Using video podcasting to enhance the learning of clinical skills: A qualitative study of physiotherapy students' experiences

2016 ◽  
Vol 45 ◽  
pp. 206-211 ◽  
Author(s):  
Kay M. Hurst
Keyword(s):  
Qualitative Study ◽  
Clinical Skills ◽  
Video Podcasting ◽  
Physiotherapy Students

The Lived Experience of Nurses on the Role of Continuing Education Programs in Promoting Their Knowledge, Skills, and Attitude Toward Non-Communicable Diseases

2021 ◽  
Author(s):  
Maryam Zarei ◽  
Leila Bazrafkan ◽  
Sadaf Mojarrab
Keyword(s):  
Qualitative Study ◽  
Lived Experience ◽  
Professional Education ◽  
Training Programs ◽  
Clinical Skills ◽  
Skills Training ◽  
Communicable Diseases ◽  
Professional Skills ◽  
Non Communicable Diseases ◽  
Effective Training

Abstract BackgroundContinuing professional education is essential for nurses to provide quality patient care and upgrade their professional skills and competence. The need for continuing medical education (CME) has become more apparent in the face of advances in medical science, the ever-changing healthcare system, and the important role nurses play in improving health care. It is therefore imperative to explore nurses’ experience of CME courses and the extent to which such programs are effective. The present qualitative study aimed to assess the lived experience of nurses on the effect of CE programs in promoting their knowledge, skill, and attitude toward non-communicable diseases.MethodsThis qualitative study was conducted in 2019-2020 at various hospitals affiliated to Shiraz University of Medical Sciences (Shiraz, Iran). The target population was nurses actively working in the chronic wards of these hospitals. The participants were selected using maximum variation sampling, including nursing managers, education and clinical supervisors, and staff nurses. Data were collected through individual, face-to-face, semi-structured interviews and analysed using the conventional content analysis method. Data trustworthiness was assessed according to the criteria proposed by Guba and Lincoln.ResultsAnalysis of the interview data resulted in 230 primary codes based on which 15 subcategories, 6 categories, and 3 themes were identified. The extracted themes were training to improve knowledge and attitude, training to improve professional skills, and the need for effective training programs. The associated categories weretraining to improve clinical knowledge, training to improve professional attitude, training in clinical skills related to holistic and person‐centred care, communication skills training, incorporate the fundamentals of effective training, and recognize common challenges and barriers to effective training.ConclusionProfessional competence and performance of nurses can be improved through intrinsic motivation stimulation, planning and implementation of training programs based on professional needs, and effective assessment of the teaching/learning process.

Students’ perception of effective learning experiences at an Iranian dental school: A qualitative study using the critical incident technique

2021 ◽  
Vol 10 (1) ◽  
pp. 24-24
Author(s):  
Rojin Soleimanzadeh ◽  
Kousha Sarpari ◽  
Nasrin Abdi ◽  
Parisa Heydari ◽  
Yadolah Zarezadeh
Keyword(s):  
Qualitative Study ◽  
Learning Process ◽  
Critical Incident ◽  
Clinical Skills ◽  
Critical Incident Technique ◽  
Dental Students ◽  
Structured Interviews ◽  
Process Data ◽  
Effective Learning ◽  
Perceived Experiences

Background: Dental students need to learn effectively to promote their professional services as a part of their daily activities. This study is conducted to determine dentistry students’ experiences of factors that influence their learning. Methods: This qualitative study was conducted using the critical incident technique and content analysis approach to examine dental students’ experiences with factors that influence an effective learning process. Data were collected by individual in-depth semi-structured interviews with dental students at the Kurdistan University of Medical Sciences. Results: In all, 104 primary codes were obtained from the interviews and group discussions, classified into two major themes. The factors facilitating effective learning encompassed three categories: teacher-related perceived experiences (8 subcategories), learning-related perceived experiences (5 subcategories), and compelling student-related perceived experiences (3 subcategories). Two factors inhibited learning: practical teacher-related perceived experiences (3 subcategories) and learning-related perceived experiences (3 subcategories). Conclusion: The results showed that several instructor characteristics, such as being experienced in teaching methods, having the required clinical skills, and "interacting with students and patients" lead to effective learning. Several other factors involved in the learning process, such as student characteristics, a comprehensive curriculum fitting the theoretical and clinical needs of this field, interacting with peers, and keeping calm and being focused are the some of the most critical factors involved in effective learning.

