Employing a Coaching Model of Supervision During Physiotherapy Placements: A Qualitative Study of the Practice...

The current expansion of Allied Health Profession training places in the UK presents significant challenges for clinical placement provision. Coaching and Peer-Assisted Learning (C-PAL) models have shown success in helping reduce placement pressure in nursing and midwifery, but there is limited evidence around how such approaches might inform traditionally one-to-one physiotherapy placements. Addressing a gap in C-PAL research, which has largely focused on nursing and midwifery, and on learner rather than educator experience, this exploratory qualitative study examined the experiences of Practice Educators (PEs) in implementing a C-PAL intervention during physiotherapy placements in one UK National Health Service trust.

An exploratory qualitative study was conducted using semi-structured interviews and Reflexive Thematic Analysis. Ten PEs (seven female, three male; mean 9 years PE experience) participated. All had experience of supervising learners in traditional placements. With institutional ethical approval, interviews were conducted online, recorded and transcribed.

Four themes emerged: (1) 'Oversight and Management'-initial concerns about managing multiple learners diminished when PEs observed peer support creating effective self-monitoring mechanisms. (2) 'Teamworking and Learning'-a shift emerged from direct teaching to facilitating peer learning, with the collaborative environment viewed as accelerating professional development. (3) 'Patient Contact'-increased therapeutic contact time and continuity of care were highlighted, though direct supervision of clinical skills was more challenging. (4) 'Collaborative Working and Support Networks'-the intervention facilitated collaborative relationships, though required additional administrative effort.

Participants found that C-PAL offered a promising alternative to traditional physiotherapy placement supervision, potentially addressing educational capacity challenges while promoting greater learner autonomy and interdisciplinary skills. They also highlighted complex challenges emerging from managing multiple learners across locations and coordinating with colleagues. Preliminary findings suggest that C-PAL approaches may offer potential for expanding placement capacity while maintaining educational quality, though this warrants investigation across a wider range of clinical contexts. Sufficient preparation time, clear role delineation, and educator development focused on facilitation skills are likely to be important enabling conditions.