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Learning from clinical placement experience: how do undergraduate physiotherapy students approach person-centered
Per Koren Solvang1, Marit Fougner1
1Department of Physiotherapy, Oslo Metropolitan University, Oslo, Norway.
Physiotherapy Theory and Practice
|June 16, 2022
Summary
Physiotherapy students sometimes struggle to implement person-centered care, reverting to a biomedical model when communication barriers arise. Educational programs should focus on enhancing students' ability to understand patients' lived experiences and use their own relational skills.
Area of Science:
- Health Professions Education
- Physiotherapy Practice
- Patient-Centered Care
Background:
- Patient involvement in healthcare design and delivery is recognized as best practice.
- Understanding physiotherapy students' perspectives on person-centered practice development is limited.
Purpose of the Study:
- To explore how undergraduate physiotherapy students experience learning person-centered practice in clinical settings.
Main Methods:
- Qualitative study utilizing five focus-group interviews.
- Involved final-year undergraduate physiotherapy students.
Main Results:
- Students may adopt an expert role using the biomedical model when sociocultural differences impede mutual understanding.
- Clinical environments significantly influence the adoption of person-centered practice, with some contexts promoting it and others restricting it.
- Effective communication acknowledging patients' sociocultural characteristics is crucial.
Conclusions:
- Educational strategies must address the learning context to improve students' understanding of patients' lived experiences.
- Students should be encouraged to leverage their identities and experiences as relational tools for person-centered care.
- Enhancing students' relational skills is key to fostering effective person-centered practice.
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