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 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 Clinical Educators’ Perceptions of Students Following a Simulation-Based Learning Program

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Sally Hewat ◽  
Joanne Walters ◽  
Emma Caird ◽  
Danielle Aldridge ◽  
Adriana Penman ◽  
...  
Keyword(s):  
Student Learning ◽  
Clinical Education ◽  
Learning Experiences ◽  
Simulation Program ◽  
Speech Pathology ◽  
Learning Program ◽  
Clinical Placements ◽  
Clinical Educators ◽  
Simulation Based ◽  
Perceptions Of Students

Purpose: Clinical education is a key component of speech-language pathology university curriculum, whereby students have the opportunity to apply theoretical knowledge and practical skills learned in the classroom into a real workplace. However, more recently the availability of high quality, consistent clinical placements and learning experiences across the range of practice areas in the discipline is reducing. Therefore, alternative clinical learning opportunities that enable students to develop skills and competencies are being explored. Recently, replacing clinical time with a simulated learning program has been shown to achieve equivalent levels of clinical competency in speech pathology. However, it is unknown how simulation impacts on student learning in traditional clinical placements. Therefore, this research explored clinical educators’ perceptions of students undertaking clinical placements in their workplace immediately following a five-day simulation-based learning program related to the same area of practice. Method: Thirty-five clinical educators who supervised students in the workplace immediately after they completed the simulation program participated in semi-structured interviews. All interviews were transcribed verbatim and analyzed using qualitative methods described by Graneheim and Lundman (2004). Result: The analysis identified four key themes related to the impact of students in the workplace, simulation priming students for learning, the importance of the transition from simulation-based learning to the workplace, and the role of simulation in clinical education programs. Conclusion: The use of simulation to support student learning and develop clinical skills and competencies in adult speech pathology practice is supported by workplace clinical educators. However, results of this study suggest that the simulation program needs to be embedded within the curriculum and clinical education program to enhance transition between learning experiences and maximize benefits of learning experiences in real workplace contexts.

scholarly journals Factors Affecting Student Interest Of Al-Quran Wonosobo Science University To Saving In A Syariah Bank

2021 ◽  
Vol 3 (1) ◽  
pp. 47-62
Author(s):  
Mahgalena Mahgalena ◽  
Wahab Wahab ◽  
Choirul Huda
Keyword(s):  
Data Analysis ◽  
Linear Regression ◽  
Multiple Linear Regression ◽  
Field Research ◽  
Primary Data ◽  
Student Interest ◽  
Islamic Banks ◽  
Factors Affecting ◽  
Analysis Technique ◽  
The University

Purpose - This study aims to examine the effect of knowledge, location and religiosity on the interest of students at the University of Sains Al-Quran Wonosobo to save in Islamic bank.Method - This research uses a type of field research with a quantitative approach. Sources of data in this study are primary data obtained from the results of a questionnaire by scoring using a likert scale. The population o this research is 100 students. In data analysis, the data analysis technique used is multiple linear regression analysis.Result - The result showed that knowledge had a significant effect on interest in saving in Islamic bank, while location and religiosity did not significantly influence the interest in saving at Islamic banks. Then knowledge, location and religiosity simultaneously affect the interest in saving at Islamic banks.Implication - This research can be used as input in getting customers with a high amount of savings in Islamic banks.Originality - This study looked at the factors that influence the interest of students at the University of Sains Al-Quran Wonosobo to save in Islamic banks This research can be used as input in getting customers with a high amount of savings in Islamic banks.. In this study focused on 3 variables, namely variables of knowledge, location and religiosity.

scholarly journals The value placed on roles and attributes of clinical educators: An international comparison of Indian, South African and Australian undergraduate physiotherapy students.

2020 ◽  
Vol 1 (1) ◽  
pp. 69-86
Author(s):  
Steve Milanese ◽  
Susan Gordon ◽  
Narasimman Swaminathan
Keyword(s):  
South Africa ◽  
International Students ◽  
South African ◽  
Clinical Education ◽  
Sub Saharan Africa ◽  
Clinical Educator ◽  
Clinical Educators ◽  
Sub Saharan ◽  
Physiotherapy Students ◽  
Education Process

Aim and Background: Clinical Education opportunities for undergraduate Physiotherapy students are now increasingly occurring internationally. The clinical educator (CE) plays a significant role in the clinical education process particularly when a student undertakes a clinical placement in a different country as the CE often takes on a surrogate caretaker role. This study explores the self-reported perceptions of Physiotherapy students from three countries representing different global society clusters – South Africa (Sub-Saharan Africa), India (Southern Asia) and Australia (Anglo), regarding the roles and attributes of a CE that they value in the clinical education process. Method: Data was collected from undergraduate Physiotherapy students in a university in India (n=23) and Australia (n=154) and compared with data from a similar student cohort in South Africa (n=70). Students were asked roles and attributes of a clinical educator were of most value in the clinical education setting. Results: The relative values placed on CE roles/attributes across the three cohorts was similar, however specific differences between cohorts suggest that clinical educators should be aware of differences when supervising international students.

