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Approaches to learning on placement: the students' perspective
1Department of Physiotherapy, Cardiff University, UK. Kellc@cardiff.ac.uk
Summary
Higher student-to-educator ratios during 4-week physiotherapy placements may hinder deep learning. Adequate preparation and support are crucial for student development in these models.
Area of Science:
- Allied Health Professions Education
- Physiotherapy Curriculum Development
- Clinical Placement Models
Background:
- Continuing Professional Development (CPD) is essential for Allied Health Professional registration in the UK.
- Deep learning approaches are considered most effective for supporting CPD.
- A UK university's pre-registration physiotherapy program investigates curriculum influences on learner development.
Purpose of the Study:
- To investigate the influence of clinical placements on pre-registration physiotherapy students' learning development.
- To examine the impact of varying student:educator ratios within 4-week placement blocks.
- To explore the relationship between placement experience, learning strategies, and academic outcomes.
Main Methods:
- Case study design involving undergraduate physiotherapy students from two academic years.
- Administration of learning approaches inventory, demographic questionnaire, and placement self-assessment.
- Data collection occurred mid-placement, prior to formal feedback.
Main Results:
- Student learning strategies are influenced by the number of students, educators, and assessors on placement.
- The study questions the assumed benefits of certain clinical placement education models.
- Links between placement experience, learning strategy, and academic outcomes are explored.
Conclusions:
- Increasing student:educator or educator:student ratios in 4-week placements may negatively impact learning development.
- Adequate preparation and support are necessary for students and educators in higher ratio models.
- Ensuring continued learning development towards autonomous professionalism is vital in placement education.
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