scholarly journals Physiotherapy students’ perceptions of an innovative approach to clinical practice orientation

2002 ◽  
Vol 58 (2) ◽  
Author(s):  
M. Faure ◽  
M. Unger ◽  
M. Burger

The transition from the classroom to clinical practice is stressful for many students. In the current situation in South Africawith the shortages of clinicians’ posts in hospitals, this transition is evenmore difficult given the reduced time that clinicians have for supervisingundergraduate students. The University of Stellenbosch initiated structured peer-led introduction to clinical education (SPLICE), duringwhich senior physiotherapy students orientate second year students toclinical practice.The aim of this study was to investigate the perceptions of all of thesecond, third and fourth year students who took part in these SPLICEsessions. This information was captured using a questionnaire with open and closed questions. The response of all of the students was extremely positive. Common to all cohorts of students was the opinion of themotivational benefits of the sessions as well as the opinion that their confidence increased. Students in the variousyears of study differed in the ways in which they felt more confident. Closely linked were those comments referring to a sense of increased preparedness for clinical practice and a positive learning environment. A positive change inattitude towards clinical practice was also noted in many second year students.Further research is needed into the effect that SPLICE might have had on the second year students when they enterclinical practice as third year students. The role and opinions of patients during these sessions, and indeed during anyclinical education sessions, including clinical examinations, needs further investigation.

2005 ◽  
Vol 61 (2) ◽  
Author(s):  
A. Frieg ◽  
R. Lochner

Clinical education is an integral part of undergraduate physiotherapy training.  The minimum hours of clinical training required differ from country to country.  As a result of a magnitude of reasons, academic institutions find it increasingly difficult to place their students at appropriate clinical sites.  Consequently, the physiotherapy department at Stellenbosch University has embarked on an innovative approach to substitute this shortness of placements for 3rdyear physiotherapy students in 2003.  Once all the students had rotated through this new cluster of learning opportunities, the students evaluated this approach.  A self-developed questionnaire consisting of open-ended questions was used for this survey.  The response rate was 83%.  The vast majority of students found the structure of this new block enjoyable and meaningful.  It will therefore be continued in the future and evaluated on a regular basis.


2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.


MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Judith Lewis ◽  
Nathalie Feldman ◽  
Anne Rich ◽  
Sean Ackerman ◽  
Charmaine Patel

Author(s):  
Lloyd Cawthorne

AbstractComputer programming is a key component of any physical science or engineering degree and is a skill sought by employers. Coding can be very appealing to these students as it is logical and another setting where they can solve problems. However, many students can often be reluctant to engage with the material as it might not interest them or they might not see how it applies to their wider study. Here, I present lessons I have learned and recommendations to increase participation in programming courses for students majoring in the physical sciences or engineering. The discussion and examples are taken from my second-year core undergraduate physics module, Introduction to Programming for Physicists, taught at The University of Manchester, UK. Teaching this course, I have developed successful solutions that can be applied to undergraduate STEM courses.


Mathematics ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1223
Author(s):  
Antonio Rodríguez Fuentes ◽  
José Luis Gallego Ortega

It is urgent to evaluate the rest of the renewed elements within the university didactic action, overcoming the hegemony of traditional methods in which the professor constitutes as the sole evaluator. If autonomous and cooperative group-based learning is encouraged, self-assessment and co-assessment must also be promoted, apart from the traditional lecturing and evaluation by others. The assessing competence of Teacher Training degree students (n = 175) was researched, started with stratified sampling (in the second and fourth years), following a participant selection process in each group. The compiled data were subject to descriptive, inferential, and correlation analysis by means of statistical software. The results pointed to low execution levels as for the self-evaluation (individual and group), although a certain progress was identified in the four year students compared to those in their second year of study. A better execution in evaluation was observed in all students regarding co-assessment (among different work groups in the classroom) and assessment by others (towards the professor). The use of all types of assessment is proposed, having a certain awareness and training regarding self-evaluation, and counting with a full supervision and control over it. All in all, the advantages of multiple and democratic assessment surpass the drawbacks derived from them.


PEDIATRICS ◽  
1960 ◽  
Vol 26 (5) ◽  
pp. 887-890

POSTGRADUATE COURSE A continuous course of 2 weeks duration is being offered by the Departments of Allergy and Applied Immunology of the Temple University Medical Center and the Graduate School of Medicine of the University of Pennsylvania. Sessions will be held daily at the Temple University Medical Center from 9:00 A.M. to 5:00 P.M. from February 27 to March 10, 1961. Tuition Fee—$175.00. Enrollment limited. An outstanding faculty has been assembled to review the basic principles of immunology and allergy as applied to clinical practice.


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