Physiotherapy students can be educated to portray realistic patient roles in simulation: a pragmatic observational study

Students experienced near peer-led simulation in physiotherapy education as valuable and engaging: a mixed methods study

QUESTIONS

What is the student experience of near peer-led simulation in physiotherapy education from the perspectives of students (near peer learners and near peer teachers)? What are their expectations, perceptions and engagement in this as a teaching and learning activity? Are there any short-term benefits?

DESIGN

Convergent mixed-methods study.

PARTICIPANTS

From a graduate entry Doctor of Physiotherapy course, 111 first-year and 20 second-year students participated.

INTERVENTION

Near peer-led simulation was delivered within first-year cardiorespiratory, musculoskeletal and neurological physiotherapy curricula and as a precursor to second-year clinical placements. First-year students were near peer learners. Second-year students were near peer teachers and the simulated patients.

OUTCOME MEASURES

Focus groups, pre/post-simulation questionnaires and direct observation. Data were triangulated and presented in overall themes.

RESULTS

Five themes emerged: near peer-led simulation improved the students' confidence and the opportunity to make mistakes in a supportive and safe environment was valued; peer feedback was an integral part of the learning process that enriched the learning experience; the authenticity and realism created seriousness, promoted engagement and facilitated perceived knowledge transfer; there were benefits for learning for both peer learners and peer teachers; and the anticipation and emotional impact was evident.

CONCLUSION

Near peer-led simulation was viewed by students as a valuable and engaging activity. Students perceived a broad range of benefits on their learning, especially from peer feedback (giving and receiving) on their performance, and had increased confidence following simulation. Peer-led simulation is an authentic and valuable component of entry-to-practice physiotherapy education.

Learning from clinical placement experience: how do undergraduate physiotherapy students approach person-centered practice?

INTRODUCTION

It is now widely accepted in physiotherapy and in other health professions, that involving patients in the design, planning and implementation of services is best practice. Little is, however, known about how physiotherapy students perceive their professional development in applying person-centered practice.

OBJECTIVE

To analyze how undergraduate physiotherapy students experience the process of learning to work in a person-centered way in clinical practice.

METHOD

Five focus-group interviews of final-year physiotherapy students.

RESULTS

It is important that students communicate in ways that accommodate the sociocultural characteristics of their patients. Students, where they experience that mutual understanding is not possible to achieve, tend to resort to the biomedical model and take on an expert instructor role that is met with acceptance from the patients. Some practice contexts were also found to strongly promote person-centered practice, others tightly restricting it.

CONCLUSION

In the educational setting, attention should be paid to the practice learning context, to the improvement of the ability of students to grasp the lived world of patients, and to activate their own identities and experiences as a relational tool in practicing person-centered care.