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Problem-based learning (PBL): how do students think they should be evaluated in tutorials?
WCPT Congress 2015 / Physiotherapy 2015; Volume 101, Supplement 1 eS26–eS426
Purpose: The aim of this study was to explore the experiences of fatigue in survivors of critical illness a year or more post intensive care unit (ICU) discharge. Methods: This study used a mixed methods design, incorporating both qualitative and quantitative data collection and analysis. Semi-structured interviews with five survivors of critical illness were conducted, a year or more post ICU discharge. Interview transcripts were analyzed using Colaizzi’s interpretation of the phenomenological method to identify key themes in the experiences of fatigue in survivors of critical illness. Participants also completed the Fatigue Impact Scale (FIS), and descriptive data was gathered relating to the participants’ time in intensive care. Interviews were conducted at the University of Newcastle, New South Wales, Australia. Results: Participants described four key themes relating to their experiences of fatigue post critical illness: (1) (2) (3) (4)
multifaceted fatigue; lack of information; strategy formation; and role loss.
FIS scores indicated that fatigue impacted on the individuals cognitively, physically and socially during their recovery and for several years after their discharge from ICU. Conclusion(s): The impact of fatigue in survivors of critical illness is profound, and can continue for several years after discharge from ICU. Survivors described physical and cognitive dysfunction that worsened with increased fatigue, and their parental, worker, spousal and social roles were altered as a result of fatigue in their recovery. Furthermore, education regarding fatigue and appropriate management strategies was limited. Implications: Improved assessment and management of fatigue in critical illness survivors is needed to reduce the impact of fatigue on recovery. There is a need for research to be undertaken investigating the effectiveness of education and fatigue management strategies in this population. Keywords: Fatigue; Critical illness; Quality of life Funding acknowledgements: The research did not receive any grants or funding from any public, commercial or non-profit organisations. Ethics approval: Ethical approval was granted by the Hunter New England Human Research Ethics Committee (10/11/17/4.06), New South Wales, Australia. http://dx.doi.org/10.1016/j.physio.2015.03.442
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Special Interest Report Poster Presentation Number: SI-PO-08-07-Sun Sunday 3 May 2015 12:15 Exhibit halls 401–403 PROBLEM-BASED LEARNING (PBL): HOW DO STUDENTS THINK THEY SHOULD BE EVALUATED IN TUTORIALS? L. Coman 1 , S. Wilkins 2 1 McMaster
University, School of Rehabilitation Science, Physiotherapy Program, Hamilton, Canada; 2 McMaster University, School of Rehabilitation Science, Hamilton, Canada Background: Despite providing a good match with the PBL philosophy, the tutorial-based assessment continues to challenge educators. In our physiotherapy program students meet in small groups with a tutor, twice a week, to discuss health problems. One important role of the tutor is to evaluate student’s performance in tutorials; the existing assessment instrument includes four domains: Professional Behaviours; Contribution to Process; Contribution to Content; Evidencebased Practice and was developed by researchers and faculty members with no student involvement. The same assessment form is used regardless of student’s experience with PBL. Some literature on self-assessment suggested that there is little agreement between students and tutors regarding performance in tutorial. Purpose: To explore the perceptions and the experience of two groups of students (beginners and graduating) in relation to the 4 domains and their descriptors of the tutorial performance evaluation tool. This study has two possible outcomes: if the descriptors identified by the study group for the 4 domains are consistent with the ones presently used, this project will validate the tool used in our program. If there are discrepancies between what is currently used and what students think we should use, this study will give us the opportunity to develop a new tutorial evaluation tool, that will be validated in a larger study. Methods: Face-to-face interviews with the first year (beginners) students took place in the second trimester and with the second year (graduating) students in their final trimester. Content analysis was performed and interview data were analyzed to identify main themes related to key domains. Results: Eighteen students were interviewed: nine in each of year 1 and year 2. We analyzed year 1 and year 2 transcripts separately. All students considered that the domains included were appropriate. All but one student in the first year group had suggestions for additions and/or deletions of descriptors. Four of the second year students noted that the expectations should be different in year 2 (more advanced skills when compared to first year students) and six of the same group noted that the descriptors in the present tool should reflect the differences.
