First-year Physiotherapy Students Research Articles

Developing Social Competence of Physiotherapy Students During Workshops Using Active Teaching Methods: An Experimental Study

Abstract Objective: The objective of this study was to answer the questions: 1) will the use of active methods in teaching workshops lead to an increase in indices of social competence in students? 2) do workshops conducted with active methods affect the development of social competence of women and men to the same extent? Methods: A pedagogical experiment with 140 first-year students (age: 18-26 years, with a mean age of 20.7 (SD 0.96) of the Faculty of Rehabilitation. The experimental group practised social skills using active methods. The control group studied the same content without active methods – based on text reading and analysis. We used the psychometric Social Competence Test, which has 3 parts: assertiveness, intimacy, and social exposure, and an overall index on a scale of 1 to 4. Result: Participation in the classes resulted in an increase in the subjects’ indices of competence for assertiveness (η2= 0.13), intimacy (η2=0.07), social exposure (η2=0.06), and overall index (η2=0.12). Changes in indices of the competencies studied in the experimental and control groups were at a similar level, with a small effect (η2=0.01). There was a small interaction effect for gender and workshop participation (η2=0.01). Conclusion: Active methods used in teaching classes did not result in an increase in social competence indices in first-year physiotherapy students. The gender of the respondents was irrelevant to the effectiveness of the development of social skills in workshop classes; therefore, the content and methods of working with women and men should be the same.

Using ultrasound imaging to assess novice physiotherapy students’ ability to locate musculoskeletal structures with palpation

ObjectiveUse ultrasound imaging to assess success rates of novice physiotherapy students attempting to locate two tendons and two joint spaces using palpation. DesignCross-sectional study. SettingMaster of physiotherapy program at an academic institution. ParticipantsTwenty-two end of first-year physiotherapy students. MethodsParticipants were asked to palpate and locate the long head of the biceps (LHBT) and tibialis posterior (PTT) tendons as well as the acromioclavicular joint (ACJ) and medial tibiofemoral joint (TFJ) spaces on two human models. A truncated needle was taped onto the skin, parallel to the palpated structure. Ultrasound imaging was used to assess the position of the needle relative to the structures. Main outcome measuresSuccess or failure was determined based on a judgment call on the needle position relative to the targeted structure on the ultrasound images. Inter-evaluator agreement for judgment criteria was investigated using Cohen's kappa tests and success rates subsequently calculated. ResultsKappa coefficients were 1.00 for all structures collectively, 1.00 for LHBT and PTT tendons, 1.006 for ACJ, and 0.79 for TFJ. Palpation success rates were: 9% for LHBT, 64% for PTT, 23% for ACJ, and 31% for medial TFJ. ConclusionThese results highlight the fact that there is room for improvement in anatomy and palpation skill teaching methods and ultrasound imaging is valuable tool to assess this important skill.

Initiation of student participation in practice: An audio diary study of international clinical placements

Background Differences in professional practice might hinder initiation of student participation during international placements, and thereby limit workplace learning. This study explores how healthcare students overcome differences in professional practice during initiation of international placements. Methods Twelve first-year physiotherapy students recorded individual audio diaries during the first month of international clinical placement. Recordings were transcribed, anonymized, and analyzed following a template analysis approach. Team discussions focused on thematic interpretation of results. Results Students described tackling differences in professional practice via ongoing negotiations of practice between them, local professionals, and peers. Three themes were identified as the focus of students’ orientation and adjustment efforts: professional practice, educational context, and individual approaches to learning. Healthcare students’ initiation during international placements involved a cyclical process of orientation and adjustment, supported by active participation, professional dialogue, and self-regulated learning strategies. Conclusions Initiation of student participation during international placements can be supported by establishing a continuous dialogue between student and healthcare professionals. This dialogue helps align mutual expectations regarding scope of practice, and increase understanding of professional and educational practices. Better understanding, in turn, creates trust and favors meaningful students’ contribution to practice and patient care.

Teaching Physiotherapy Students Physical Examination Skills by Using Photogrammetry: A Randomized Control Trial of 3- Versus 2-Dimensional Images.

