Exploring the Challenges in Orthotics and Prosthetics Clinical Learning Environments: A Qualitative Study

Abstract

The present study explored challenges in orthotics and prosthetics clinical learning environments in Iran. Methods: A qualitative content analysis method was used to obtain data on orthotics and prosthetics clinical educator's experiences. Qualitative data were obtained using semistructured in-depth interviews involving 7 clinical educators; all selected by the maximum variation purposeful sampling method. Interviews continued until data saturation. Results: During the interview sessions, notes and ideas were classified and assorted. The study themes were relationships, personal characteristics, facilities, and policies. Analysis of the qualitative data provided insights into the barriers to the desired delivery of clinical education services. Discussion: The present research contributes to clinical educators' experiences in respect of the clinical learning process. Clinical learning concerning orthotics and prosthetics education remains crucial. The findings emphasize the importance of listening to educators, and consider how relationships and contexts impact clinical learning. Understanding the challenges in clinical education environments has increased the quality of clinical education in orthotics and prosthetics field.

Toward good governance for the prosthetics and orthotics sector in Iran: Evidence from a qualitative study

“…32 Over the past few decades, Iran has tried to train a suitable number of graduates to meet the needs of the P&O services by developing academic education and establishing scientific departments at medical universities. 17 Our study findings, however, showed that these graduates were reluctant to work in disadvantaged and remote areas and preferred to work in larger cities. Unfavorable working conditions in small and remote cities were considered as one of the reasons for unwillingness to work in such areas.…”

“…7 However, a limited number of P&O graduates in countries such as Iran have made it difficult to provide these services to the needy, especially in deprived and remote areas. 17,31 This is also seen in Malaysia, where no sufficient trained workforce is available despite a need for at least 640 prosthetists. 32 Over the past few decades, Iran has tried to train a suitable number of graduates to meet the needs of the P&O services by developing academic education and establishing scientific departments at medical universities.…”

“…16 Half a century later, tertiary training programs have been developed in six universities that have produced a number of P&O graduates. 17 Furthermore, a number of P&O centers (public or private) have been established throughout the country especially in big cities. Based on a cross-sectional study in 2015, there were 171 P&O centers in Iran (3.5 centers per 1,000,000 population).…”

Online education for prosthetics and orthotics students in the era of COVID-19 pandemic in Iran: challenges, opportunities, and recommendations

“…Education in the field of prosthetics and orthotics (P&O), as one of the rehabilitation disciplines, encompasses two sectors of theoretical and practical-clinical courses [ 11 ]. Furthermore, as in other medical sciences, the internship is unquestionably an essential component of P&O training [ 11 ].…”

Understanding the Induction and Settling-in Process for Students on Prosthetic and Orthotic Practice Placements

“…The practice placement provides the opportunity to establish professional and clinical skills, and apply theory into practice (Pitanken et al 2018), and is a key element of Prosthetic and Orthotic (P&O) education programmes. However practice placements are often reported as being the most stressful and challenging element of an undergraduate programme (Shahabi et al, 2019).…”