Robyn Davies1, Elizabeth Hanna, Cheryl Cott. 1. Robyn Davies, BHScPT, MAppScPT: Education Practice Leader, Physiotherapy Services, Sunnybrook Health Sciences Centre; Lecturer, Department of Physical Therapy, Faculty of Medicine, University of Toronto, Toronto, Ontario.
Abstract
PURPOSE: To identify the perceived benefits of and barriers to clinical supervision of physical therapy (PT) students. METHOD: In this qualitative descriptive study, three focus groups and six key-informant interviews were conducted with clinical physical therapists or administrators working in acute care, orthopaedic rehabilitation, or complex continuing care. Data were coded and analyzed for common ideas using a constant comparison approach. RESULTS: Perceived barriers to supervising students tended to be extrinsic: time and space constraints, challenging or difficult students, and decreased autonomy or flexibility for the clinical physical therapists. Benefits tended to be intrinsic: teaching provided personal gratification by promoting reflective practice and exposing clinical educators to current knowledge. The culture of different health care institutions was an important factor in therapists' perceptions of student supervision. CONCLUSIONS: Despite different disciplines and models of supervision, there is considerable synchronicity in the issues reported by physical therapists and other disciplines. Embedding the value of clinical teaching in the institution, along with strong communication links among academic partners, institutions, and potential clinical faculty, may mitigate barriers and increase the commitment and satisfaction of teaching staff.
PURPOSE: To identify the perceived benefits of and barriers to clinical supervision of physical therapy (PT) students. METHOD: In this qualitative descriptive study, three focus groups and six key-informant interviews were conducted with clinical physical therapists or administrators working in acute care, orthopaedic rehabilitation, or complex continuing care. Data were coded and analyzed for common ideas using a constant comparison approach. RESULTS: Perceived barriers to supervising students tended to be extrinsic: time and space constraints, challenging or difficult students, and decreased autonomy or flexibility for the clinical physical therapists. Benefits tended to be intrinsic: teaching provided personal gratification by promoting reflective practice and exposing clinical educators to current knowledge. The culture of different health care institutions was an important factor in therapists' perceptions of student supervision. CONCLUSIONS: Despite different disciplines and models of supervision, there is considerable synchronicity in the issues reported by physical therapists and other disciplines. Embedding the value of clinical teaching in the institution, along with strong communication links among academic partners, institutions, and potential clinical faculty, may mitigate barriers and increase the commitment and satisfaction of teaching staff.
Keywords:
clinical teaching; education; organizational culture; professional issues; role stress; students
Authors: Kathleen E Norman; Randy Booth; Brock Chisholm; Cindy Ellerton; Wilma Jelley; Ann Macphail; Paula E Mooney; Brenda Mori; Lisa Taipalus; Bronwen K Thomas Journal: Physiother Can Date: 2013 Impact factor: 1.037
Authors: Sarah DeBoer; Jamie Dockx; Chris Lam; Shabdit Shah; Gillian Young; Martine Quesnel; Stella Ng; Brenda Mori Journal: Can Med Educ J Date: 2019-03-13