Annotated Bibliography for Physiotherapy Practicum: The Teaching Strategies

Annotated Bibliography for Physiotherapy Practicum
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Annotated Bibliography for Physiotherapy Practicum
Jarski, R. W., Kulig, K., & Olson, R. E. (1990). Clinical teaching in physical therapy: student and teacher perceptions. Physical Therapy, 70(3), 173-178.
Based on this source, a survey was conducted on student and teacher perceptions concerning clinical teaching in physical therapy. Accordingly, 172 respondents from eight education programs on physical therapy completed a 58-item questionnaire and their results analyzed based on a multivariate analysis of variance. In the foregoing, findings indicated that the most helpful teaching behaviors as perceived by the study subjects had to do with the provision of information through feedback. On the other hand, the most hindering teaching behaviors as perceived by the same respondents included intimidating questioning as well as correcting errors made by students in the presence of patients. It follows that the teaching strategy of the physiotherapy practicum should be based on adequate feedback to students; while instructors should avoid correcting learners when they are with their patients. This source is of good quality because it was published in PubMed Central (PMC), a reputable repository for peer-reviewed medicine-related papers and publications.
Ernstzen, D. V., Bitzer, E., & Grimmer-Somers, K. (2010). Physiotherapy students’ and clinical teachers’ perspectives on best clinical teaching and learning practices: a qualitative study. South African Journal of Physiotherapy, 66(3), 25-31.
In another research, a qualitative study was carried out on the perspectives of physiotherapy learners and their tutors concerning the most efficient tutoring and learning practices. Results showed that the best learning outcomes were realized under open and relaxed learning environments. Correspondingly, effective strategies to develop clinical competence among the learners included demonstrations on patient management by the instructors and the students, discussions by students on patient cases, formative assessment, as well as feedback. Therefore, focused and structured clinical education is vital in ensuring that physiotherapy students are exposed to numerous learning opportunities that will enable them to develop clinical competence. This source exhibits great quality since it is clear of ambiguities and exhibits clarity in the results that were arrived at through content analysis; based on the categorization of key findings into themes and patterns. Moreover, the publication was peer-reviewed before being published in the South African Journal of Physiotherapy.
Delany, C., & Bragge, P. (2009). A study of physiotherapy students’ and clinical educators’ perceptions of learning and teaching. Medical Teacher, 31(9), e402-e411.
In yet another source, research was conducted on the perceptions of physiotherapy students and tutors concerning their contributions in the learning and teaching of clinical concepts during the first clinical jobs of the students. It follows that the study exhibited great quality as the methodology involved not only one group of study respondents but separate students’ focus groups but from two major teaching hospital facilities in Melbourne, Australia. According to the results, students’ and educators’ views differed on the point of how they described the process of building knowledge in the clinical placement environment. The former group focused on steps used in teaching activities rather than the facilitation of the learning process itself; whereas the latter group noted the existing knowledge gaps and considered practical ways of building their knowledge. This source is relevant to the development of teaching strategy in physiotherapy learning as it provides insight founded on the students’ and educators’ perspectives in the clinical education environment.
Raja, K., Joseph, J. K., & Mathew, J. (2018). Structured curriculum delivery in undergraduate physiotherapy education: A qualitative study. Physiotherapy-The Journal of Indian Association of Physiotherapists, 12(1), 30.
Based on this source, a qualitative study is presented to explain the utility of a structured curriculum delivery on physiotherapy education at the undergraduate level. Although the study does not directly refer to the practicum setting, it is relevant to the subject under consideration, teaching strategies in the class environment are important for the outcomes of the practicum setting. Moreover, triangulation was performed on the study as it involved interviews, focus group discussions, and the multi-step Delphi approach thus improving the accuracy of results and the overall quality of the research. Based on findings, the study advances the idea that if certain skills are given less importance at the undergraduate level, there is likely to be attrition with other skills due to an increase in theoretical knowledge. In the foregoing, the students’ point of view and that derived from theory formed the basis of the findings thus making them factual and consistent with existing literature.
Beling, J., & Chisati, E. (2017). Advancing Physical therapy Practice through Curriculum revision: The Malawi experience. Frontiers in public health, 5, 216.
This source considers curriculum revision, particularly in challenged health systems that require health education reform such as in developing countries. Accordingly, the study seeks to advance physical therapy practice in Malawi, a country in Sub-Sharan Africa where the disease burden is highest and the medical school density is lowest when compared to other parts of the world. Besides, the region has one of the lowest numbers of healthcare providers including physiotherapists. This publication is relevant and accurate to the development of strategies for effective physiotherapy practicum as it seeks to provide solutions for under-resourced countries in the world. Therefore, the curriculum revision process as discussed in the paper had immediate outcomes like the extensive revision of courses offered, re-writing course learning objectives, and creation of new teaching or learning methods to yield better results. Moreover, there has been progress over the years in the form of other new course content and courses to realize better outcomes. Consequently, students undergoing physiotherapy practicum are better placed to show competence and thus vindicate health education reform initiatives.
Billett, S., & Henderson, A. J. (Eds.). (2011). Developing learning professionals: integrating experiences in university and practice settings (Vol. 7). Springer Science & Business Media.
This source details the importance of pedagogical interventions before, during, and after practicum periods to ensure that learners have enriching experiences and thus better performance in their practice settings. The influences of the book thus focus on the skills that provide effective initial preparation of physiotherapy and other medica...