Final year physiotherapy student's reliability in chest x-ray interpretation

Background: Newly qualified physiotherapists may be required to interpret an unreported chest X-ray (CXR) as part of their physiotherapy assessment in “on call” situations. Their interpretation may influence the patient management strategies they adopt. There is no research published which have tested the reliability of final year physiotherapy students in CXR interpretation. Methods: Twenty-five final year physiotherapy students were asked to view and interpret the findings of six CXRs, together with a brief vignette, typical of a single commonly encountered diagnosis. Students were also asked if they had received additional CXR training on placement or had a desire to specialize in respiratory care. Results: The CXR interpretations were scored as incorrect 0, partially correct 1 (abnormality detected but not able to diagnose or missed some detail) and 2 correct. Scores for each of the six CXRs were added to give a total score (out of 12). The median score was 3 out of 12, (range 0–9). Median scores were slightly higher at 4 out of 12 in those students with additional training or a desire to specialize (range 1–7), but this was not statistically significant (p = 0.43). Conclusions: Final year physiotherapy students were not able to reliably interpret CXRs. These findings were consistent with previous published research involving medical students. Therefore on graduation before starting “on call” duties it is recommended newly qualified physiotherapists receive additional training in CXR interpretation

Enhancing Entry-Level Physiotherapy Student Learning in Interpreting Radiology – An Action Research Project

Purpose: In Australia, the ability to interpret orthopaedic x-rays is an entry-level skill for physiotherapists. Yet there is a paucity of evidence in the literature which details effective learning and teaching methods to optimise confidence and competence in x-ray interpretation. The aims of this study were to describe the content contained in an orthopaedic radiology module within an Australian 2-year graduate entry Master of Physiotherapy degree; approaches to learning and teaching used in this module; student satisfaction associated with this module over a 2-year period. Method: The University’s framework for quality assurance, which is based on the Plan-Implement-Review-Improve underpinned this action research project. The content of the radiology module was reviewed and feedback was gained from a student focus group and standard university course data. Data were analysed using descriptive content analysis and descriptive statistics to identify areas for improvement. Changes to the module were then developed and implemented, and the effect of these changes were evaluated using a custom-designed survey. Results: It was found that didactic methods of teaching were used in this module that encouraged surface level learning. Students reported feeling stressed during the radiology examination due to the learning tasks and assessment being disconnected, and often reported difficulty transferring knowledge into the clinical placement setting. Constructive alignment was undertaken of learning activities and assessment tasks. An additional non-compulsory tutorial was added to the radiology module, where scaffolding and cooperative learning techniques were used to teach students x-ray interpretation. Students reported that the revised curriculum increased their confidence in interpreting x-rays. Students’ competence in x-ray interpretation also increased based on a significant increase in score on their radiology examination. Conclusion: Based on the findings of this study the addition of a tutorial that focused on interpretation of x-ray films to supplement radiology teaching improved entry-level physiotherapy students’ confidence and competence in interpreting x-rays and their perceived preparedness for clinical placement in a small entry-level physiotherapy cohort at a single Australian University

Health Sciences undergraduate handbook

1999 undergraduate handbook for the faculty of Health Science

Health Sciences undergraduate handbook

1999 undergraduate handbook for the faculty of Health Science

Health Sciences undergraduate handbook

1999 undergraduate handbook for the faculty of Health Science

Health Sciences undergraduate handbook

1998 undergraduate handbook for the faculty of Health Science

Health Sciences undergraduate handbook

1997 undergraduate handbook for the faculty of Health Science

Health Sciences undergraduate handbook

1997 undergraduate handbook for the faculty of Health Science

Health Sciences undergraduate handbook

1997 undergraduate handbook for the faculty of Health Science