What is the Impact of Feedback as a Central Part of Formative Assessment on Physiotherapy Students Who Have Multiple Educators?

The purpose of this study was to gain insight into physiotherapy students experience of feedback as an integral part of formative assessment on placements. A purposive sample of nine physiotherapy students from a pre-registration problem-based learning programme and four physiotherapy practice-based educators was selected. An interpretative phenomenological approach was adopted using in depth semi-structured interviews. Reflective logs and theme boards (memory collages) were used to promote student participants reflection prior to interview. Five main themes emerged from the data: feeling overloaded, challenges of multiple educators, problem-based learning influences, fulfilling experiences, learning through relationships. This paper will focus on two of the main themes:* challenges of multiple physiotherapy educators,* learning through relationships.Lack of communication between educators in a multiple physiotherapy educator model resulted in conflicting feedback that was challenging for students on placement. However, participants valued feedback from other health professionals. Potential exists for more effective use of interprofessional team members to provide feedback as part of ongoing formative assessment. In a changing practice environment where practice educators inevitably face increasing time constraints, use of other team members and peers to provide student feedback should be promoted to facilitate interprofessional ways of working

What is the Impact of Feedback as a Central Part of Formative Assessment on Physiotherapy Students Who Have Multiple Educators?

The purpose of this study was to gain insight into physiotherapy students experience of feedback as an integral part of formative assessment on placements. A purposive sample of nine physiotherapy students from a pre-registration problem-based learning programme and four physiotherapy practice-based educators was selected. An interpretative phenomenological approach was adopted using in depth semi-structured interviews. Reflective logs and theme boards (memory collages) were used to promote student participants reflection prior to interview. Five main themes emerged from the data: feeling overloaded, challenges of multiple educators, problem-based learning influences, fulfilling experiences, learning through relationships. This paper will focus on two of the main themes: challenges of multiple physiotherapy educators, learning through relationships Lack of communication between educators in a multiple physiotherapy educator model resulted in conflicting feedback that was challenging for students on placement. However, participants valued feedback from other health professionals. Potential exists for more effective use of interprofessional team members to provide feedback as part of ongoing formative assessment. In a changing practice environment where practice educators inevitably face increasing time constraints, use of other team members and peers to provide student feedback should be promoted to facilitate interprofessional ways of working.learning through relationships. Keywords:feedback, multiple educator model, communication, interprofessional feedbac

Ready for a paradigm shift? Part 2: Introducing qualitative research methodologies and methods

This paper explores a number of commonly used methodologies and methods in qualitative research, namely grounded theory, case study, phenomenology, ethnography and narrative research. For each methodology a brief history of its development and variants is given, followed by typical methods of data collection and analysis. Examples of manual therapy qualitative research studies are highlighted for each methodology. Data collection methods are then discussed and include individual interviews, focus groups, observation and documentary analysis. A frequently used method of data analysis, thematic analysis, is briefly explained. Finally, the strategies to enhance the quality of qualitative research is explored and compared to those of quantitative research. © 2012 Elsevier Ltd

Manual feeding device experiences of people with a neurodisability

Neurological bilateral upper limb weakness can result in self-feeding difficulties and reliance on carers. Mealtimes become time consuming and frustrating. This exploratory inquiry examined the experiences, of users of a feeding device. Method: Semi-structured interviews were conducted either by telephone or administered via email to explore quality of life, changes to independence, benefits/limitations, and psychological impact of the equipment. Findings: Thematic analysis gave rise to five themes: Independence, emotions, impact on life, motivation and limitations. Conclusion: This exploratory inquiry has contributed new qualitative evidence to the knowledge and understanding of users' experiences of a manual feeding device. Users report that the need for assistance/support is reduced and their quality of life, independence and freedom improved. Time and resources savings for the family, carers and staff appear to result in a more equal relationship between user and carer

Ready for a paradigm shift? Part 1: Introducing the philosophy of qualitative research

The manual therapy professions have almost exclusively focused on the use of quantitative research to help inform their practices. This paper argues that a greater use of qualitative research will help develop a more robust and comprehensive knowledge base in manual therapy. The types of knowledge used in practice and generated from the two research paradigms are explored. It is hoped that an understanding of the philosophical and theoretical underpinnings of qualitative research may encourage more manual therapists to value and use this approach to help further inform their practice; for some, this may involve a paradigm shift in thinking. © 2012 Elsevier Ltd