Annotated Bibliography for Physiotherapy Practicum: The Teaching Strategies

Annotated Bibliography for Physiotherapy Practicum
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Annotated Bibliography for Physiotherapy Practicum
Jarski, R. W., Kulig, K., & Olson, R. E. (1990). Clinical teaching in physical therapy: student and teacher perceptions. Physical Therapy, 70(3), 173-178.
Based on this source, a survey was conducted on student and teacher perceptions concerning clinical teaching in physical therapy. Accordingly, 172 respondents from eight education programs on physical therapy completed a 58-item questionnaire and their results analyzed based on a multivariate analysis of variance. In the foregoing, findings indicated that the most helpful teaching behaviors as perceived by the study subjects had to do with the provision of information through feedback. On the other hand, the most hindering teaching behaviors as perceived by the same respondents included intimidating questioning as well as correcting errors made by students in the presence of patients. It follows that the teaching strategy of the physiotherapy practicum should be based on adequate feedback to students; while instructors should avoid correcting learners when they are with their patients. This source is of good quality because it was published in PubMed Central (PMC), a reputable repository for peer-reviewed medicine-related papers and publications.
Ernstzen, D. V., Bitzer, E., & Grimmer-Somers, K. (2010). Physiotherapy students’ and clinical teachers’ perspectives on best clinical teaching and learning practices: a qualitative study. South African Journal of Physiotherapy, 66(3), 25-31.
In another research, a qualitative study was carried out on the perspectives of physiotherapy learners and their tutors concerning the most efficient tutoring and learning practices. Results showed that the best learning outcomes were realized under open and relaxed learning environments. Correspondingly, effective strategies to develop clinical competence among the learners included demonstrations on patient management by the instructors and the students, discussions by students on patient cases, formative assessment, as well as feedback. Therefore, focused and structured clinical education is vital in ensuring that physiotherapy students are exposed to numerous learning opportunities that will enable them to develop clinical competence. This source exhibits great quality since it is clear of ambiguities and exhibits clarity in the results that were arrived at through content analysis; based on the categorization of key findings into themes and patterns. Moreover, the publication was peer-reviewed before being published in the South African Journal of Physiotherapy.
Delany, C., & Bragge, P. (2009). A study of physiotherapy students’ and clinical educators’ perceptions of learning and teaching. Medical Teacher, 31(9), e402-e411.
In yet another source, research was conducted on the perceptions of physiotherapy students and tutors concerning their contributions in the learning and teaching of clinical concepts during the first clinical jobs of the students. It follows that the study exhibited great quality as the methodology involved not only one group...