Education research explains how healthcare professional training could be more efficient and effective by integrating simulation technology. Despite its relevance in training medical students, the evidence of its effectiveness in the manual skill training of physiotherapy students remains limited. The aim of this study was to compare the effectiveness of 3-dimensional (3D) images of real objects produced by photogrammetry and traditional 2-dimensional (2D) images when introducing manual therapy skills to undergraduate physiotherapy students via an online course. In a randomized controlled trial, a group of first-year physiotherapy bachelor honor degree students participated in a 2-hour online course on 3 manual assessment skills: cervical compression, distraction, and flexion-rotation tests. They demonstrated 2 sets of learning materials, including either 3D images of real rotating objects using close-range photogrammetry (experimental group) or traditional 2D images (control group). After their respective training, an Objective Structured Clinical Evaluation procedure was conducted to demonstrate their knowledge about the techniques. A standardized 9-item practical performance test was used as the primary outcome measure for the analyses. Seventy-seven students participated in the study. The average Objective Structured Clinical Evaluation score for the experimental group (n = 40) was 41.3/50 (±3.9) and the control group (n = 37) was 39.1/50 (±4.5, P = 0.02). For learning 3 cervical spine assessment skills, this study shows that photogrammetry creates 3D images of real rotating objects that are more effective than 2D images for first-year physiotherapy students.

Factors influencing student choice of a degree in physiotherapy: a population-based study in Catalonia (Spain).

BackgroundIn other healthcare professions, there has been extensive research into students’ motivation, but studies aiming to determine what leads individuals to choose a degree in physiotherapy are scarce. This research study had three main objectives: to obtain a sociodemographic profile of first-year physiotherapy students in Catalonia; to determine the factors that lead individuals to choose a degree in physiotherapy; and to determine potential differences, according to gender and country of origin.MethodsThis is an observational, cross-sectional, multicentre study. Data were collected by means of a self-administered, ad-hoc questionnaire, consisting of 15 Likert scale questions, options ranging from “not influencing at all -1-” to “extremely influencing -5-”. Ten out of the twelve universities in Catalonia (Spain) that offer a degree in physiotherapy participated in this study. The sample consisted of 941 first-year physiotherapy students (55.2% men; mean age 20.1, SD: 3.4).ResultsThe most determinant factors leading individuals to pursue a degree in physiotherapy were: helping others (95.6%); the relationship between physiotherapy and sports (79%); physiotherapy involving manual work (76.4%); and it being perceived as providing multiple job opportunities (75.9%). Male and French students were attracted due to its relation to sports (MD = 0.369, p < 0.001 and MD = 0.130, p < 0.027), perception of it being an easy degree (MD = 0.148, p < 0.001 and MD = 0.091, p < 0.037), admiration for a known physiotherapist (MD = 0.223, p = 0.006 and MD = 0.265, p = 0.001), employability (MD = 0.297, p < 0.001 and MD = 0.706, p < 0.001), good income (MD = 0.190, p = 0.002 and MD = 0.609, p < 0.001) and social recognition (MD = 0.164, p = 0.011 and MD = 0.286, p < 0.001). Helping others (MD = −0.149, p < 0.001) and interest in the sciences (MD = −0.164, p = 0.030) were more determinant for female students. Male students were more guided by recommendation (MD = 0.234, p = 0.001) and to complement previous studies (MD = 0.237, p = 0.016). French students tended to present more interest in the selection of physiotherapy as a wish since childhood (MD = 0.595, p < 0.001), due to its multiple job opportunities (MD = 0.427, p < 0.001) and because of manual work, and did not choose it to complement previous studies (MD = −1.122, p < 0.001).ConclusionsThe desire to help and care for others, the relation to sports, and involving manual work are the predominant factors that lead students to pursue a degree in physiotherapy. Female students favour helping others and science, whereas male students favour its relation to sports, complementing studies, social factors (admiration, recommendation, friendship) and socioeconomic determinants such as employability, good income or social recognition. When compared to Spanish students, French students were more motivated by its connection to sports, social and socioeconomic factors and some vocational determinants such as being a wish since childhood and interest in a manual profession.