Electronic Commerce in the Arab World

2011 ◽  
pp. 214-228
Author(s):  
Robert Jeyakumar Nathan ◽  
Mohammed Saeed Ahmed
Keyword(s):  
Data Analysis ◽  
Electronic Commerce ◽  
United Arab Emirates ◽  
Arab World ◽  
Arab Countries ◽  
Literature Discussion ◽  
Consumer Knowledge ◽  
Perception Of Risk ◽  
Factors Affecting ◽  
Statistical Mediation

This chapter presents a literature discussion and empirical research that examines the factors that affect Electronic Commerce (EC) adoption in the Arab countries. The five countries that are represented in this research include Saudi Arabia, Qatar, Kuwait, United Arab Emirates and Yemen. The purpose of this research is analyzing the crucial factors affecting EC adoption among the Arab consumers. The chapter presents the effect of risk perception, trust and consumer knowledge on their EC adoption. It also highlights consumer’s knowledge mediation in affecting their perception of risk and trust towards EC adoption. Upon filtration, three hundred samples were selected for data analysis. Descriptive and inferential statistical analyses including statistical mediation technique were carried out to analyse the data. Results reveal knowledge as the most important factor that contributes to EC adoption and it mediates consumers’ perception of risk and trust in contributing to their EC adoption. The preliminary findings of this research was presented in the International Arab Conference of E-Technology held in Amman, Jordan from 14th to 16th October 2008 and subsequently published in the first issue of the International Arab Journal of E-Technology. This chapter presents the complete research with further data analysis, extended reports and discussions on issues relating to EC adoption.

376 Factors Affecting Female Medical Student Interest in Surgery - A Nationwide Cross-Sectional Survey

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
T T Tran ◽  
L Dolfini ◽  
O Oremakinde ◽  
S Rasul ◽  
S A Zahra ◽  
...  
Keyword(s):  
Online Survey ◽  
Male Students ◽  
Student Interest ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Student Responses ◽  
Clinical Placements ◽  
Factors Affecting ◽  
Surgical Career ◽  
Second Year

Abstract Introduction We aim to elucidate female student interest in Surgery and factors that are deterring students from considering a surgical career. With this information, we can evaluate if there are changes that can be made within medical education. Method A cross-sectional online survey was distributed via LimeSurvey to medical students across 33 UK medical schools. Our survey assessed student interest in a surgical career, personal experience on clinical placements, and what attracts or dissuades students from a surgical career. Results 211 student responses were collected. 57% of students indicated an interest in Surgery. 55% of female and 63% of male students expressed surgical interest. 65.7% of second-year students indicated surgical interest, compared to 54.3% of students in final year; a 17.35% decrease. When asked, 88% of students believe there is disproportionate female to male surgeons. Conclusions Although our survey revealed that there is a healthy interest in Surgery, the number of women considering Surgery continues to dwindle throughout training, leading to massive discrepancy. It is paramount that there are both male and female mentors for students to visualise that there are no limitations for women in the field of Surgery.

scholarly journals Speech language pathology Clinical Education: perceptions and experiences of clinical educators and students

2020 ◽  
Vol 10 (2) ◽  
pp. 123-133
Author(s):  
Joana Antonieta Rocha ◽  
Catarina Oliveira Santos ◽  
Vânia Peixoto ◽  
Fátima Maia ◽  
Rita Gama Alegria
Keyword(s):  
Professional Development ◽  
Clinical Education ◽  
Private University ◽  
Structured Interview ◽  
Limited Information ◽  
Speech Language Pathology ◽  
Clinical Educator ◽  
Clinical Educators ◽  
Language Pathology ◽  
Education Process

For the purposes of professional development clinical education is crucial to speech-language pathologists (SLP). There is limited information about clinical education of SLP students in Portugal. The aim of this study was to describe and compare the mutual perceptions of Portuguese SLP’s clinical educators and students’ of SLP in a Portuguese private University Clinic. Five SLP clinical educators and nine students participated in a one on one semi-structured interview. Content analysis was used to explore interview data.  The analysis led to the identification of four themes shared by both groups. Findings from this study provided an insight about clinical education characteristics and challenges reported by clinical educators and students in Portugal and to compare those results with others mentioned in other countries. The findings of this study suggest that clinical educators and students identify, in general, similar characteristics regarding effective/non-effective clinical educator profile and benefits regarding clinical education process. The sample provides preliminary data on Portuguese clinical educator’s and student’s experience of clinical education.

scholarly journals Exploring student fitness to practise (FTP) issue identification and management with allied health clinical educators in a tertiary health service

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Melanie K Farlie ◽  
Joanne Thorpe ◽  
Kristin Lo
Keyword(s):  
Interprofessional Education ◽  
Allied Health ◽  
Management Strategies ◽  
Learning Needs ◽  
Education Session ◽  
Clinical Placements ◽  
Professional Students ◽  
Clinical Educator ◽  
Clinical Educators ◽  
Support Students

Background: Health professional students may experience fitness to practise (FTP) issues that affect their performance during clinical placements.  Previous research with physiotherapy clinical educators found educators were aware of student FTP issues but lacked confidence in assisting students with FTP issues in the clinical setting.Aim: This research project aimed to 1) evaluate if a brief interprofessional education session changed the knowledge of supports and/or confidence of allied health clinical educators to manage student FTP issues that arise on clinical placement, 2) to elucidate personal experiences of allied health clinical educators with student FTP issues and 3) to explore allied health educator recommendations of strategies to use when supporting students on clinical placement.Method: Allied health clinical educators attended a 1.5-hour workshop about student FTP. Participants identified student FTP issue identification and management strategies during clinical placements and completed pre-post surveys. Quantitative and qualitative data were analysed with independent t-tests, content and thematic analysis respectively.Results: Forty-six clinical educators from nine professions participated. Participants initially lacked confidence and identified a need for training to support students with FTP issues.  On reflection participants identified numerous strategies that use or recommend to support students with additional learning needs, and confidence increased following the session.Discussion:  A brief facilitated workshop had an immediate impact on clinical educator confidence regarding defining FTP and knowledge of supports available.  Participants offered several experience informed insights and recommendations that build on a previous study of physiotherapy clinical educators. Conclusion:  A brief education session with an interprofessional group of allied health clinical educators elucidated a number of important strategies to consider when supporting students with FTP issues in the clinical setting.

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.

Sign in / Sign up

Export Citation Format

Share Document