scholarly journals Physiotherapist-led musculoskeletal education: an innovative approach to teach medical students musculoskeletal assessment techniques

2021 ◽  
Author(s):  
Cyril Boulila ◽  
Élise Girouard-Chantal ◽  
Christophe Gendron ◽  
Matthew Lassman ◽  
Timothy Dubé
Keyword(s):  
Medical Students ◽  
Small Groups ◽  
Clinical Skills ◽  
Learning Activities ◽  
Master's Level ◽  
Musculoskeletal Education ◽  
Hands On ◽  
Assessment Techniques ◽  
Medical Programs ◽  
Physiotherapy Students

Implication Statement We developed physiotherapist-led interprofessional (IP) workshops for medical students each dedicated to a specific anatomical region. The workshops alternated between theoretical presentations from a physiotherapist about basic musculoskeletal (MSK) assessment techniques and hands-on practice in small groups with feedback from Master’s-level physiotherapy students (MPT). The workshops created an optimal IP learning environment where medical students can learn MSK assessment techniques and MPTs can apply their knowledge and clinical skills. Academic institutions with physiotherapy and medical programs seeking to develop IP learning activities should foster opportunities for IP collaboration between physiotherapy and undergraduate medical education.

scholarly journals Using blogging to promote clinical reasoning and metacognition in undergraduate physiotherapy fieldwork programs

2010 ◽  
Vol 26 (3) ◽  
Author(s):  
Shuyan Melissa Tan ◽  
Richard K. Ladyshewsky ◽  
Peter Gardner
Keyword(s):  
Clinical Practice ◽  
Qualitative Study ◽  
Clinical Reasoning ◽  
Education Program ◽  
Cognitive Skills ◽  
Evidence Based ◽  
Good Strategy ◽  
Web Based ◽  
The Impact ◽  
Physiotherapy Students

<span>This qualitative study investigated the impact of using blogs on the clinical reasoning and meta-cognitive skills of undergraduate physiotherapy students in a fieldwork education program. A blog is a web based document that enables individuals to enter comments and read each others' comments in a dynamic and interactive manner. In this study, final year physiotherapy students were randomly allocated to group blogs to share their reflections on their own and their peers' clinical practice. Blogging was used to help students reflect and focus on professional and evidence based practice within a supportive peer assisted learning environment. The text within each of the blogs was qualitatively analysed against concepts in the literature describing specific types of clinical reasoning and metacognition. A range of clinical reasoning typologies were found to exist in the blogs. Most notable were ethical, interactive and procedural reasoning along with evidence of metacognition. Blogging was found to be a good strategy for promoting clinical reasoning and metacognition in fieldwork education.</span>

scholarly journals Model for Utilizing Distance Learning post COVID-19 using (PACT)™ A Cross Sectional Qualitative Study

2020 ◽  
Author(s):  
Samar A Ahmed ◽  
Nagwa Nashat Hegazy ◽  
Hany W. Abdel Malak ◽  
Cliff W. Kayser ◽  
Noha M Elrafie ◽  
...  
Keyword(s):  
Distance Learning ◽  
Qualitative Study ◽  
Assessment Tool ◽  
Social Issues ◽  
Clinical Skills ◽  
Warning Signs ◽  
Team Work ◽  
Cross Sectional ◽  
Face To Face ◽  
Face To Face Learning