The Smart Class Teaching Module for Rehabilitation Medicine English Education in China

BackgroundLearning medical English is particularly challenging for non-native English-speaking medical students. The Smart Class teaching module is a new online teaching module for rehabilitation-related medical English, the efficacy of which has yet to be established in the literature. Gender differences should also not be ignored in our study, taking into account the proven performance differences between males and females in language learning.Material/MethodsFirst-year physiotherapy students in Grade 2018 and Grade 2019 at Guangzhou Medical University were recruited to participate in this study. Grade 2019, as the experimental group, completed the Smart Class teaching module, while Grade 2018, as the control group, completed the Traditional Class teaching module. The efficacy of both modules was assessed objectively using the students’ medical English exam scores and subjectively using the students’ responses to a questionnaire.ResultsIn total, 242 questionnaires were distributed, and 210 valid questionnaires were returned, of which 119 were from the Smart Class teaching module group and 91 were from the Traditional Class teaching module group. There was no statistically significant difference between the medical English exam scores of the 2 groups (P=0.324). However, the subjective assessment revealed that the students experienced a significantly greater burden from the workload in the Smart Class teaching module group (P<0.001).ConclusionsWe found both the Smart Class teaching module and the Traditional Class teaching module achieved similar teaching outcomes. Therefore, the former represents a viable alternative teaching option for situations where traditional class teaching is not possible.

Physiotherapy students' self-assessment of performance-Are there gender differences in self-assessment accuracy?

The ability to critically appraise one's performance is paramount in physiotherapy and, although there is a paucity of research in this area, factors such as gender have been suggested to moderate the self-assessment accuracy of healthcare students. The purpose of this study was to determine a posteriori self-assessment accuracy of first-year physiotherapy students following a multiple-choice anatomy examination and to determine the specific influence of gender as a potential moderator of self-assessment accuracy. One-hundred-and-forty-two students (n = 72 female) enrolled in their second semester of a three-and-a-half-year physiotherapy programme participated in the study. A purpose-made self-assessment questionnaire was used to measure the students' self-assessment ability, estimating their performance on 11 different anatomical categories following the examination. This was then compared with a criterion measure matched with the questionnaire. The accuracy of the students' self-assessment was investigated by the relation between self-assessment and objective performance. The study showed low-to-moderate self-assessment accuracy (rho ranging from 0.318 to 0.675) with the students underestimating their performance in six out of 11 categories (p < 0.019). Gender did not contribute significantly to differences in accuracy between students' self-assessment and the criterion measure (p = 0.474). According to the results, the students demonstrated low-to-moderate self-assessment accuracy when compared to their performance. Notably, the results clearly showed that gender did not function as a moderator of self-assessment accuracy among first-year physiotherapy students.

Predictors for the academic success of first-year physiotherapy students at a South African university.

BackgroundNumerous factors may influence academic performance and success in undergraduate physiotherapy programmes. Understanding these factors could assist with student selection and design of support structures.ObjectivesThe objective of our study was to explore the amount of variance explained by the National Benchmark Test (NBT) and the National Senior Certificate (NSC) in passing the first year of study and to explore the association between the NBT performance bands and first-year progression outcome.MethodThe sample comprised 2013–2017 student cohorts. Hierarchical regression models were used to explore significant predictors for academic success in the first year of study. The chi-square test was used to assess the association between the NBT performance bands and the categorised progression outcome.ResultsThe NBT domains explained 22% of the variance, R2 = 0.229, F (3, 212) = 20.97, p = 0.000. The four NSC subjects accounted for 20% of the variance. All seven predicting variables contributed to 43% of the variance in the first year of study, R2 = 0.435, F (7, 208) = 27.29, p = 0.000. Associations between NBT domains and GPA: quantitative literacy (Φ = 0.27; p < 0.000); academic literacy (Φ = 0.22; p < 0.000); mathematics (Φ = 0.18; p = 0.014).ConclusionAcademic success is associated with academic factors as measured by the NBT and physical sciences matriculation results.Clinical implicationsSupport programmes in the first year of study are needed to improve student performance and success such as additional tutorials and language enrichment programmes.

Physical fitness of physiotherapy students

One of the inevitable and crucial elements of a physiotherapist’s work, in addition to professional competence, is physical fitness. The aim of the study was to evaluate and compare the level of health and physical fitness of the first year physiotherapy program students in Tartu Health Care College (THCC) and Kaunas College of Applied Sciences (KCAS). The subjects were 20 and 29 physiotherapy students, respectively. The students’ physical fitness has been assessed by the following tests: Hand grip test, Stork test, ACSM’s push up test, Biering–Sorensen test, ACSM’s curl up test, YMCA sit– and– reach test, and Harvard step–test. The physical fitness level of THCC students were average and below average in different categories. Only the endurance of the abdominal muscle of THCC male students was “excellent”. However, the health indicators (BMI and waist-hip ratio) of both gender of THCC remained within normal range. In most tests, both male and female students from KCAS received a good grade and their avarage fitness level was better than students from THCC. Despite the fact that BMI results of KCAS students remained within normal range and did not differ from THCC students result, their waist–hip ratio was higher. This may indicate an increased abdominal obesity and thereby health risk. In conclusion, the fintess level of the first-year physiotherapy students of THCC is not satisfactory that can negatively affect their future health and coping with future work.

