Forming and shaping of professional identity within pre-registration physiotherapy curricular: A scoping review

Rappazzo, Laura; Seagrave, Sara; Gough, Suzanne

doi:10.1016/j.nedt.2021.105250

Cited by 2 publications

(2 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Block-week sessions offer an opportunity to gain feedback and clarify questions more immediately on an individual basis with peers and tutors, which subsequently may guide and/or accelerate future learning while reducing the likelihood of retaining incorrect thought processes (Wood et al, 2020). Similarly, research has indicated theoretical learning of new medical skills needs to be followed up with opportunities to apply practical skills and knowledge to real-world physical settings, to be reasoned and retained effectively (Abela, 2009;Barradell et al, 2018;Rappazzo et al, 2022;Sadideen & Kneebone, 2012). Delaying the gap between learnt theory and the ability to practise skills in a classroom setting on blockweeks may be detrimental to students building proficiency and self-efficacy in their fundamental hands-on practical skills (Barradell et al, 2018;Wood et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Physiotherapy students' perspectives of a blended learning approach through the COVID-19 pandemic years

Belcher,

Larmer,

Christopherson

et al. 2024

NZJP

View full text Add to dashboard Cite

The Waikato Institute of Technology launched an innovative approach in 2019 to deliver a Bachelor of Physiotherapy degree. The programme utilised a blended-block learning andragogy of face-to-face (block-week) and online learning. At the end of the first 4-year cycle, it seemed pertinent to understand the students’ perspective of this approach, while recognising possible effects of the COVID-19 pandemic. An online questionnaire was distributed to a sample of students (n = 70), with 44% completing the survey. Preference to continue with block-week learning was split: 32.2% of students wished to continue with the current approach, 32.2% preferred to discontinue and return to traditional campus teaching, and 35.6% were unsure. Those students who preferred to discontinue predominantly originated or moved to the Hamilton region for study. Students who preferred block-blended learning were often from a population that the programme was meant to serve, living in rural areas and/or having significant family/community responsibilities, meaning they were unable to move to the institute and would struggle to access the course in any other manner. To reduce fatigue and improve satisfaction, students also suggested mixing content delivery every week, engaging in 2–3 days of face-to-face sessions and 2 3 days online, moving away from block-learning yet retaining blended-learning. Most students believed the course was well positioned to manage the effects of COVID-19; however, they recognised practical skills learning and access to clinical placement experience was reduced. Future research could focus on exploring the benefits and barriers of online learning developed for physiotherapy-specific content.

show abstract

Section: Discussionmentioning

confidence: 99%

Physiotherapy students' perspectives of a blended learning approach through the COVID-19 pandemic years

Belcher,

Larmer,

Christopherson

et al. 2024

NZJP

View full text Add to dashboard Cite

show abstract

“…Research directed at understanding students' overall educational experience of becoming a physiotherapist is less common, yet this work is critical for physiotherapy education because it is better able to gauge its outcomes and impact, and to most effectively meet contemporary demands. It is a complex space of inquiry; there is no single definition about physiotherapy formation and it includes concepts such as professionalism, professional values, identity, roles and development pathways (Rappazzo et al., 2022 ) yet these are not homogenous constructs (Trede, 2012 ; Trede et al., 2012 ). The body of work that focuses on students' overall educational experiences within physiotherapy is small and diverse.…”

Section: Introductionmentioning

confidence: 99%

From passenger to citizen—portraits of learning to be a physiotherapist

Barradell

2022

Physiotherapy Res Intl

View full text Add to dashboard Cite

Background and Purpose Understanding the experiences of learners—and future graduates—is integral to their professional development and to the development of the profession. This paper adds to understanding of physiotherapy student experiences by exploring the ways students and recent graduates approach, learn about, connect with and form a relationship with their chosen profession of physiotherapy. Methods Heuristic inquiry, a form of phenomenology, was used. Thirteen participants (11 students and 2 new graduates) were interviewed. Results The findings are presented as four portraits: passenger, tourist, resident and citizen. These represent four particular and prominent ways that the participants connected with specific situations and/or to the profession as a whole, the sense they made of those situations (or the broader profession) and the identity formed. Discussion The portraits help educators to think about how students are navigating the process of becoming a physiotherapist and might act as a tool to help foster students' professional development. Educators who understand students' motivations and struggles are better prepared to help students to see themselves and the profession in sophisticated ways.

show abstract

Forming and shaping of professional identity within pre-registration physiotherapy curricular: A scoping review

Cited by 2 publications

References 36 publications

Physiotherapy students' perspectives of a blended learning approach through the COVID-19 pandemic years

Physiotherapy students' perspectives of a blended learning approach through the COVID-19 pandemic years

From passenger to citizen—portraits of learning to be a physiotherapist

Contact Info

Product

Resources

About