DEVELOPING STUDENT EXPERIENCE: CREATION OF A PHYSIOTHERAPY PRACTICE LAB
Main Article Content
Keywords
Medical Education, Physiotherapy, Active Care, Passive Care
Abstract
Objective: Chiropractic students expressed a desire for more “hands-on” learning opportunities regarding physiotherapies. Outpatient clinic faculty reported dissatisfaction with student abilities in the delivery of both active and passive care modalities. A physiotherapy practice lab was designed to offer students a new learning opportunity.
Methods: The practice lab was made available to students early in the curriculum before entering outpatient clinic. Therapies and modalities practiced in the lab reflect those learned in active and passive care classes within the curriculum. Average practical examination scores in active and passive physiotherapy classes were analyzed both pre and post lab implementation.
Results: Positive student response was demonstrated by high usage rates of the lab, averaging over 700 student encounters per 10-week instructional term. Average practical examination scores increased by 8.92% and 3.73% for active and passive care classes, respectively. Outpatient clinic faculty have reported an increase of student abilities in the delivery of both active and passive physiotherapies.
Conclusion: The practice lab was created to improve chiropractic students’ usage, understanding, and skills regarding physiotherapies. Outcomes have been positive.
Downloads
References
1. Krupp S, Sandefur R, Pandzik R. Chiropractic academic education. Careers in Chiropractic Health Care: Exploring a Growing Field. 2017:51
2. Rossettini G, Rondoni A, Palese A, et al. Effective teaching of manual skills to physiotherapy students: a randomised clinical trial. Med Educ 2017;51(8):826-838. doi:10.1111/medu.13347
3. Ziv A, Ben-David S, Ziv M. Simulation based medical education: an opportunity to learn from errors. Med Teacher 2005;27(3):193-199 doi:10.1080/01421590500126718
4. Taylor SM, McMenamin PJ, Hilliard MJ. Collaborating to integrate education and practice: a model of a physical therapy academic–clinical partnership. J Phys Therap Educ 2022;36(2):139-145. doi:10.1097/JTE.0000000000000220
5. Bugaj TJ, Nikendei C. Practical clinical training in skills labs: theory and practice. GMS J Med Educ 2016;33(4):Doc63. doi:10.3205/zma001062
6. du Boulay C, Medway C. The clinical skills resource: a review of current practice. Med Educ 1999;33(3):185-91. doi:10.1046/j.1365-2923.1999.00384.x
7. Bradley P, Postlethwaite K. Setting up a clinical skills learning facility. Med Educ 2003;37:6-13
8. Serdyukov P. Innovation in education: what works, what doesn’t, and what to do about it? J Res innovative Teaching Learning 2017;10(1):4-33
9. Anderson N, Potočnik K, Zhou J. Innovation and creativity in organizations. J Management 2014;40(5):1297-1333. doi:10.1177/0149206314527128
10. Page T. Notions of innovation in healthcare services and products. Int J Innovation Sustainable Develop 2014;8(3):217-231
11. Patterson F, Zibarras LD. Selecting for creativity and innovation potential: implications for practice in healthcare education. Adv Health Sci Educ 2017;22(2):417-428. doi:10.1007/s10459-016-9731-4
12. Lorenzetti DL, Shipton L, Nowell L et al. A systematic review of graduate student peer mentorship in academia. Mentoring Tutoring: Partnership in Learning 2019;27(5):549-576.
13. Roberts F, Cooper K. Effectiveness of high-fidelity simulation versus low-fidelity simulation on practical/clinical skill development in pre-registration physiotherapy students. JBI Database Systematic Rev Implementation Reports 2019;17(6):1229-1255. doi:10.11124/jbisrir-2017-003931
14. Chattoo C, Dennis J. Intensive-care unit training for physical therapy students: use of an innovative patient simulator. Acute Care Perspect 1997;5(4):7-12
15. Roberts F, Cooper K. Effectiveness of high-fidelity simulation versus low-fidelity simulation on practical/clinical skill development in pre-registration physiotherapy students: a systematic review. JBI Evidence Synthesis 2019;17(6):1229-1255
16. Efstathiou N, Walker WM. Interprofessional, simulation-based training in end-of-life care communication: a pilot study. J Interprofessional Care 2014;28(1):68-70
17. Fisher KA, Shobeiri SA, Nihira MA. The use of standardized patient models for teaching the pelvic floor muscle examination. Urogynecol 2008;14(5):361-368
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.