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'Student-y or studious': An exploration of students' perceptions of parallel learning in preregistration
James Milligan1, Kate Grafton1, John A Hammond2
1a School of Clinical and Applied Sciences, Leeds Beckett University , Leeds , United Kingdom.
Background/Aim:
Within the United Kingdom (UK), physiotherapy preregistration training is provided at both undergraduate and postgraduate level at 17 higher education institutions (HEIs). Some course teams approach this by teaching preregistration BSc and MSc students simultaneously to meet the same learning outcomes. This is often termed "parallel learning" and it is not known how students perceive this mode of learning. The aim of the study was to explore the perceived benefits and challenges to parallel learning of preregistration BSc and MSc physiotherapy students.
Methods:
Students from two different UK-based HEIs participated in an exploratory qualitative research design, with data collected in focus groups of each cohort and HEI. Data were analyzed using thematic analysis.
Results:
Several themes arose from student perceptions of parallel learning that were sceptical: "starting over again," "misunderstanding each other's motivations," "establishing knowledge hierarchies," and "competing for space". However, some themes emerged from students reflections on the perceived benefits of parallel learning including "healthy competition" and "learning from difference."
Conclusions:
It is clear from findings that students perceive the benefits of parallel learning of mixed groups. However, to avoid perceptions that it is merely cost cutting, learning resources need to be maintained and from the outset clear explanations of the purposes should be given to students.