Online peer consulting for health professionals.

Many health care professionals specialise in particular medical fields. Nevertheless, they often encounter patients with other indications for which they have only limited experience. In such situations it is helpful to consult colleagues who have specialised in the respective areas. The Internet provides the opportunity to connect with other specialists that can be used for peer consulting. We argue that health professionals should learn to make use of online peer consulting during vocational training. We used an open-source platform that provided the opportunity to chat and upload documents. We recruited 45 first-year physiotherapy students as participants. The training for online peer consulting was integrated into courses where students were taught basic principles of gait analysis and learned how to document the findings of their examinations. Subsequently, the students evaluated the course and the online collaboration. Students were highly motivated to use the online platform and perceived the online peer consulting and the atmosphere of collaboration on the platform to be very positive. In addition, students had a significant increase in content knowledge and were more confident in their own knowledge than they were before the online peer consulting. It seems appropriate to provide training for giving and gathering online peer feedback. This opportunity, provided at an early stage of training, could help prepare students for continuing co-operative exchange in their professional lives. Health care professionals should learn how to gather information from colleagues and how to provide adequate feedback.

Several strategies for clinical partners and universities are perceived to enhance physiotherapy student engagement in non-metropolitan clinical placements: a mixed-methods study.

What strategies can clinical partners and universities implement to enhance physiotherapy student engagement in non-metropolitan clinical placements? Mixed-method research design combining focus groups and survey. First-year physiotherapy students from one university at the commencement of their course (n=26); third-year and fourth-year students who had completed a non-metropolitan placement (n=39 survey, n=25 focus group); and clinical educators from three non-metropolitan clinical sites (n=15). The cohort of first-year physiotherapy students was surveyed to establish their perceptions regarding non-metropolitan clinical education placements. A survey and four focus groups were conducted with third-year and fourth-year students after they had attended non-metropolitan clinical placements, to explore recent experiences. Two focus groups were conducted with clinical educators regarding student engagement at non-metropolitan placements. Quantitative data were summarised with descriptive statistics. Qualitative data were analysed using thematic analysis, synthesising the perspectives of students and clinical educators. At the commencement of their physiotherapy course, interest in undertaking a non-metropolitan clinical placement was higher for students with a non-metropolitan upbringing. Concerns about attending non-metropolitan sites included finances, change in living situation, and perceived inferior quality of clinical education. After completing a non-metropolitan placement, four themes were identified in an analysis of student and educator perceptions: individual factors, clinical experience, logistical challenges and strategies for success. Strategies that were perceived to enhance student engagement in non-metropolitan placements included: tailoring preparation for students, paired rather than individual placements, and near-peer presentations for physiotherapy students prior to undertaking non-metropolitan placements. Dedicated clinical coordinator positions at non-metropolitan sites and assistance in accessing affordable accommodation are likely to positively influence the student experience. [Francis-Cracknell A, Maver S, Kent F, Edwards E, Iles R (2017) Several strategies for clinical partners and universities are perceived to enhance physiotherapy student engagement in non-metropolitan clinical placements: a mixed-methods study. Journal of Physiotherapy 63: 243-249].

First-year physiotherapy students who elect to participate in simulation-based learning activities benefit from the experience

Introduction: Simulation-based learning (SBL) activities are beginning to be effectively incorporated into physiotherapy entry-level curricula, and there is evidence suggesting they should be introduced early in order to facilitate later complex learning. The aims of the study were to implement SBL into the first-year physiotherapy programme and to evaluate subsequent practical performance of both technical and non-technical skills and the extent to which students valued and enjoyed the experience. Methods: During first semester of 2015, 149 first-year physiotherapy students, enrolled at Curtin University, participated in SBL scenarios involving implementation and practice of clinical skills taught in their practical class. Students then completed a questionnaire rating their enjoyment of the activity. Final marks for the middle and end of semester practical assessments were collated, and these marks were cross referenced to the SBL activity attendance records. Results: Those students who attended both SBL activities failed on fewer occasions ( p = 0.001) and scored significantly higher than those who had attended one or none ( p < 0.001). The majority of students felt that the SBL activities were a positive learning experience (85%) that created a realistic environment (74%) with realistic simulated participants (78%). Students most valued having a “real” age-appropriate patient in a realistic clinical setting with whom they undertook a relevant task. Conclusions: First-year physiotherapy undergraduate students enjoyed SBL activities and benefitted from them in terms of their practical assessment mark and grade.

