New-graduate Physical Therapists' Self-efficacy to Perform Patient Education Is Influenced by Entry-level Training Experiences

Anatomic donor surgeries increase self-efficacy in physical therapy education: Use of live versus recorded viewing

Anatomy serves as a foundational course in physical therapy education, but, due to its early placement in the curriculum, may have limited clinical application at that point of a student's education. Thus, augmenting a standard dissection course with surgical procedures can enhance the clinical relevance and knowledge of the anatomical structures involved in those surgeries. Doctor of Physical Therapy students viewed a variety of cadaveric orthopedic and cardiothoracic surgeries performed by a surgeon. Students unable to participate live viewed the recorded surgeries. Participants completed a 10-point Likert scale survey, developed by the researchers, pre- and post-viewing, on self-efficacy of knowledge, patient intervention and communication. Data analysis revealed improved self-efficacy of knowledge of the anatomy and the surgical procedures, confidence in treating patients undergoing those surgeries, and confidence communicating with surgeons, regardless of whether students viewed the surgeries live or recorded. Students participating in this experience expressed a clear value enhancement on their education. Programs should feel confident that this type of experience in the curriculum, whether live or recorded, will have a positive effect on student self-efficacy as related to the relationships and pertinence of anatomical structures involved in the surgeries, the surgical procedures, treating patients having undergone those surgeries, and interprofessional communication.

Factors Influencing Food Safety Education Practices among Obstetricians

Healthcare providers (HCPs) are responsible for educating pregnant women about food safety issues in to prevent infectious diseases; however, few HCPs provide their pregnant women with such information. This study aimed to identify food safety education practices, attitudes and barriers among obstetricians and determine the factors affecting education practices. In this cross-sectional study, 238 obstetricians completed a self-administered questionnaire. Medians with interquartile ranges, frequency, crosstabs test, Mann-Whitney U test, Kruska-Wallis H test, Dunn-Bonferroni post hoc method, and multiple regression were used for data analysis. The study found that obstetricians provide pregnant women with a low amount of food safety information (2.5 ± 0.42, and the top three barriers reported were lack of time (Mdn = 3, IQR = 1), lack of knowledge (Mdn = 3, IQR = 2), and heavy workload (Mdn = 3, IQR = 2). Furthermore, only a few obstetricians were interested in taking food safety education courses (30.2%) and exploring pregnant women's education needs (39.5%). Factors influencing education practices were total experience, lack of knowledge, and lack of time. Obstetricians should be more aware of the need to educate pregnant women about food safety issues. Understanding the influencing factors determined in this study will contribute to the development of an effective education plan to reinforce doctors' food safety education competency.

Future-proofing the Profession: Physiotherapists' perceptions of their current and emerging role

OBJECTIVES

As healthcare systems continue to modernise, physiotherapists are required to transform their practice to remain contemporary and meet future population needs. The study aims to gain an insight into physiotherapists' perceptions of their current and emerging future role. The intention is to develop an understanding of the physiotherapist's role and how it can continue to evolve to support populations' needs in more sustainable and innovative ways.

DESIGN

A qualitative design using semi-structured interviews was undertaken informed by Gadamerian hermeneutic philosophy.

PARTICIPANTS

Participants were gained from a postgraduate physiotherapy programme in Northwest England that recruits physiotherapists from across the UK; via the research teams' professional networks and using snowball sampling. Interviews were digitally recorded and transcribed verbatim. Thematic analysis was undertaken. Ethical approval and informed consent was obtained.

RESULTS

23 participants (15 female). 4 themes were identified: 'An underpinning philosophy of practice' that promotes holistic care and supports patient wellbeing. An 'evolving role broadening the scope of practice' with many 'agents of change shaping the profession'. When 'preparing the future workforce and their transition into practice', graduates were seen as more adaptable and resilient. However, more affiliation between the university and placement providers to enhance learning environments is needed.

CONCLUSIONS

Physiotherapists need to re-evaluate their role so a clear vision for the future can be co-created to ensure they remain contemporary and continue to optimise their potential. An emerging role that re-envisages a holistic approach that incorporates health promotion as fundamental to this role could support physiotherapists' transformation in practice. CONTRIBUTION OF THE PAPER.

Effectiveness of patient education training on health professional student performance: A systematic review

BACKGROUND

Despite the fundamental role of patient education, concerns have been raised by health professionals, students, and professional bodies regarding student preparation for this area of practice.

OBJECTIVE

To evaluate the effectiveness of patient education training on health professional student performance.

METHOD

A systematic search was performed across PubMed, Cinahl, Embase, and Cochrane Library. Reference and forward citation searches of included articles were conducted. Inclusion criteria were published journal articles from 2010 to 2020 regarding patient education training for health professional students with measures relating to patient education performance. Quality appraisal of individual studies was conducted using Cochrane risk-of-bias v2 or ROBINS-I; overall appraisal was also determined. Sixteen articles met eligibility criteria. Independent data extraction was undertaken.

RESULTS

Fourteen studies reported improvements in student performance following patient education training; two studies reported no significant improvements. Of different modalities examined, simulation-based learning appeared to be most effective.

CONCLUSION

Patient education training enhances health professional students' performance of patient education. Future research is needed to evaluate effectiveness of pedagogically informed interventions across health professions using objective approaches to assess student performance in clinically relevant settings.

PRACTICAL VALUE

This review supports the use of specific training approaches to improve student performance of patient education.