregistration physiotherapy students during clinical placements

2018 ◽  
Vol 42 (6) ◽  
pp. 661 ◽  
Author(s):  
Susan Stoikov ◽  
Kassie Shardlow ◽  
Mark Gooding ◽  
Suzanne Kuys
Keyword(s):  
Clinical Care ◽  
Clinical Activity ◽  
Activity Profile ◽  
Clinical Area ◽  
Activity Data ◽  
Clinical Placements ◽  
Physiotherapy Student ◽  
Care Activity ◽  
Student Contribution ◽  
Physiotherapy Students

Objective The aim of the present study was to determine the clinical activity profile of preregistration physiotherapy students during clinical placements and their clinical activity contribution to health service delivery. Methods Clinical activity data for 2014 were obtained from five Queensland public sector hospitals providing preregistration physiotherapy students clinical education in three key clinical areas (cardiorespiratory, musculoskeletal and neurological) over four 5-week placement blocks. Data regarding the number of student occasions of service (OOS) and the length of the OOS (LOOS) were collected to determine the average OOS and LOOS per student in each clinical area. Results Twenty weeks of student data were collected from each hospital in each clinical area, representing 29.1% of cardiorespiratory, musculoskeletal and neurorehabilitation student placements. Students completed 19051 OOS. The average OOS per student per block for cardiorespiratory, musculoskeletal and neurorehabilitation placements was 98.3, 74.0 and 72.4 respectively. Two-way ANOVA revealed a main effect of weeks (F=402.1, P&lt;0.001) and clinical area (F =1331.5, P&lt;0.001) for LOOS.In addition, an interaction was found between clinical placement week and clinical area for LOOS (F=8.4, P&lt;0.001). Conclusions Student clinical activity data are useful for understanding the student contribution to health services. Student contribution appears to increase throughout the clinical placement and consideration should be given to the clinical educator:student ratio to enhance overall student contribution. What is known about the topic? Quantitative data describing physiotherapy student clinical care activity during placements are limited. What does this paper add? This paper profiles physiotherapy student clinical care activity and the changes occurring over 5-week placements. What are the implications for practitioners? Physiotherapy students provide clinical activity for health services that changes over their 5-week placement. Student clinical activity should be considered when responding to placement demand and planning service delivery.

scholarly journals Variation in the Geographic Distribution of Physiotherapy Student Clinical Placements in Rural Saskatchewan

2018 ◽  
Vol 70 (3) ◽  
pp. 274-279
Author(s):  
Tayyab I. Shah ◽  
Stephan Milosavljevic ◽  
Peggy L. Proctor ◽  
Arlis M. McQuarrie ◽  
Cathy Cuddington ◽  
...  
Keyword(s):  
Geographic Distribution ◽  
Clinical Placements ◽  
Physiotherapy Student

scholarly journals Fitting in with the team: Facilitative mentors in physiotherapy student placements’

2017 ◽  
Vol 5 (2) ◽  
pp. 80 ◽  
Author(s):  
Christopher Wibberley ◽  
Claire Hamshire
Keyword(s):  
Student Perspective ◽  
Individual Student ◽  
Clinical Placements ◽  
Physiotherapy Student ◽  
Academic Settings ◽  
Positive Experiences ◽  
Fitting In ◽  
Support Students ◽  
Resultant Stress ◽  
Physiotherapy Students

Clinical placements are central to physiotherapy students’ education, providing an environment in which students can apply learning they have been introduced to in academic settings. However placement learning has been identified as fraught with problems and resultant stress, and there is limited evidence available on what exactly makes a good placement for physiotherapy students. This paper reports on selected findings from a study exploring narratives of physiotherapy students over three years, relating to their overall experiences of being a student. A narrative prompt provided an opportunity for the students to speak about ‘episodes’ of their learning experiences. A number of these ‘episodes’ related to the students’ experiences of clinical placements; thus it was decided to extract these from the narratives and undertake a separate qualitative analysis of these placement experiences. The majority of the students reported positive experiences of placements overall; however, it was clear that some placement teams and mentors did not support students appropriately. A welcoming team and a mentor who facilitated learning from an individual student perspective were considered to be key to a good placement experience, whilst an unwelcoming team and a mentor who objectified the student resulted in bad placement experiences.

Project-based learning for physiotherapy clinical education quality and capacity

2020 ◽  
Author(s):  
Roma Forbes ◽  
Romany Martin
Keyword(s):  
Service Delivery ◽  
Student Learning ◽  
Clinical Education ◽  
Project Based Learning ◽  
Education Quality ◽  
Clinical Placement ◽  
Learning Needs ◽  
Clinical Placements ◽  
Physiotherapy Student ◽  
Adaptive Models

Background: Increasing, supporting and sustaining the capacity for physiotherapy student placements is a priority for universities and the physiotherapy workforce. The interruption, and in some cases, cancellation of placements as a result of Covid-19 has provided an added impetus to consider the use of flexible and adaptive models to meet student learning needs and support new and existing placement host organisations. Project-based learning provides an opportunity to supplement clinical placements through student-led activities that are mutually beneficial for student learning and service delivery needs of the host organisation. Aim: This paper outlines the pedagogical underpinnings of project-based learning and provides tangible examples of activities that have been adopted within physiotherapy host organisations to support clinical placement quality and capacity. Discussion: Clinical placement host organisations require flexible, student-centred approaches to supporting clinical placement efforts during 2020 and beyond. Project-based learning has the potential to be adapted across settings to support student learning and host organisation services and their stakeholders. Universities should aim to encourage and support partnerships between host organisations and their students to adopt, evaluate and sustain project-based learning across physiotherapy settings.

Sign in / Sign up

Export Citation Format

Share Document