Exploring the Challenges of Physiotherapy Clinical Education: A Qualitative Study

Moghadam, Afsun Nodehi; Abdi, Kianoush; Ardehjan, Pegah Kashfi

doi:10.29252/nrip.irj.15.3.207

Cited by 5 publications

(6 citation statements)

References 5 publications

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“…The negative effects of senior students on other students and their pessimism and disappointment are in line with the results of this study. However, a number of studies have explained how a positive relationship between peers improves the learning process [23,24].…”

Section: Discussionmentioning

confidence: 99%

“…Clinical educators identified a range of characteristics exhibited by their students, including interest, motivation, attitude, and desire to perform technical work affecting the student's active presence in clinical settings. Studies have reported that lack of student motivation to learn, and their irresponsibility and irregularity, affect clinical education [24,29].…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2019

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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

et al. 2019

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“…Chiang and Sloan in similar studies have argued that clinical proficiency, the ability to transfer skills to students, responsibility, effective communication with students, and adherence to the clinical ethics, are facilitators of clinical education [10,16]. To make the clinical education more effective, students also need to have features like willingness to learn, responsibility, high self-confidence, a sense of compassion and sympathy, sufficient information and a spirit of partnership with the supervisor [1,4,5,11].…”

Section: Discussionmentioning

confidence: 99%

“…Another barrier to the efficiency of clinical education was the lack of adequate supervision over the performance of clinical educators and the implementation of training programs in clinical settings. Other studies have also reported that monitoring and evaluation is an important indicator in the measurement of achievement to educational goals, because it determines the strengths and weaknesses of training program [1,3,5,20,21].…”

Section: Discussionmentioning

confidence: 99%

“…niversities have an important role in educating specialist therapists, who are responsible to provide healthcare services for the community [1]. Clinical education is an integral part of educational programs, which combines both theoretical and practical education and plays an important role in developing and enhancing students' skills [2].…”

Section: Introductionmentioning

confidence: 99%

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Recognition of Barriers in Physiotherapy Clinical Education From Students’ Perspectives: A Content Analysis

2019

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Clinical education in medical sciences is essential, because of its important role in the education of specialist skills. Physiotherapy specialization is among the main branches of medical sciences, which requires high academic and professional skills. One of the most important and effective methods to assess the quality of clinical education in physiotherapy is to review it from a student's perspective. Therefore, this study attempted to recognize the barriers of clinical education in physiotherapy students from their own perspective. Methods: This qualitative study used content analysis method. Data were collected using semistructured interviews and the samples were selected by purposeful sampling method. We have considered maximum variation (gender, semester, educational level, place of residence) of persons in the sample selection. The data collection continued until saturation was reached. Participants included 13 physiotherapy undergraduate students who had completed at least 6 clinical education units. Results: We extracted 182 original codes from interviews analysis. By eliminating and matching the data, we finally developed 4 categories, as follows: 1. Personal and professional characteristics of clinical educators; 2. Personal characteristics of students; 3. Inadequate education system; 4. The inappropriate clinical education environment. Discussion: Clinical incompetency, inadequate clinical skills, and failure to observe professional ethics are the most frequent problems of clinical supervisors. Moreover, student's irresponsibility, inadequate participation, the lack of self-esteem in some students, and inappropriate planning and the implementation of clinical education of PT department and inappropriate interpersonal communication and facilities in clinical settings, can be considered as barriers for clinical education. Considering the obstacles and attempts to resolve them, reviewing the clinical education process can improve its quality. Reviewing the clinical education process seems to help recognize its barriers and attempt to resolving them. It seems to improve the quality of clinical education.

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Physiotherapy Undergraduate Students’ Perception About Clinical Education; A Qualitative Study

Pravakar,

Bimika

2024

J Nov Physiother Rehabil

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Background: Clinical education is an important component of physiotherapy education programs. It provides insights to the students in the fields of physiotherapy practice, develops leadership, and enhances their clinical skills in patient assessment, examination, diagnosis, treatment, planning, and intervention selection. The dimension of physiotherapy education is in the developing phase in Nepal. For further growth, the experience and the perception of the students are very important. Through this, the facilitators and barriers in physiotherapy clinical education need to be recognized. Therefore, this study aimed to explore the facilitators and barriers in physiotherapy clinical education in Nepal from a student’s perspective. Objectives: The main objective of this study was to identify the perception of physiotherapy undergraduate students about their clinical education and to find out the facilitators and barriers in clinical education. Methods: A qualitative research using focused group discussion was conducted. Ethical considerations were taken from respective departments and IRC approval was taken. BPT 3rd year, 4th year, and intern students of KUSMS were called to participate in the study. After the consent from the participants, focus groups of 6 participants (2 participants from each 3rd year, 4th year, and intern) were formed. In five FGDs, data saturation was observed and no further FGDs were conducted. FGDs were collected with audio tape recordings. The data were transcribed verbatim and translated into the English language. Then data coding was done and themes and sub-themes were generated from the codes. Results: Through the transcribed and translated data, seven themes were generated which were clinical education, student expectation, student attitude and behavior, roles and responsibilities of clinical educators, exposure, resources, and miscellaneous. These headings explained the perception of facilitators and barriers. Conclusion: The facilitators and barriers to physiotherapy clinical education were identified through student’s perspectives. These findings should be considered while preparing the guiding document for clinical education to enhance the quality of education.

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Exploring the Challenges of Physiotherapy Clinical Education: A Qualitative Study

Cited by 5 publications

References 5 publications

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

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

Recognition of Barriers in Physiotherapy Clinical Education From Students’ Perspectives: A Content Analysis

Physiotherapy Undergraduate Students’ Perception About Clinical Education; A Qualitative Study

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