Student physiotherapists' perspectives of peer learning during multi-model placements

Area of Science:

• Health Professions Education
• Physiotherapy Training
• Student Support Services

Background:

• Physiotherapy courses rely on clinical placements, facing challenges in meeting demand.
• Multi-model placements, placing multiple students with one educator, are increasingly used to expand capacity.
• Peer support within multi-model placements is recognized as a potential benefit for students.

Purpose of the Study:

• To explore UK physiotherapy students' perspectives on peer relationships during multi-model placements.
• To understand the dynamics and impact of peer interactions in a clinical education setting.

Main Methods:

• Eight virtual, semi-structured interviews were conducted with undergraduate physiotherapy students.
• Interviews took place between October and December 2020 and were transcribed verbatim.
• Verbatim transcripts were analyzed using a phenomenologically informed approach, both individually and collaboratively.

Main Results:

• Two key themes emerged: collaboration versus conflict and supportive versus hindering relationships.
• Students valued the emotional and academic support derived from peer relationships.
• Challenges included difficulties in establishing constructive peer dynamics and perceived competition for educator attention.

Conclusions:

• Multi-model placements can foster social and emotional support, boosting student confidence and collaborative working.
• Effective peer relationships depend on framing by practice educators and the wider team.
• Educational institutions can enhance student preparation for peer collaboration and support educators in managing multi-model placements.