Abstract BackgroundCOVID -19 pandemic pressured medical schools globally to shift to Distance learning (DL) as an alternative way to ensure that the content delivered is satisfactory for student progression.Aim of the workThis work aims at mapping priorities for post-COVID planning for better balance between distance learning and face to face learning.MethodsThis qualitative study aimed to develop a model for utilizing DL using The Polarity Approach for Continuity and Transformation (PACT)™. A virtual mapping session was held with 79 faculty from 19 countries. They worked in small groups to determine upsides and downsides of face-to-face and DL subsequently. An initial polarity map was generated identifying five tension areas; Faculty, Students, Curriculum, Social aspects and Logistics. A 63-item assessment tool was generated based on this map, piloted and then distributed as a self-administered assessment. The outcomes of this assessment were utilized for another mapping session to discuss warning signs and action steps to maintain upsides and avoid downsides of each pole.ResultsParticipants agreed that face-to-face teaching allows them to inspire students and have meaningful connections with them. They also agreed that DL provides a good environment for most students. However, students with financial challenges and special needs may not have equal opportunities to access technology. As regards social issues, participants agreed that face-to-face learning provides a better chance for professionalism through enhanced team-work. Cognitive, communication and clinical skills are best achieved in face-to-face. Participants agreed that logistics for conducting DL are much more complicated when compared to face-to-face learning. Participants identified around 10 warning signs for each method that need to be continuously monitored in order to minimize the drawbacks of over focusing on one pole at the expense of the other. Action steps were determined to ensure optimized use of in either method.ConclusionIn order to plan for the future, we need to understand the dynamics of education within the context of polarities. Educators need to understand that the choice of DL, although was imposed as a no-alternative solution during the COVID era, yet it has always existed as a possible alternative and will continue to exist after this era. The value of polarity mapping and leveraging allows us to maximize the benefit of each method and guide educators' decisions to minimize the downsides for the good of the learning process.

scholarly journals Model for utilizing distance learning post COVID-19 using (PACT)™ a cross sectional qualitative study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Samar A. Ahmed ◽  
Nagwa N. Hegazy ◽  
Hany W. Abdel Malak ◽  
W. Cliff Kayser ◽  
Noha M. Elrafie ◽  
...  
Keyword(s):  
Distance Learning ◽  
Qualitative Study ◽  
Assessment Tool ◽  
Social Issues ◽  
Clinical Skills ◽  
Warning Signs ◽  
Team Work ◽  
Cross Sectional ◽  
Face To Face ◽  
Face To Face Learning

Abstract Background COVID − 19 pandemic pressured medical schools globally to shift to Distance learning (DL) as an alternative way to ensure that the content delivered is satisfactory for student progression. Aim of the work This work aims at mapping priorities for post-COVID planning for better balance between distance learning and face to face learning. Methods This qualitative study aimed to develop a model for utilizing DL using The Polarity Approach for Continuity and Transformation (PACT)™. A virtual mapping session was held with 79 faculty from 19 countries. They worked in small groups to determine upsides and downsides of face-to-face and DL subsequently. An initial polarity map was generated identifying five tension areas; Faculty, Students, Curriculum, Social aspects and Logistics. A 63-item assessment tool was generated based on this map, piloted and then distributed as a self-administered assessment. The outcomes of this assessment were utilized for another mapping session to discuss warning signs and action steps to maintain upsides and avoid downsides of each pole. Results Participants agreed that face-to-face teaching allows them to inspire students and have meaningful connections with them. They also agreed that DL provides a good environment for most students. However, students with financial challenges and special needs may not have equal opportunities to access technology. As regards social issues, participants agreed that face-to-face learning provides a better chance for professionalism through enhanced team-work. Cognitive, communication and clinical skills are best achieved in face-to-face. Participants agreed that logistics for conducting DL are much more complicated when compared to face-to-face learning. Participants identified around 10 warning signs for each method that need to be continuously monitored in order to minimize the drawbacks of over focusing on one pole at the expense of the other. Action steps were determined to ensure optimized use of in either method. Conclusion In order to plan for the future, we need to understand the dynamics of education within the context of polarities. Educators need to understand that the choice of DL, although was imposed as a no-alternative solution during the COVID era, yet it has always existed as a possible alternative and will continue to exist after this era. The value of polarity mapping and leveraging allows us to maximize the benefit of each method and guide educators’ decisions to minimize the downsides for the good of the learning process.

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