Not letting a good crisis go to waste - learnings from a fully online professional placement

• Published in: Physiotherapy theory and practice 2024-09, Vol.40 (9), p.2025-2037
• Main Author: Barradell, Sarah
• Format: Article
• Language: English
• Subjects: Ambivalence; Clinical placements; Clinical training; COVID-19; Education, Distance; Female; Health care; Humans; Learning; Male; Pandemics; Physical therapy; Physical Therapy Specialty - education; Physiotherapy; SARS-CoV-2; Students; Surveys and Questionnaires
• ISSN: 0959-3985; 1532-5040; 1532-5040
• DOI: 10.1080/09593985.2023.2231529

The impact of the COVID-19 pandemic on physiotherapy education meant that innovative responses were needed quickly. This paper describes a scholarly approach to changes within an entry-level physiotherapy program where one of its clinical placements was replaced with a fully online unit during 2020, as well as exploring the experiences of students who completed this newly developed online unit. A mixed methods approach was used. Sixteen of a possible 31 students responded to an online survey comprising quantitative and open-ended questions. The majority of participants were satisfied with the unit and reported that: the unit helped them to learn valuable skills; feedback from educators was helpful; and that they were able to apply to future contexts. Small numbers of students were more ambivalent about the use of online media and tools including discussion boards, the workload and being part of a learning community. The online unit described in this research is evidence that non-traditional forms of clinical education might also address clinically important learning outcomes, provide sustainable options and alleviate some of the stresses that both tertiary providers and healthcare settings endure. However, these types of placement experiences require a paradigm shift from educators, the profession, accrediting bodies and even future students.