Early learning experiences valued by physiotherapy students

Abstract

AbstractHealthcare education across Europe aims to prepare students for service in healthcare provision that increasingly focuses on client‐centred care. Broadening access to professional courses can result in student cohorts that include a range of ages and educational backgrounds. The aim of this study was to explore the learning experiences valued by first‐year physiotherapy students in two European universities. Eighteen students were strategically selected for diversity of gender, age, educational background and previous work experiences. A qualitative approach was taken. A commonly developed interview guide was used to guide data collection through semistructured interviews that were carried out at the end of the first and second semester of the first year. Thematic analysis of interview transcripts, within and across countries, revealed themes of valued learning experiences from participation in clinical contexts, observation in clinical practice settings, learning from others and self, and learning from support and feedback. The findings suggest that educators should look more closely to ensure a match between the learning experiences valued by their students and their own approach to teaching, if they want to enhance students’ preparation for the contemporary needs of the profession.