PEDIATRIC EDUCATION SPECIAL SERIES: Pediatric Integrated Clinical Experiences: Enhancing Learning Through a Series of Clinical Exposures

Tovin, Melissa M.; Fernandez-Fernandez, Alicia; Smith, Kimberly

doi:10.1097/00001416-201731020-00016

Cited by 17 publications

(35 citation statements)

References 26 publications

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“…Limited financial resources were an identified barrier to the implementation of paediatric curriculum in our study and this barrier was also noted in previously published US-based literature [16, 19]. If universities who do not have permanent faculty members trained in paediatrics are indicating financial barriers, then it is possible that the same financial barriers may prohibit ‘buy-in’ of sessional paediatric staff to appropriately teach and assess the curriculum, bringing into question the quality and appropriateness of the paediatric content delivered and raises concerns that paediatric content may not be adequately included in program curriculum due to unavailability of qualified faculty.…”

Section: Discussionsupporting

confidence: 72%

“…The desktop audit in the present study revealed that a stand-alone paediatric course (subject) was offered in only eight of the 20 universities audited. A potential reason for universities not having a stand-alone paediatric course could be due to limited time and prioritisation of paediatric content within the curriculum, which was reported as a barrier by multiple researchers in previous US-based literature [14–16, 19]. In the present study most participants recognised that offering a stand-alone paediatric course was a facilitator for adequately covering paediatric content.…”

Section: Discussionmentioning

confidence: 65%

“…Discrepancies exist in the level of knowledge and skills of graduating physiotherapists from entry-level programs in the US. Insufficient faculty [15–19], insufficient clinical placements [14, 16] and a lack of consensus regarding paediatric content to prioritise [15, 16], were reasons provided in previously published literature, to explain the limited amount of paediatric content in US physiotherapy entry-level programs. In the development of first-contact practitioners who are licensed to work with infants and children, appropriate paediatric content delivered within the curriculum is critical to prepare physiotherapists to have adequate skills and knowledge to manage paediatric populations in a safe and effective manner.…”

Section: Introductionmentioning

confidence: 99%

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Paediatric Physiotherapy curriculum: an audit and survey of Australian entry-level Physiotherapy programs

2019

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Background No documented standard or core competencies exist for paediatric curriculum in entry-level physiotherapy programs in Australia. Consequently, extensive variability is thought to exist amongst Australian entry-level physiotherapy programs for preparing physiotherapists to work safely and effectively with children. The purpose of this study was to explore the landscape of paediatric curriculum in Australian entry-level physiotherapy programs and identify the paediatric content being covered, its perceived importance according to university academics who teach paediatrics, the mode of delivery and assessment, and the strengths, weaknesses, barriers and facilitators to implementing paediatric curriculum. Methods A web-based desktop audit and an online cross-sectional survey using closed and open-ended questions was administered to all Australian universities offering entry-level physiotherapy programs in November 2017. Content coverage and perceived level of importance for paediatric content areas were determined using Likert scale responses. Open-ended responses were thematically analysed to identify key themes for strengths, weaknesses and facilitators to implementation of paediatric curriculum. Results All ( n = 20, 100%) entry-level programs used the terms lifespan, child and/or paediatrics somewhere in at least one subject descriptor. Forty-five percent ( n = 9) of universities did not use the terms lifespan, child or paediatric in their published learning objectives. Eight (40%) universities offered a paediatric stand-alone course. Sixty-five (13/20) percent of universities invited, responded to the survey. For paediatric conditions the perceived level of importance was predominately higher than its course content coverage for 19 of the 31 conditions surveyed. Key barriers to implementating paediatric curriculum were: crowded curriculum, limited financial resources resulting in a lack of qualified staff, lack of prioritisation of paediatric curriculum and inadequate paediatric placement availability. Facilitators for effective implementation of paediatric content were stand-alone paediatric subjects, demonstrated dedication to paediatric curriculum and having suitably qualified faculty members. Conclusion The results of this survey provide the physiotherapy community with the views of paediatric physiotherapy academic educators regarding the content, perceived need to expand content delivery in identified clinical areas, and the barriers and facilitators to implementing paediatric content in Australian entry-level physiotherapy programs. Further research exploring similar questions with paediatric physiotherapy clinicians would complement the findings of this study. Electronic supplementary material The online version of this article (10.1186/s12909-019-1540-z) contains supplementary material, which is available to a...

