Physiotherapy Students’ Performance in Clinical Education: An Analysis of 1 Year of Canadian Cross-Sectional Data

2021 ◽  
pp. e20200018
Author(s):  
Sarah Wojkowski ◽  
Kathleen E. Norman ◽  
Paul Stratford ◽  
Brenda Mori
Keyword(s):  
Clinical Education ◽  
Clinical Performance ◽  
Mixed Effects ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Entry Level ◽  
Typical Performance ◽  
Performance Profiles ◽  
Assessment Of Clinical Performance ◽  
Physiotherapy Students

Purpose: This research examines 1 year of cross-sectional, Canada-wide ratings from clinical instructors using the Canadian Physiotherapy Assessment of Clinical Performance (ACP) and analyzes the performance profiles of physiotherapy students’ performance ratings over the course of their entry-to-practice clinical placements. Method: Canadian physiotherapy programmes that use the ACP were invited to submit anonymized, cross-sectional data for placements completed during 2018. Descriptive analyses and summary statistics were completed. Mixed-effects modelling was used to create typical performance profiles for each evaluation criterion in the ACP. Stepwise ordered logistic regression was also completed. Results: Ten programmes contributed data on 3,290 placements. Profiles were generated for each ACP evaluative item by means of mixed-effects modelling; three profiles are presented. In all cases, the predicted typical performance by the end of 24 months of study was approximately the rating corresponding to entry level. Subtle differences among profiles were identified, including the rate at which a student may be predicted to receive a rating of “entry level.” Conclusions: This analysis identified that, in 2018, the majority of Canadian physiotherapy students were successful on clinical placements and typically achieved a rating of “entry level” on ACP items at the end of 24 months.

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 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 Learning pathways during clinical placement of physiotherapy students: a Malaysian experience of using learning contracts and reflective diaries

2013 ◽  
Vol 10 ◽  
pp. 6 ◽  
Author(s):  
Ayiesah Ramli ◽  
Leonard Joseph ◽  
Seow Woon Lee
Keyword(s):  
Clinical Education ◽  
Teaching And Learning ◽  
Clinical Placements ◽  
Content Analysis Method ◽  
Learning Pathways ◽  
Learning Contract ◽  
First Time ◽  
Physiotherapy Students ◽  
Physiotherapy Education ◽  
Education Process

Purpose:Learning contracts and reflective diaries are educational tools that have been recently introduced to physiotherapy students from Malaysia during clinical education. It is unclear how students perceive the experience of using a learning contract and reflective diary. This study explores the learning pathways of the students after using a learning contract and a reflective diary for the first time in their clinical placement.Methods:A total of 26 final-year physiotherapy students completed a learning contract and a reflective diary during clinical placements. Two researchers explored the data qualitatively by the thematic content analysis method using NVivo.Results:A total of four and six main learning themes were identified from the data of the students through a learning contract and reflective diary.Conclusion:These learning themes reflected the views of the students about what they have considered to be important learning pathways during their clinical placements. They give valuable insights into the experiences and opinions of students during their clinical education process, which should be useful for enhancing teaching and learning methods in physiotherapy education.

scholarly journals Feasibility and Acceptability of Self and Peer Evaluation In Objective Structured Practical Examination (OSPE)

2015 ◽  
Vol 12 (1) ◽  
pp. 38-43
Author(s):  
K Vijayalakshmi ◽  
S Revathi ◽  
L Venkatesan
Keyword(s):  
Nursing Students ◽  
Clinical Performance ◽  
Sampling Technique ◽  
Psychiatric Nursing ◽  
Peer Evaluation ◽  
Cross Sectional ◽  
Practical Examination ◽  
Feedback Questionnaire ◽  
Assessment Of Clinical Performance ◽  
Teaching Learning

Background: Objective Structured Practical Examination (OSPE) is being widely used in the assessment of clinical performance of students in healthcare profession. Objective: This study was conducted to find out the feasibility and acceptability of Self and Peer-Evaluation in Objective Structured Practical Examination (OSPE) in Psychiatric nursing among Nursing Students. Methods: A cross sectional, descriptive correlational study was conducted at Apollo College of Nursing, Chennai among 84students of 3rd Year B.Sc Nursing in Psychiatric Nursing subject. Students were selected by using purposive sampling technique. OSPE consisting of 7 stations (using the predetermined check lists for each station) was conducted. Feedback was obtained from the students and teachers involved in evaluation, immediately after completing the evaluation by using 12 items feedback questionnaire. Data was analyzed by using Descriptive (Mean, frequency, percentage) and Inferential (t-test) statistics.Results: Self and Peer evaluation in OSPE in Psychiatric nursing among Nursing Students, was feasible to conduct. Most of the students and all the teachers have accepted these methods on its various aspects. Total mean acceptability scores of students and teachers were 40.43±6.33, 45.79±2.72/48 and 42.43±7.37, 44.64±1.76/48 in self and peer evaluation respectively.Conclusion: Students’ and teachers’ feedback are essential to implement any teaching learning activities including evaluation. Self and Peer Evaluation were feasible to conduct and well accepted by the students and teachers.DOI: http://dx.doi.org/10.3126/hren.v12i1.11984         Health Renaissance 2014;12(1):38-43

scholarly journals Blended teaching versus traditional teaching for undergraduate physiotherapy students at the University of the Witwatersrand

