Clinical Education: Listening to different perspectives

Abstract

Background and purpose This study sought to identify and address attitudinal and organisational barriers to increased undergraduate clinical placements in one region. An understanding of the perspectives of key stakeholders was essential to the development of increased placement provision. Methods A qualitative research design used in-depth interviews and focus group discussions with four groups of key informants: service managers, clinical educators, recently qualified physiotherapists, and third-year physiotherapy students. Interviews were taped and transcribed, and data were coded and analysed. Transcripts and emerging issues were checked with informants to confirm accuracy and interpretation. Emerging issues were further tested with groups of peers. Findings Clinical education as a core role of professional physiotherapists was agreed in principle but found to be conditional and a secondary role in practice. The role carried little prestige, and clinical educators required greater support from managers and clinicians. Improved education and preparation for the role of clinical educator were requested. Benefits of students in the workplace were recognised, although their extent was uncertain. A standard method for calculating placement capacity was not found. Educators were reluctant to delegate their own caseloads to students. Non-traditional models of placement and supervision were not widely used or valued by managers and clinicians, although supported by students and recently qualified physiotherapists. Conclusion A complex picture emerged and no single solution to placement shortages was found. The perspectives of stakeholders are influenced by the differing pressures under which they experience clinical education. An understanding of these perspectives has informed a range of possible solutions to placement shortages. This study sought to identify and address attitudinal and organisational barriers to increased undergraduate clinical placements in one region. An understanding of the perspectives of key stakeholders was essential to the development of increased placement provision. A qualitative research design used in-depth interviews and focus group discussions with four groups of key informants: service managers, clinical educators, recently qualified physiotherapists, and third-year physiotherapy students. Interviews were taped and transcribed, and data were coded and analysed. Transcripts and emerging issues were checked with informants to confirm accuracy and interpretation. Emerging issues were further tested with groups of peers. Clinical education as a core role of professional physiotherapists was agreed in principle but found to be conditional and a secondary role in practice. The role carried little prestige, and clinical educators required greater support from managers and clinicians. Improved education and preparation for the role of clinical educator were requested. Benefits of students in the workplace were recognised, although their extent was uncertain. A standard method for calculating placement capacity was not found. Educators were reluctant to delegate their own caseloads to students. Non-traditional models of placement and supervision were not widely used or valued by managers and clinicians, although supported by students and recently qualified physiotherapists. A complex picture emerged and no single solution to placement shortages was found. The perspectives of stakeholders are influenced by the differing pressures under which they experience clinical education. An understanding of these perspectives has informed a range of possible solutions to placement shortages.