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Section: Discussionsupporting

confidence: 72%

Section: Discussionmentioning

confidence: 65%

Section: Introductionmentioning

confidence: 99%

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Paediatric Physiotherapy curriculum: an audit and survey of Australian entry-level Physiotherapy programs

2019

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“…19 ere is a growing body of evidence in support of using ICE as a form of EL in DPT pediatric coursework with positive outcomes reported across multiple constructs. [4][5][6][7][8][9] e results of an outcome evaluation of a two-semester, stand-alone pediatrics course that included classroom instruction, laboratory activities, and 32 hours of ICE found that the inclusion of ICE increased students' knowledge translation and integration of topics learned in the classroom. 4 Students reported significant improvements in their ability to apply pediatric content, perform pediatric clinical skills, engage in familycentered care, and communicate with patients and families.…”

Section: Experiential Learning In Physical Therapy Educationmentioning

confidence: 99%

“…3 Based on review of recently published literature, the use of EL as an instructional method to meet this recommendation and better teach pediatric content is growing. [4][5][6][7][8][9][10] However, there remains a paucity of research describing student outcomes resulting from a pediatric course with EL compared with student outcomes resulting from traditional classroom instruction-based courses. is study was designed to begin to fill this gap in knowledge.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Experiential Learning on Perceived Clinical Reasoning and Self-efficacy of Doctor of Physical Therapy Students

Lowe¹,

Flowers²,

Fletcher³

et al. 2022

JOPTE

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Introduction and Review of the Literature. Experiential learning (EL) is an instructional method that is increasingly being used to teach Doctor of Physical erapy (DPT) pediatric content. However, there remains a paucity of research describing student outcomes resulting from EL courses compared with outcomes resulting from traditional instruction-based courses. e purpose of this study was to evaluate the change in perceived clinical reasoning and self-efficacy experienced by DPT students from the same DPTprogram who completed either high (at least 15 hours) or low (3 hours or less) pediatric EL as a component of their required, semester-long pediatric course. Subjects and Methods. e study was a pretest-posttest comparison group design. Second-year DPTstudents (n = 58; male: 19 and female: 39) enrolled in fall 2018 (high EL group) and students (n = 53; male: 18 and female: 35) enrolled in fall 2020 (low EL group) completed the Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the Physical erapy Self-Efficacy Scale (PTSE) during the first and last week of the pediatrics course. Results. A significant interaction effect between EL dosage and time was found for the SACRR (F 1,106 = 51.03, P = .000, partial eta squared = 0.33), suggesting that the change in scores was influenced by the dosage of EL. ere was no significant interaction effect between EL dosage and time for the PTSE (F 1,104 = 1.13, P = .29, partial eta squared = .01). ere was a significant main effect for time (F 1,104 = 225.61, P = .000, partial eta squared = .68), with both groups showing an improvement in pediatric physical therapy self-efficacy. Discussion and Conclusion. e results of this study suggest that the perceived selfefficacy abilities of students improved with all instructions, but the addition of high EL may enhance traditional instruction methods when used to aid DPT students in the development of self-perceived clinical reasoning and reflection skills.

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The paediatric physiotherapy curricula landscape: A survey of United Kingdom entry‐level programs

Chesterton

2023

Physiotherapy Res Intl

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Background and PurposeTo identify the paediatric curriculum content covered in entry‐level physiotherapy programs within the United Kingdom (UK), and report faculties perceived importance. Strengths, weaknesses, barriers and facilitators, to the implementation of paediatric content were explored.MethodsA cross‐sectional online questionnaire captured entry‐level physiotherapy programme leaders' perceptions of paediatric programs.ResultsFifty‐five responses were submitted, providing a 67% completion rate. Faculty perceived that students' felt the inclusion of paediatric content within the curricula was ‘Important’ (Mean 3.60 ± SD 0.74). Of 30 diagnoses surveyed, only two were covered ‘Well’ within curriculums, despite 23 rated at least ‘Important’ by respondents. Of the 18 assessment/examination components, 13 were covered ‘Well’ with five ‘Somewhat’. All were considered to be at least ‘Important’. Perceived strengths were grouped into three main categories (1) integrated/lifespan approach, (2) links to clinical specialists, and (3) a broad/detailed curriculum. Perceived weaknesses included curriculum time pressures and paediatric placement availability.DiscussionThe majority of paediatric conditions were only somewhat covered by UK curriculums, despite respondents in the main believing they should be an important element of the entry‐level syllabus. Some UK physiotherapy entry‐level students may not be exposed to any paediatric teaching or clinical placements.

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PEDIATRIC EDUCATION SPECIAL SERIES: Pediatric Integrated Clinical Experiences: Enhancing Learning Through a Series of Clinical Exposures

Cited by 17 publications

References 26 publications

Paediatric Physiotherapy curriculum: an audit and survey of Australian entry-level Physiotherapy programs

Paediatric Physiotherapy curriculum: an audit and survey of Australian entry-level Physiotherapy programs

The Effects of Experiential Learning on Perceived Clinical Reasoning and Self-efficacy of Doctor of Physical Therapy Students

The paediatric physiotherapy curricula landscape: A survey of United Kingdom entry‐level programs

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