No model of clinical education for physiotherapy students is superior to another: a systematic review
Peter Lekkas1, Thomas Larsen1, Saravana Kumar1, Karen Grimmer1, Leah Nyland1, Lucy Chipchase1, Gwendolen Jull2, Peter Buttrum3, Libby Carr4 and Jenny Finch4
1University of South Australia 2The University of Queensland 3QEII Jubilee Hospital, Brisbane 4Queensland Health Australia
1University of South Australia 2The University of Queensland 3QEII Jubilee Hospital, Brisbane 4Queensland Health Australia
Question: Which models of undergraduate/entry-level clinical education are being used internationally in allied health disciplines? What is the effect and, from the perspective of stakeholders, what are the advantages, disadvantages, and recommendations for successful implementation of different models of undergraduate/entry-level clinical education?
Design: Systematic review with data from quantitative and qualitative studies synthesised in a narrative format. Participants: Undergraduates/entry-level students from five allied health disciplines undergoing clinical education.
Intervention: Six broad models of clinical education: one-educator-to-one-student (1:1); one-educator-to-multiple-students (1:2); multiple-educators-to-one-student (2:1); multipleeducators- to-multiple-students (2:2); non-discipline-specific-educator and student-as-educator.
Outcome measures: Models were examined for productivity; student assessment; and advantages, disadvantages, and recommendations for implementation.
Results: The review found few experimental studies, and a large amount of descriptive research and opinion pieces. The rigour of quantitative evidence was low, however qualitative was higher. Evidence supporting one model over another was largely deficient with few comparative studies available for analysis. Each model proffered strengths and weaknesses, which were unique to the model.
Conclusion: There is currently no ‘gold standard’ model of clinical education. The perception that one model is superior to any other is based on anecdotes and historical precedents, rather than on meaningful, robust, comparative studies. [Lekkas P, Larsen T, Kumar S, Karen K, Nyland L, Chipchase L, Jull G, Buttrum P, Carr L, Finch J (2007) No model of clinical education for physiotherapy students is superior to another: a systematic review. Australian Journal of Physiotherapy 52: 19–28]
Key words: Models, Educational; Physical Therapy (Specialty); Students, Health Occupations; Teaching; Review Literature
source: Australian Journal of Physiotherapy
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