A study of physiotherapy students' and clinical educators' perceptions of learning and teaching.

BACKGROUND: Clinical education is a key component to learning in the health professions. AIMS: This qualitative study investigated how physiotherapy students and clinical educators perceived their respective roles in learning and teaching clinical skills during students' first clinical placements.
METHODS: Separate physiotherapy student and educator focus groups were conducted in two major teaching hospitals in Melbourne, Australia during students' first clinical placements.
RESULTS: The key difference between students' and educators' perspectives of their role was their description of how to build knowledge within clinical placement settings. Clinical educators' focused on steps involved in their teaching tasks, rather than ways to facilitate learning. Their conception of teaching was to impart structured knowledge to students in response to knowledge deficits. Students also identified knowledge gaps but they proposed alternative practical ways to build their knowledge. Their conception of learning was to move from an initial static identification of knowledge deficits, to a more dynamic search for methods and people that might build their knowledge and understanding.
CONCLUSIONS: The findings of this research were used to develop a set of teaching and learning statements and strategies that are grounded in the perspectives and experiences of students and educators in the clinical education setting.