Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study
| Autor: | Jennifer Lyn Keating, Elizabeth Molloy, Samantha Sevenhuysen, Terrence Peter Haines, Melanie K. Farlie |
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| Rok vydání: | 2015 |
| Předmět: |
Adult
Male Physical Therapy Specialty medicine.medical_specialty Adolescent education Physical Therapy Sports Therapy and Rehabilitation Peer Group Education Young Adult Intervention (counseling) Professional ComputingMilieux_COMPUTERSANDEDUCATION Humans Medicine Learning Students Qualitative Research business.industry Learning environment lcsh:RM1-950 Clinical supervision Peer group Focus group humanities Cohesion (linguistics) lcsh:Therapeutics. Pharmacology Enabling Physical therapy Female Clinical Competence business Qualitative research |
| Zdroj: | Journal of Physiotherapy, Vol 61, Iss 2, Pp 87-92 (2015) |
| ISSN: | 1836-9553 |
| DOI: | 10.1016/j.jphys.2015.02.015 |
| Popis: | Question: What are the experiences of students and clinical educators in a paired student placement model incorporating facilitated peer-assisted learning (PAL) activities, compared to a traditional paired teaching approach? Design: Qualitative study utilising focus groups. Participants: Twenty-four physiotherapy students and 12 clinical educators. Intervention: Participants in this study had experienced two models of physiotherapy clinical undergraduate education: a traditional paired model (usual clinical supervision and learning activities led by clinical educators supervising pairs of students) and a PAL model (a standardised series of learning activities undertaken by student pairs and clinical educators to facilitate peer interaction using guided strategies). Results: Peer-assisted learning appears to reduce the students' anxiety, enhance their sense of safety in the learning environment, reduce educator burden, maximise the use of downtime, and build professional skills including collaboration and feedback. While PAL adds to the clinical learning experience, it is not considered to be a substitute for observation of the clinical educator, expert feedback and guidance, or hands-on immersive learning activities. Cohesion of the student-student relationship was seen as an enabler of successful PAL. Conclusion: Students and educators perceive that PAL can help to position students as active learners through reduced dependence on the clinical educator, heightened roles in observing practice, and making and communicating evaluative judgments about quality of practice. The role of the clinical educator is not diminished with PAL, but rather is central in designing flexible and meaningful peer-based experiences and in balancing PAL with independent learning opportunities. Registration : ACTRN12610000859088. [ Sevenhuysen S, Farlie MK, Keating JL, Haines TP, Molloy E (2015) Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study. Journal of Physiotherapy 61: 87–92 ] |
| Databáze: | OpenAIRE |
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