2021 ◽  
Vol 77 (1) ◽  
Author(s):  
Sadiya Ravat ◽  
Paula Barnard-Ashton ◽  
Monique M. Keller
Keyword(s):  
Blended Learning ◽  
Student Perceptions ◽  
Clinical Performance ◽  
Performance Outcomes ◽  
Health Science ◽  
Cross Sectional ◽  
Face To Face ◽  
Significant Difference ◽  
Physiotherapy Students ◽  
Blended Teaching

Background: Shifting from face-to-face teaching to incorporating technology may prepare students better for future work as health professionals. Evidence of blended teaching’s effect on the academic performance of undergraduate physiotherapy students’ performance is scarce.Objective: The purpose of our study was to determine students’ theoretical and clinical performance in a blended teaching module compared to their own performance in two knowledge areas taught face to face, and student perceptions of blended teaching in the third-year physiotherapy curriculum.Methods: The cross-sectional study design included 47 third-year physiotherapy students. The orthopaedic module was delivered using a blended teaching approach in two consecutive semesters, whilst two other physiotherapy knowledge areas, neuromusculoskeletal and cardiopulmonary, in the same semesters were delivered face to face. Theoretical and clinical performances of students were compared for significance and effect. Students were assessed on their theoretical and clinical knowledge in all areas using the same assessment methods. The students (n = 43) also completed a survey on their blended teaching experience.Results: Significantly higher theoretical marks for orthopaedics were calculated compared to neuromusculoskeletal and cardiopulmonary for both semesters with a large positive effect (average Cohen d = 4.44) for blended teaching on theoretical examination performance; no statistically significant difference for clinical performances. Students felt engaged in the blended teaching process, and 72% preferred blended teaching over face-to-face teaching or online delivery.Conclusion: Blended teaching improved the theoretical marks, demonstrating that knowledge acquisition was improved, but not clinical performance.Clinical implications: The study contributes to the knowledge base of blended learning in Health Science Education in South Africa. The authors identified a gap where future studies should investigate the effect of blended learning on clinical performance outcomes as a continuation from this one.

scholarly journals Variability in Clinical Integration Achieved by Athletic Training Students Across Different Clinical Sport Assignments

2015 ◽  
Vol 10 (1) ◽  
pp. 75-81 ◽  
Author(s):  
Thomas M. Dodge ◽  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
College Football ◽  
Athletic Training Students ◽  
Cross Sectional Survey ◽  
Clinical Integration ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Clinical Rotations ◽  
Strongly Agree

Context Clinical integration impacts athletic training students' (ATSs) motivation and persistence. Research has yet to elucidate the manner in which different clinical placements can influence clinical integration. Objective To examine differences in the levels of clinical integration achieved by ATSs across various clinical sport assignments. Design Cross-sectional survey. Setting Thirteen undergraduate athletic training programs. Patients or Other Participants Questionnaires were administered to 169 ATSs previously engaged in clinical education experiences. One hundred twenty-nine participants completed the questionnaire, for a response rate of 76.33%. Participants completed an average of 4 ± 2 clinical rotations. Intervention(s) The 11-item clinical integration scale was administered either in-person or online methods. Responses were scored on a 6-point Likert scale (1 = strongly disagree to 6 = strongly agree). Main Outcome Measure(s) Mean clinical integration scores (potential minimum score of 11, maximum score of 66), were calculated for each clinical placement. One-way analysis of variance was used to identify differences in clinical integration achieved across clinical placements. Results We found differences in clinical integration achieved across various clinical assignments (F19,415 = 3.486, P < .001). Students completing a rotation with college football achieved the lowest levels of clinical integration (46.9 ± 9.1). Other sports rated higher, ranging from 51.6 ± 10.1 (baseball) to 57.8 ± 4.5 (lacrosse), with all reporting less anxiety and time wasting than were associated with football. The high school rotation was also rated highly (54.7 ± 6.4), with higher levels of learning reported and fewer concerns about anxiety, excessive hours, and wasting time. Conclusions There were clear differences in clinical integration achieved between sites. In particular, ATSs completing clinical rotations with college football reported the lowest levels of clinical integration. These low levels of integration stemmed from feelings of wasting time, completing menial tasks, excessive hours, and anxiety associated with the educational experience.

