Department of Physiotherapy, La Trobe University, Melbourne, Victoria 3086, Australia.
Physiotherapy. 2013 Jun;99(2):159-64. doi: 10.1016/j.physio.2012.02.001. Epub 2012 Mar 20.
Negative attitudes to disability among physiotherapy students in paediatric placements might be addressed by providing clinical placement opportunities for students early in their course. The aim of this qualitative research study was to explore what physiotherapy students reported learning from an innovative paediatric placement option.
Qualitative research with in-depth interviews.
Seventeen first and second year physiotherapy students (15 women, 2 men; mean age 19.9 (SD 1.4) years) who took part in the clinical education experience.
The experience comprised a student-led progressive resistance training programme performed twice a week for 10 weeks at a community gymnasium with an adolescent with Down syndrome.
In-depth interviews were completed after the 10-week programme and were audio-recorded, transcribed verbatim and independently coded by two researchers. Data were analysed using thematic analysis.
Two themes emerged from the data, one about being a student mentor and the second about skill development and application. The physiotherapy students indicated the programme was a challenging yet rewarding experience, and that they gained an increased appreciation of disability. They reported developing and applying a range of communication, professional and physiotherapy specific skills.
The results suggest that the clinical experience provided physiotherapy students with opportunities to learn clinical skills, generic professional skills, and better understand disability in young people. Many of the learning outcomes identified by the participating students align with desired graduate capabilities and required professional competencies.
在儿科实习中，为学生提供早期的临床实习机会，可能会解决理疗专业学生对残疾的负面态度。本定性研究的目的是探讨理疗专业学生从一项创新的儿科实习方案中报告的学习内容。
定性研究采用深入访谈法。
17 名一、二年级理疗专业学生（15 名女性，2 名男性；平均年龄 19.9（SD 1.4）岁）参加了该临床教育体验。
该体验包括由学生主导的渐进式抗阻训练方案，每周在社区健身房进行两次，持续 10 周，对象是一名患有唐氏综合征的青少年。
在 10 周方案结束后进行深入访谈，访谈内容被录音、逐字转录，并由两名研究人员独立进行编码。使用主题分析方法对数据进行分析。
从数据中得出两个主题，一个是关于作为学生导师，另一个是关于技能发展和应用。理疗专业学生表示，该方案是一项具有挑战性但又有回报的体验，使他们对残疾有了更深的理解。他们报告说，他们发展和应用了一系列沟通、专业和理疗专业技能。
结果表明，该临床体验为理疗专业学生提供了学习临床技能、通用专业技能和更好地理解年轻人残疾的机会。参与学生确定的许多学习成果与预期的研究生能力和所需的专业能力相一致。
