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 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 Physiotherapy students’ DiSC behaviour styles can be used to predict the likelihood of success in clinical placements

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Nikki Milne ◽  
Chanelle Louwen ◽  
Dianne Reidlinger ◽  
Jo Bishop ◽  
Megan Dalton ◽  
...  
Keyword(s):  
Cross Sectional Study ◽  
Clinical Placement ◽  
Master's Level ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Postgraduate Students ◽  
Physiotherapy Practice ◽  
Living Organisms ◽  
The Individual ◽  
Physiotherapy Students

Abstract Background Behaviour can be defined as the internally coordinated responses (actions or inactions) of whole living organisms (individuals or groups) to internal and/or external stimuli, excluding responses more easily understood as developmental changes. Unlike personality traits, that are thought to be biologically consistent, behaviour, through the application of cognition and reasoning is open to change across time and circumstance, although most humans will display preferred ways of behaving. The objective of this study was to: i) identify the behaviour styles of physiotherapy students and investigate if there is a relationship (predictive or otherwise) between students’ unique behaviour patterns and their clinical placement grades and; ii) examine if this relationship differs when student’s in a Master’s level program as well as student’s in a Bachelor’s level program are explored separately. Methods This cross-sectional study with 132 (F = 78, M = 54) physiotherapy students was conducted across two Australian university settings. Measures included Everything DiSC Workplace profile, Assessment of Physiotherapy Practice (APP). Results Physiotherapy students (n = 133) profiled the following ways: Dominance (D) style n = 20 (15%), Influence (i) style n = 33 (25%), Steadiness (S) style n = 36 (27%) and Conscientiousness (C) n = 44 (33%). Students with the individual DiSC styles of i and Conscientiousness / Steadiness (CS) were in the lowest APP quartile for clinical grades and the D style was in the highest quartile. Binary logistic regressions revealed students with an i DiSC style had 3.96 times higher odds, and students with a CS DiSC style had 4.34 times higher odds, of failing a clinical placement. When explored independently, the same trend remained for Master’s level students. Bachelor’s level students with DiSC styles of S and C had failed placements, however these styles were not significantly associated with failure (DiSC S Style: Exp(B) 1.667, p = 0.713 (CI: 0.109 to 25.433), DiSC C Style: Exp(B) 11.00, p = 0.097 (CI: 0.646 to 187.166)). Conclusion Physiotherapy students with DiSC styles i and CS appear to be more likely to fail physiotherapy clinical placements. Further research with larger undergraduate samples is required to establish if relations differ for undergraduate versus postgraduate students.

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.

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.

scholarly journals The effect of simulation-based education on student self-efficacy in the physiotherapy assessment and management of paediatric patients: An observational study

2019 ◽  
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 ◽  
Learning Experience ◽  
Future Research ◽  
Clinical Placements ◽  
Simulation Based

Abstract 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 additional educational strategy, and 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. 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. For the 164 participants included in this study, self-efficacy survey response rate varied from 77-96% 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 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 clients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether SBE improves student performance and how SBE compares to standard educational methods.

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

2019 ◽  
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 Physiotherapy students have limited opportunities to develop competency in paediatric physiotherapy due to the lack of paediatric clinical placements. 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. 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. For the 164 participants included in this study, self-efficacy survey response rate varied from 77-96% 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 Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

2019 ◽  
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 77-96% 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 Necessity is the mother of invention: how the COVID-19 pandemic could change medical student placements for the better

2021 ◽  
pp. postgradmedj-2021-139728
Author(s):  
Rebecca C Stout ◽  
Sophie Roberts ◽  
Hector Maxwell-Scott ◽  
Philip Gothard
Keyword(s):  
Reflective Practice ◽  
Skill Acquisition ◽  
Professional Training ◽  
Negative Impact ◽  
Medical Schools ◽  
Control Measures ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Face To Face ◽  
Infection Control Measures

COVID-19 led to the widespread withdrawal of face-to-face hospital-based clinical placements, with many medical schools switching to online learning. This precipitated concern about potential negative impact on clinical and interprofessional skill acquisition. To overcome this problem, we piloted a 12-week COVID-19 safe face-to-face clinical placement for 16 medical students at the Hospital for Tropical Diseases, London, during the first wave of the COVID-19 pandemic. COVID-19 infection control measures necessitated that students remained in ‘social bubbles’ for placement duration. This facilitated an apprenticeship-style teaching approach, integrating students into the clinical team for placement duration. Team-based learning was adopted to develop and deliver content. Teaching comprised weekly seminars, experiential ward-based attachments and participation in quality improvement and research projects. The taught content was evaluated through qualitative feedback, reflective practice, and pre-apprenticeship and post-apprenticeship confidence questionnaires across 17 domains. Students’ confidence improved in 14 of 17 domains (p<0.05). Reflective practice indicated that students valued the apprenticeship model, preferring the longer clinical attachment to existent shorter, fragmented clinical placements. Students described improved critical thinking, group cohesion, teamwork, self-confidence, self-worth and communication skills. This article describes a framework for the safe and effective delivery of a longer face-to-face apprenticeship-based clinical placement during an infectious disease pandemic. Longer apprenticeship-style attachments have hidden benefits to general professional training, which should be explored by medical schools both during the COVID-19 pandemic and, possibly, for any future clinical placements.

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