Supervision models in physiotherapy practice education: student and practice educator evaluations

Barrett, Emer; Belton, Anne; Alpine, Lucy

doi:10.1080/09593985.2019.1692393

Cited by 13 publications

(20 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, group placement models and online placement activity provides proactive and innovative means of increasing placement capacity (Moseley et al., 2022). Different ratios of educator to student (1:1; 1:2) placement models have been positively evaluated by stakeholders in Ireland (Barrett et al., 2021). Digital placements have been suggested as ways to increase the provision; however, UK students have reported that online learning negatively impacts their discipline understanding and presents an overall disadvantage compared to face‐to‐face traditional teaching (Chesterton et al., 2022b).…”

Section: Discussionmentioning

confidence: 99%

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

Chesterton

2023

Physiotherapy Res Intl

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionmentioning

confidence: 99%

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

Chesterton

2023

Physiotherapy Res Intl

View full text Add to dashboard Cite

show abstract

“…On traditional clinical placements, physiotherapy students are normally supervised during patient contact in a 1:1 or 1:2 model, 26 and although new models are emerging, they are still in their infancy. Participants noted that the 4:1 supervision model in this SLC gave them sufficient space and yet a safe environment for practice, which agrees with research investigating SLCs as a placement by Heales et al 27 and Mosely et al, 24 with the latter operating a 10:1 model of supervision.…”

Section: Discussionmentioning

confidence: 99%

“…Our findings suggest that the lack of formal assessment associated with this physiotherapy SLC model was valued by students, all of whom had experienced the more common continuous assessment mode whilst on clinical placements. 26 Whether students are assessed on their performance as part of a SLC may be an important factor in influencing their perceptions of this experience. In this study, students…”

Section: Learning Environmentmentioning

confidence: 99%

See 1 more Smart Citation

Students' perceptions of a UK physiotherapy student‐led clinic

Wynne

Cooper

2023

The Clinical Teacher

View full text Add to dashboard Cite

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.

show abstract

“…Assessment of student performance during clinical placement is a multifaceted process and is considered one of the key challenges in student supervision (Barrett, Belton, & Alpine, 2019; Meyer et al, 2019). Research has shown that experience in assessment and differences in perceptions of student performance can impact grades awarded by practice educators, even in the presence of explicit marking criteria (Cross et al, 2001; Govaerts, Schuwirth, Van der Vleuten, & Muijtjens, 2011).…”

Section: Introductionmentioning

confidence: 99%

Performance‐based assessment during clinical placement: Cross‐sectional investigation of a training workshop for practice educators

Alpine

O’Connor

McGuinness

et al. 2020

Nursing & Health Sciences

Self Cite

View full text Add to dashboard Cite

Performance-based assessment evaluates a health professional student's performance as they integrate their knowledge and skills into clinical practice. Performance-based assessment grades, however, are reported to be highly variable due to the complexity of decision-making in the clinical environment. The aim of this study was to evaluate the impact of a training workshop based on frame-of-reference principles on grading of student performance by physiotherapy practice educators. This was a prospective cross-sectional study which used a single group pre-test, post-test design. Fifty-three practice educators rated two video vignettes depicting a poor and very good student performance, using a subsection of a physiotherapy performance-based assessment tool before and after training. Overall, results showed that participants amended their scores on approximately half of all scoring occasions following training, with the majority decreasing the scores awarded. This impacted positively on scoring for the poor performance video, bringing scores more in line with the true score. This study provides evidence of the benefit of a training workshop to influence decision-making in performance-based assessment as part of a wider education program for practice educators.

show abstract

Supervision models in physiotherapy practice education: student and practice educator evaluations

Cited by 13 publications

References 27 publications

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

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

Students' perceptions of a UK physiotherapy student‐led clinic

Performance‐based assessment during clinical placement: Cross‐sectional investigation of a training workshop for practice educators

Contact Info

Product

Resources

About