The importance of the role of clinical educator in physiotherapy

Bennett, Rosalie

doi:10.12968/bjtr.2003.10.1.13580

Cited by 8 publications

(3 citation statements)

References 8 publications

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“…In view of the pressing challenges for academic physiotherapy departments world-wide to source sufficient numbers of clinical placements for clinical education (Bennett, 2003;Baldry Currens and Bithell, 2000), this new approach may be of benefit for other training institutions as well. A fair amount of co-ordination is necessary, especially at the beginning of the year.…”

Section: Discussionmentioning

confidence: 99%

“…• Changes in undergraduate teaching and learning strategies (Strohstein et al, 2002;Baldry Currens and Bithell;2000;Mbambo, 1999;), • Poor perception of the role of the clinical educator (Moore, 2001;Cross, 1995), • Pressure on the clinical educator to reconcile the roles of clinician and supervisor (Bennett, 2003;Cross, 1995), • Increased medical litigation, and • Pressure on clinical areas to account for productivity (Ladyshewsky et al, 1998).…”

Section: Introductionmentioning

confidence: 99%

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An innovative strategy to expand clinical education: a report on the students`view

Frieg

Lochner

2005

South African Journal of Physiotherapy

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Clinical education is an integral part of undergraduate physiotherapy training. The minimum hours of clinical training required differ from country to country. As a result of a magnitude of reasons, academic institutions find it increasingly difficult to place their students at appropriate clinical sites. Consequently, the physiotherapy department at Stellenbosch University has embarked on an innovative approach to substitute this shortness of placements for 3rdyear physiotherapy students in 2003. Once all the students had rotated through this new cluster of learning opportunities, the students evaluated this approach. A self-developed questionnaire consisting of open-ended questions was used for this survey. The response rate was 83%. The vast majority of students found the structure of this new block enjoyable and meaningful. It will therefore be continued in the future and evaluated on a regular basis.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An innovative strategy to expand clinical education: a report on the students`view

Frieg

Lochner

2005

South African Journal of Physiotherapy

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“…Richardson (1999) stated that the manner in which students learn to act as professionals is determined by their experience of professional practice and their interaction with experienced physiotherapists. Furthermore, clinical educators, as supervising physiotherapists, have been found to play a fundamental role in promoting students’ learning, in developing the next professional generation, and in developing the physiotherapy profession (Gignac‐Caille & Oermann 2001; Bennet 2003).…”

Section: How Do Physiotherapy Students Learn From the Client?mentioning

confidence: 99%

Construction of the client in physiotherapy student's practical learning sessions: a discourse analytic study

Laitinen‐Väänänen

Talvitie

Luukka

2008

Learn Health Soc Care

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In recent years, there has been a tendency to stress the active role and equal partnership of clients in social and healthcare. Moreover, research in the role of clients has attracted growing interest. Clinical education has been seen as an excellent arena for learning the distinctiveness of the interaction between the client and the professional physiotherapist by giving students the chance to participate in actual healthcare encounters. This study focuses on examining the construction of various client roles through interactions between participants in practical learning sessions that physiotherapy students took part in. These sessions were real professional physiotherapy encounters. Qualitative discourse analysis was applied to 12 videotaped practical learning sessions and four constructions of the client were identified. These interpretative repertoires were named according to the client's role in the interaction as ‘receiver’, ‘executer’, ‘participator’ and ‘fellow’. The identified repertoires represented the multi‐dimensionality and contradictory construction of the client during sessions where two professionals differing in knowledge and skills worked together. Although the professional appeared to play a dominant role in constructing the client role, the client's eagerness to participate was also significant. Extrapolating from the study, we suggest that in aiming to enhance student understanding and practice of patient‐centred physiotherapy, clinical educators should be aware of the interactional practices through which the participation of the client can be supported.

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Physiotherapy students’ attitudes towards and knowledge of older people

Hobbs

Dean

Higgs

et al. 2006

Australian Journal of Physiotherapy

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The purpose of this study was to determine whether students' attitudes towards and knowledge of older people changed throughout the physiotherapy undergraduate program. Students' demographic information and attitudes towards and knowledge of older people were gathered via repeated question-responses over three points of time during the 4-year program. Validated instruments--the Geriatric Attitudinal Scale (GAS) and the Facts on Ageing Quiz 1 (FAQ1)--were used to measure participants' attitudes and knowledge of older people. The FAQ1 yielded two variables: knowledge as percentage of FAQ1 correct responses, and ignorance as percentage of FAQ1 Don't Know responses. The instruments were administered in Year 2 prior to the students' first clinical (Time 1), immediately after their first clinical (Time 2), and Year 4 just prior to completion of the program (Time 3). Changes over time were analysed using paired t-tests with significance set at p < 0.05. Participants initially demonstrated positive attitudes towards older people with a mean of 73.8% GAS positive responses with no significant change over time (p = 0.56). Initial knowledge about older people was poor with a mean of 43.6% FAQ1 correct responses which increased significantly over time to 51.7% (p = 0.0001). This improvement in knowledge was accompanied by a decrease in ignorance over the study period (p = 0.0001). While attitudes toward older people were positive and knowledge improved over time, the level of knowledge attained was below expectation for beginning practitioners. This finding has implications for the education and training of physiotherapy students.

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The importance of the role of clinical educator in physiotherapy

Cited by 8 publications

References 8 publications

An innovative strategy to expand clinical education: a report on the students`view

An innovative strategy to expand clinical education: a report on the students`view

Construction of the client in physiotherapy student's practical learning sessions: a discourse analytic study

Physiotherapy students’ attitudes towards and knowledge of older people

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