A Soundy1, B Smith, F Cressy, L Webb. 1. School of Health Sciences, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
Abstract
OBJECTIVES: To consider physiotherapy students' responses to three illness narratives common in rugby players who have suffered a spinal cord injury (SCI). DESIGN: A narrative vignette was provided to first and third year students reading for a Batchelor of Science degree in physiotherapy. SETTING: A university in the West Midlands during a year cohort meeting. PARTICIPANTS: Seventy-seven first year students and 45 third year students took part in the study. All students were attending the university at the time of the study. None of the first year students had completed any clinical placement hours, and all of the third year students had completed the required number of clinical hours for a physiotherapy degree. MAIN OUTCOME MEASURES: The narrative vignette consisted of nine questions relating to the vignette. Thematic content analysis was applied to the results. RESULTS: The role of experience appeared to influence students' responses. The third year students' reactions to each narrative appeared more consistent and unified as a medical voice. This appeared to support their preference for an ideal type of story and patient. Problems with each narrative were identified, although often not critiqued. CONCLUSIONS: Students need more time to consider different illness narratives in order to accept and understand them.
OBJECTIVES: To consider physiotherapy students' responses to three illness narratives common in rugby players who have suffered a spinal cord injury (SCI). DESIGN: A narrative vignette was provided to first and third year students reading for a Batchelor of Science degree in physiotherapy. SETTING: A university in the West Midlands during a year cohort meeting. PARTICIPANTS: Seventy-seven first year students and 45 third year students took part in the study. All students were attending the university at the time of the study. None of the first year students had completed any clinical placement hours, and all of the third year students had completed the required number of clinical hours for a physiotherapy degree. MAIN OUTCOME MEASURES: The narrative vignette consisted of nine questions relating to the vignette. Thematic content analysis was applied to the results. RESULTS: The role of experience appeared to influence students' responses. The third year students' reactions to each narrative appeared more consistent and unified as a medical voice. This appeared to support their preference for an ideal type of story and patient. Problems with each narrative were identified, although often not critiqued. CONCLUSIONS: Students need more time to consider different illness narratives in order to accept and understand them.