Attitudes of European physiotherapy students towards their chosen career in the context of different educational systems and legal regulations pertaining to the practice of physiotherapy: implications for university curricula

Objectives Differences in the organisation of educational systems and regulations pertaining to the practice of a profession can influence the attitudes of students towards their chosen career and their perceptions of employment possibilities. The aim of this paper was to discuss the different educational systems and legal regulations pertaining to the practice of physiotherapy in selected countries of the European Union (EU), and to present some conclusions regarding the influence of these differences on the perceptions of first-year physiotherapy students on their chosen career. Design Quantitative questionnaire-based study. Setting Twenty-one university-level schools in the Czech Republic, Latvia, Malta, Poland, Spain and the UK. Participants Six hundred and sixty-seven first-year physiotherapy students. Results The mean response rate was 74%. Most students (79%) reported that a personal interest was the main reason why they had decided to study physiotherapy (79%). Most students from Spain and the Czech Republic reported that, on completion of their studies, they would like to work as physiotherapists (61/120, 51% Czech Republic; 140/250, 56% Spain), compared with only 4% of Polish students ( P < 0.001). Most students from Poland and Spain were not familiar with employment opportunities in their respective countries (202/250, 81% Spain; 212/250, 85% Poland), and claimed that it is difficult to find employment as a physiotherapist in their country. Most students from the Czech Republic, Latvia, Malta, Poland, Spain and the UK claimed that it is easy to find a job in other EU countries. Conclusion Most physiotherapy students chose their course because of an interest in physiotherapy. They were not familiar with employment possibilities for graduates, and believed that it is easier to find work in other EU countries. Both factors may further aggravate the problem of unemployment among physiotherapists.

Familiarity with Career Possibilities among First-Year Physiotherapy Students from Poland and Latvia - Implications for Curricula

Gotlib, Joannaa; Białoszewski, Dariuszb; Kaminska, Irenac; Kunicka, Irenac; Sierdziński, Januszd Author Information

Early learning experiences valued by physiotherapy students

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.

The conceptions of the nature of learning of first-year physiotherapy students and their relationship to students' learning outcomes

The conceptions of the nature of learning of first-year physiotherapy students and their relationship to students' learning outcomes

The conceptions of the nature of learning of first-year physiotherapy students and their relationship to students' learning outcomes

Research shows that students' conceptions of what'learning' is influences both their approaches to learning andtheir learning outcomes. Lower level conceptions of learning areassociated with surface approaches to learning, encouraging poorquality learning outcomes. However, more advanced conceptionsare associated with deep learning approaches and high-qualitylearning Outcomes. The Structure of Observed LearningOutcomes (SOLO) taxonomy was used to analyse the conceptionsof learning of a new intake of physiotherapy students. Thepresence of a relationship between these and assessment outcomeswas also investigated. As in other studies, a majority of studentshad lower level conceptions of learning than desired in highereducation. However, a larger proportion of students had higherlevels of conception than has been found in other research. Adirect relationship between conceptions of learning and learningoutcomes was also identifed. The implications of these findingsfor achievement of high-quality learning are discussed.

Enhancing Physiotherapy Students' Attitudes toward Disabled People

Negative or narrow attitudes toward the physically disabled can be detrimental to success in rehabilitation, yet programmes aimed at improving attitudes frequently fail. An 18 hour programme aimed at increasing first-year physiotherapy students' knowledge of the disabled and reasons for negative attitudes was evaluated. At course commencement when compared with an Australia-wide sample, students revealed more positive attitudes regarding the needs but not the characteristics of the disabled. At course completion students perceived the disabled as more similar to other people in their characteristics and needs. Students felt less ignorant about disability and exhibited more of a coping perspective: pitying and admiring the disabled less and fearing disability less. They still experienced guilt and discomfort regarding interaction.