Impact of Service-Learning on Physiotherapy Students: Exercise Programs for Patients with Heart Transplantation and Acute Coronary Syndrome—A Randomized Clinical Trial

Marqués-Sulé, Elena; Chiva-Bartoll, Òscar; Carrasco, Juan J.; Hernández‐Guillén, David; Pérez‐Alenda, Sofía; Francisco-Garcés, Xavier; Sentandreu‐Mañó, Trinidad; Blesa, Jesús

doi:10.3390/jcm11154360

Cited by 4 publications

(3 citation statements)

References 32 publications

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“…This study found that students perceived the SLC as contributing to the development of their clinical skills, which agrees with research by Heales et al, 27 who investigated factors affecting student satisfaction in an Australian student‐led physiotherapy clinic, and a study conducted with physiotherapy students in a student‐led pro bono clinic in the US 18 . Other studies have supported this finding with objective improvement of clinical performance scores for individual physiotherapy students participating in SLCs 32 …”

Section: Discussionsupporting

confidence: 90%

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Students' perceptions of a UK physiotherapy student‐led clinic

Wynne

Cooper

2023

The Clinical Teacher

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BackgroundStudent‐led clinics (SLCs) are a mode of delivery whereby students take responsibility for the delivery of a health service or intervention. SLCs for physiotherapy have a wide range of uses, including enhancement of learning, replacement of clinical placement hours and serving population and community needs. Evidence is emerging globally as to the outcomes of SLCs in physiotherapy, but little exists in the United Kingdom (UK) context. The purpose of this study was to explore student perceptions of running, leading and participating in a UK physiotherapy student‐led neurological rehabilitation clinic.MethodsA qualitative design using a focus group.FindingsFour themes were identified relating to students' perceptions of SLCs associated with the learning environment, self‐development, enhanced clinical skill development and reflections on experience at the SLC.DiscussionThe findings of this study suggest that physiotherapy SLCs in a UK context can contribute positively to student experience and skill development, particularly in relation to the learning environment, development of clinical skills, leadership and autonomy. Some aspects related to, for example, student induction and preparation could be further developed. Further research should explore if these findings are applicable in other countries where SLCs are less established.ConclusionFurther research in the UK and globally related to SLC models in different courses and across varying stages is required. Exploration of the SLC as a viable form of clinical placement experience is also warranted.

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Section: Discussionsupporting

confidence: 90%

“…18 Other studies have supported this finding with objective improvement of clinical performance scores for individual physiotherapy students participating in SLCs. 32 Students perceived the SLC as contributing to the development of their clinical skills.…”

Section: Enhanced Clinical Skills Developmentmentioning

confidence: 99%

Students' perceptions of a UK physiotherapy student‐led clinic

Wynne

Cooper

2023

The Clinical Teacher

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“…Haar and Scanlan (2012) found that students perceived a higher sense of classroom community when instructors facilitate more hands-on learning experiences. Similarly, Marques-Sule et al (2022) found students in a communitybased classroom rated their learning, motivation, and comprehension of course material higher than in a traditional classroom. Research supports the notion that how a student perceives their classroom community matters.…”

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confidence: 92%

Intergenerational, Community-Based Learning and Exercise Science Student Perceptions of Classroom Community

Crawley

2022

Journal of Experiential Education

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Background: Community-based learning is a high-impact, experiential teaching practice where elements of social interaction and authentic participation transform cognitive understanding into meaningful knowing. In the allied health field, the incorporation of community-based learning provides unique access to populations that are not inherently available in a university classroom. Purpose: Researchers used a mixed methods approach to examine the influence of an intergenerational, community-based learning environment versus a traditional learning environment on exercise science students’ perceptions of overall classroom community, connectedness, and learning. Methodology/Approach: Quantitatively, students ( n = 122) completed Rovai's CCS which was then analyzed using a t-test. Qualitatively, students completed written reflective assignments designed to gather data regarding their perceptions of working with an older adult population. Findings/Conclusions: Overall students perceived significantly greater levels of classroom community, connectedness, and learning in the intergenerational, community-based learning environment and evidenced highly positive growth in their awareness and understanding of older adults. Implications: Inclusion of an intergenerational, community-based learning environment in allied health-related degree programs can enhance student's confidence in knowledge application and their ability to connect with the older population.

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Codesign of a Neurological Physiotherapy Student-Led Clinic With Students and Patients: An Exploratory Qualitative Study

Wynne,

Hancock,

Cooper

2024

JOPTE

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Introduction. This study explores students' and patients' views of a UK physical therapy student-led clinic (SLC) for neurological rehabilitation and, using a codesign approach, it proposes an optimal design of a physical therapy SLC for neurological rehabilitation for patient participation and student learning. Review of Literature. There is a paucity of literature examining experiences of neurological rehabilitation SLCs. Although research supports the utilization of codesign methodologies with patients and for curriculum development, there remains a gap regarding its application to SLCs in physical therapy for individuals with neurological conditions. Subjects. Convenience sampling was used to recruit 4 patient and 4 student participants to take part in the study. Methods. This qualitative study employed exploratory codesign based on the participatory action research approach. Three online codesign workshops were facilitated by the research team. Thematic analysis of each workshop informed the outline for the next. Results. Patients perceived that the SLC improved their overall well-being, and they highly valued being able to access rehabilitation. Students reported that they developed a range of clinical skills through participation in the SLC but would have liked a more in-depth orientation. The codesign process identified 5 key elements for the optimal design of the physical therapy neurological SLC: student support, continuity, supervision, peer-assisted learning, and orientation. Discussion. Findings suggest that the SLC provides both a quality learning experience and a patient service, which is safe, effective, and sustainable. Future research should be undertaken with different stages of students and in different university settings. The codesign approach has been shown to be feasible for students and patients and could be used across other aspects of curriculum design. Conclusion. This novel study using codesign methodology provides initial findings of key elements to optimize SLCs in neurological physical therapy, to enhance student learning and patient experience.

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Impact of Service-Learning on Physiotherapy Students: Exercise Programs for Patients with Heart Transplantation and Acute Coronary Syndrome—A Randomized Clinical Trial

Cited by 4 publications

References 32 publications

Students' perceptions of a UK physiotherapy student‐led clinic

Students' perceptions of a UK physiotherapy student‐led clinic

Intergenerational, Community-Based Learning and Exercise Science Student Perceptions of Classroom Community

Codesign of a Neurological Physiotherapy Student-Led Clinic With Students and Patients: An Exploratory Qualitative Study

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