Assessment in clinical education: A comparison between a generic instrument and a course-specific criterion-based instrument

2018 ◽  
Vol 38 (4) ◽  
pp. 220-226 ◽  
Author(s):  
Johanna Ulfvarson ◽  
Lena Oxelmark ◽  
Maria Jirwe
Keyword(s):  
Nursing Students ◽  
Clinical Education ◽  
Clinical Performance ◽  
Education Programme ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Chi Square ◽  
Cross Sectional ◽  
Specific Criterion ◽  
Criterion Referenced

Assessment of students’ clinical performance and reasoning raises critical questions of whether learning outcomes have been reached and whether the aims of a course/education programme have been fulfilled. The aim of this study was to compare two assessment instruments in clinical education. A cross-sectional, comparative design was used. Nursing students and supervisors from five universities and university colleges in Sweden were included in the study. A sample of 435 students was used. Data were collected with study-specific questionnaires targeted for the two groups, nursing students and supervisors, and were analysed using cross-tabulation, chi-square with WinSTAT. Students perceived supervisors using the instrument Assessment of Clinical Education (AClEd) to be more aware of what to assess and they experienced more support from the ‘AClEd supervisors’ as compared to the supervisors using the second instrument, the Assessment form for Clinical education (AssCe). Furthermore, the AClEd assessment was perceived to be fairer compared to the AssCe assessment. The criterion-referenced assessment instrument AClEd was perceived, by both nursing students and supervisors, to give a clearer view of the learning outcome and the possibility of a fair and comprehensive assessment.

scholarly journals A profile of physiotherapy clinical education

2009 ◽  
Vol 33 (1) ◽  
pp. 38 ◽  
Author(s):  
Catherine M Dean ◽  
Angela M Stark ◽  
Carolyn A Gates ◽  
Sharon A Czerniec ◽  
Cheryl Hobbs ◽  
...  
Keyword(s):  
Health Care ◽  
Curriculum Development ◽  
Private Sector ◽  
Clinical Education ◽  
Public Hospitals ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Entry Level ◽  
Retrospective Audit ◽  
Educational Factors

The purpose of the study was to examine clinical education placement data to generate a profile of providers and examine the students? exposure to health care and educational factors during clinical education. A retrospective audit of clinical placement rosters was undertaken for 3 calendar years (2001?2003). Data were analysed overall and by clinical school for sites and placements, public or private sector and type of placement. Over the 3- year period, 209 sites provided 3475 clinical placements, with the number of placements increasing from 1066 placements in 2001 to 1133 in 2002 and to 1276 in 2003. Overall, 72.2% of placements were located in metropolitan Sydney. The proportion from regional providers increased over the 3 years from 11.8% to 15.1%. Overall 85.8% of placements were delivered by public providers. The profile indicated that a considerable number of clinical sites were utilised with an emphasis on large public hospitals. The challenge for curriculum development is to reduce the clinical education demands on current providers while ensuring graduates meet entry-level standards of physiotherapy.

scholarly journals The Mismatch Between Perceived and Preferred Expectations of Undergraduate Paramedic Students

2011 ◽  
Author(s):  
Brett Williams ◽  
Ted Brown ◽  
Christian Winship
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Clinical Education ◽  
Response Rate ◽  
Cross Sectional Study ◽  
Clinical Learning ◽  
Practical Skills ◽  
Clinical Learning Environment ◽  
Cross Sectional ◽  
Clinical Placements

Background: Clinical education placements provide the opportunity for students to gain practical skills and apply theoretical knowledge not otherwise available in many instances. Objectives: This research explored how undergraduate paramedic students perceive their clinical placement learning environments. Methods: A prospective cross-sectional study using a paper-based survey, the Clinical Learning Environment Inventory (CLEI), was conducted on undergraduate paramedic students studying at a large Australian university in semester 1, 2010. A total of 190 students were invited to participate in the survey. The CLEI is a standardised tool that contains 84-items and six subscales. Findings: Sixty students completed the CLEI (31% response rate). It was found that on both the actual and preferred CLEI forms, Satisfaction was found to be the most important domain having a mean score of 29.68 (SD+3.81) and 31.37 (SD+4.35) respectively.Individualisation was found to be the least important domain in both the actual and preferred form, with mean scores of 20.93 (SD+3.80) and 24.03 (SD+3.82) respectively. This indicated that paramedic students as a group sensed that theSatisfaction aspect of clinical placements are an integral aspect of their preferred clinical learning environment. Results also indicated that all six subscales were statistically different at the p<0.001 level. Conclusion: There were significant differences in the perceptions of paramedic students actual and preferred clinical learning environments. This provides educators with strategies in promoting positive learning experiences for students.

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