Physiotherapy students’ perceptions of an innovative approach to clinical practice orientation

Abstract

The transition from the classroom to clinical practice is stressful for many students. In the current situation in South Africawith the shortages of clinicians’ posts in hospitals, this transition is evenmore difficult given the reduced time that clinicians have for supervisingundergraduate students. The University of Stellenbosch initiated structured peer-led introduction to clinical education (SPLICE), duringwhich senior physiotherapy students orientate second year students toclinical practice.The aim of this study was to investigate the perceptions of all of thesecond, third and fourth year students who took part in these SPLICEsessions. This information was captured using a questionnaire with open and closed questions. The response of all of the students was extremely positive. Common to all cohorts of students was the opinion of themotivational benefits of the sessions as well as the opinion that their confidence increased. Students in the variousyears of study differed in the ways in which they felt more confident. Closely linked were those comments referring to a sense of increased preparedness for clinical practice and a positive learning environment. A positive change inattitude towards clinical practice was also noted in many second year students.Further research is needed into the effect that SPLICE might have had on the second year students when they enterclinical practice as third year students. The role and opinions of patients during these sessions, and indeed during anyclinical education sessions, including clinical examinations, needs further investigation.

Peer Tutoring Programs in Health Professions Schools

“…[4][5][6][7][8][9] Peers may also be able to increase the students' enthusiasm for learning. 10,11 Students may feel more comfortable discussing performance issues with peers than with faculty. 6,9,12 Peer tutoring can also benefit the tutor.…”

Physiotherapy students’ perceptions about the learning opportunities included in an introductory clinical module

“…[13] The value of peer mentoring for the development of clinical skills was emphasised in this study, as in other studies. [4,5,11] Peer mentoring was enhanced by the personal attributes of the mentor and the mentor's willingness to provide explanations. A personal, as well as a cognitive, component of peer mentoring was therefore indicated.…”

“…[2,3] It is therefore not surprising that students feel anxious and vulnerable at the start of clinical practice because of uncertainty, variability and unpredictability in the clinical environment. [4][5][6][7][8] The transition of the student into the role of practitioner requires the application of classroom content (e.g. theories, techniques) to the clinical context.…”

“…[4,5] The success of these placements lies in the fact that students can learn in a supportive and non-threatening environment where they are not expected to take full responsibility for patient care. [4,5,9] Further benefits of an introductory clinical programme include feeling more motivated and enthusiastic about entering the profession, [4] and adapting learning strategies towards a more clinical orientation.…”

“…[4,5] The success of these placements lies in the fact that students can learn in a supportive and non-threatening environment where they are not expected to take full responsibility for patient care. [4,5,9] Further benefits of an introductory clinical programme include feeling more motivated and enthusiastic about entering the profession, [4] and adapting learning strategies towards a more clinical orientation. [10] While there are benefits to having peer mentoring and support as part of an introductory programme, [4,11] it is unclear which learning opportunities best facilitate the attainment of learning outcomes in an introductory clinical placement.…”