Physiotherapy students' and clinical instructors' perceptions on effective clinical teaching and learning methods / Nur Aida Aryana Razi, Sarah Allia Ishak and Fatim Tahirah Mirza
Introduction: Clinical education is an important component of physiotherapy education. It involves the application of hands-on practice in real working environment to produce independent physiotherapists that are committed to life-long learning and engaged in professional practice. Objectives: This...
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Faculty of Health Sciences, Universiti Teknologi MARA,
2022-10.
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LEADER | 00000 am a22000003u 4500 | ||
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001 | repouitm_69715 | ||
042 | |a dc | ||
100 | 1 | 0 | |a Razi, Nur Aida Aryana |e author |
700 | 1 | 0 | |a Ishak, Sarah Allia |e author |
700 | 1 | 0 | |a Mirza, Fatim Tahirah |e author |
245 | 0 | 0 | |a Physiotherapy students' and clinical instructors' perceptions on effective clinical teaching and learning methods / Nur Aida Aryana Razi, Sarah Allia Ishak and Fatim Tahirah Mirza |
260 | |b Faculty of Health Sciences, Universiti Teknologi MARA, |c 2022-10. | ||
500 | |a https://ir.uitm.edu.my/id/eprint/69715/1/69715.pdf | ||
520 | |a Introduction: Clinical education is an important component of physiotherapy education. It involves the application of hands-on practice in real working environment to produce independent physiotherapists that are committed to life-long learning and engaged in professional practice. Objectives: This study aimed to determine the perception of physiotherapy students and clinical instructors (CIs) on the effective clinical teaching and learning (T&L) methods. The difference perceptions between students and CIs were then analysed. Methods: All enrolled physiotherapy students and CIs involved in the clinical education in UiTM were invited to participate. A selfadministered questionnaire with questions adapted from previous study was distributed through an online platform. Results: 90 students and 32 CIs completed the questionnaire. Both students and CIs perceived feedback to the students (students: 1.76±0.71; CIs: 1.79±0.62) and patient-centered activities (students: 1.76±0.61; CIs: 1.91±0.58) as the most effective clinical T & L methods. The perception on effective clinical T & L methods were significantly different between students and CIs on five activities. More students feel that they learn an extreme amount on activities such as (i) student self-assessment (39% vs. 16%; p<0.05), (ii) assessment by other students (23% vs 12%; p<0.05), (iii) assessment by patients (27% vs. 9%; p<0.05), and (iv) completing clinical folder (49% vs. 25%; p<0.05). On the other hand, more CIs feel that the students learn an extreme amount participating in X-ray discussion (25% vs. 18%; p<0.05). Conclusions: Feedback from instructors and patient-centered activities were perceived to be the most effective T & L methods in the clinical setting by both students and CIs. These teaching and learning methods should be formally incorporated into clinical placement educational programs. | ||
546 | |a en | ||
690 | |a Medical education. Medical schools. Research | ||
690 | |a Physical medicine. Physical therapy. Including massage, exercise, occupational therapy, hydrotherapy, phototherapy, radiotherapy, thermotherapy, electrotherapy | ||
655 | 7 | |a Article |2 local | |
655 | 7 | |a PeerReviewed |2 local | |
787 | 0 | |n https://ir.uitm.edu.my/id/eprint/69715/ | |
787 | 0 | |n http://healthscopefsk.com/ | |
856 | 4 | 1 | |u https://ir.uitm.edu.my/id/eprint/69715/ |z Link Metadata |