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WCPT Congress 2015 / Physiotherapy 2015; Volume 101, Supplement 1 eS26–eS426
Conclusion(s): Overall, the analysis indicates that both year 1 and year 2 students felt that descriptors needed improvement and the descriptors for year 2 should be raised to a higher level. Year 2 students acknowledged there was a steep learning curve to develop the skills that lead to being well-organized and efficient. In looking back to how they had been in their first semester, they saw an amazing growth in their knowledge and skills. Implications: The descriptors of the year 2 evaluation tool should be changed, to reflect the more advanced levels of knowledge and skills expected. The process should involve students, faculty and tutors. The information gathered through this project has implications beyond the physiotherapy program and will be of interest to all programs in health education that employ problem-based learning. The results of this pilot study will inform a larger study that will involve a higher number of students in both, physiotherapy and occupational therapy programs. Keywords: Student perception; Problem-based learning; Student evaluation Funding acknowledgements: McMaster Institute for Innovation & Excellence in Teaching and Learning and School of Rehabilitation Science. Ethics approval: Ethics approval from the Hamilton Integrated Research Ethics Board REB Project #11-176. http://dx.doi.org/10.1016/j.physio.2015.03.443 Special Interest Report Poster Presentation Number: SI-PO-02-19-Mon Monday 4 May 2015 12:15 Exhibit halls 401–403 MOTIVATORS AND BARIERS FOR INVOLVEMENT OF CLINICIANS IN PHYSIOTHERAPY AND OCCUPATIONAL THERAPY EDUCATION L. Coman 1 , L. Shimmell 2 , B. Thomas 1 1 McMaster
University, School of Rehabilitation Science, Physiotherapy Program, Hamilton, Canada; 2 McMaster University, School of Rehabilitation Science, Occupational Therapy Program, Hamilton, Canada Background: Physical and occupational therapists are integral to the education of future therapists. In our educational institution clinicians are involved in various roles in addition to supervising students in the clinical setting. Their involvement provides a rich learning environment, mutually beneficial to students and clinicians. Literature indicates that this involvement leads to improved student learning. However, in spite of the advantages, the current fiscal environment and the need to balance multiples roles makes it challenging for clinicians to remain, or get involved. There is a relatively low percentage of therapists involved in students’ education,
while Canadian graduate enrollment climbs. The knowledge gained through this project will enable the professional practice coordinators in the physiotherapy and occupational therapy programs to better understand the factors that either facilitate or deter clinicians in their involvement in the education of students in various roles. It will also guide the development of effective strategies and programs for engaging clinicians in educational roles, sustain this involvement, and minimize factors that are deterrents to this engagement. Purpose: We aim to investigate what motivates and what deters clinicians to teach in our programs, in order to develop strategies that may meet their motivating needs and interests, and enhance their participation and effectiveness and, ultimately, optimize student learning. Methods: An online survey questionnaire was sent to 1621 physical and occupational therapists in the local clinical community. Data analysis techniques included visual graphical comparison and filtering, to produce an understanding of results among the respondents and subgroups in the sample. Results: One hundred and ninety six clinicians responded to the survey, which was 12% response rate (53%PT and 47%OT). Initial analyses verified the sample’s representation of clinicians across career span, practice areas and length of time in practice. Data analyses produced a comprehensive picture of the motivators and deterrents experienced by clinical educators. The main 3 motivators were: forming research alliances, expectations from the regulatory body, professional appointment with the institution. Three types of barriers were identified, which negatively influence clinicians’ involvement in education: work-related, student-related and clinician-related. The most prevalent were work-related factors, specifically time (80.7%) and workplace support (34.5%). Conclusion(s): Although the response rate was small, we were able to form an understanding of what engages and undermines therapists as clinical educators. Strategies to maximize the motivators and diminish the deterrents may support educational involvement. Implications: The knowledge gained through this project provides a better understanding of the factors that either facilitate or deter clinicians in their involvement in the education of our students. This can guide the development of effective strategies and programs for engaging clinicians in educational roles, sustain this involvement, and minimize deterrents to this engagement. More emphasis should be placed on the education of the employers and clinicians about the benefits of getting involved in student education. The educational institutions should provide time-efficient virtual training and upgrading of clinicians willing to get involved in education, in relevant clinical and educational areas. Faculty members and the quality of the courses they deliver will benefit from increased and sustained clinicians’ involvement. Keywords: Physiotherapy education; Clinical educators Funding acknowledgements: McMaster Institute for Innovation & Excellence in Teaching & Learning (MIIETL)
Purpose: The aim of this study was to explore the experiences of fatigue in survivors of critical illness a year or more post intensive care unit (ICU) discharge. Methods: This study used a mixed methods design, incorporating both qualitative and quantitative data collection and analysis. Semi-structured interviews with five survivors of critical illness were conducted, a year or more post ICU discharge. Interview transcripts were analyzed using Colaizzi’s interpretation of the phenomenological method to identify key themes in the experiences of fatigue in survivors of critical illness. Participants also completed the Fatigue Impact Scale (FIS), and descriptive data was gathered relating to the participants’ time in intensive care. Interviews were conducted at the University of Newcastle, New South Wales, Australia. Results: Participants described four key themes relating to their experiences of fatigue post critical illness: (1) (2) (3) (4)
multifaceted fatigue; lack of information; strategy formation; and role loss.
FIS scores indicated that fatigue impacted on the individuals cognitively, physically and socially during their recovery and for several years after their discharge from ICU. Conclusion(s): The impact of fatigue in survivors of critical illness is profound, and can continue for several years after discharge from ICU. Survivors described physical and cognitive dysfunction that worsened with increased fatigue, and their parental, worker, spousal and social roles were altered as a result of fatigue in their recovery. Furthermore, education regarding fatigue and appropriate management strategies was limited. Implications: Improved assessment and management of fatigue in critical illness survivors is needed to reduce the impact of fatigue on recovery. There is a need for research to be undertaken investigating the effectiveness of education and fatigue management strategies in this population. Keywords: Fatigue; Critical illness; Quality of life Funding acknowledgements: The research did not receive any grants or funding from any public, commercial or non-profit organisations. Ethics approval: Ethical approval was granted by the Hunter New England Human Research Ethics Committee (10/11/17/4.06), New South Wales, Australia. http://dx.doi.org/10.1016/j.physio.2015.03.442
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Special Interest Report Poster Presentation Number: SI-PO-08-07-Sun Sunday 3 May 2015 12:15 Exhibit halls 401–403 PROBLEM-BASED LEARNING (PBL): HOW DO STUDENTS THINK THEY SHOULD BE EVALUATED IN TUTORIALS? L. Coman 1 , S. Wilkins 2 1 McMaster
University, School of Rehabilitation Science, Physiotherapy Program, Hamilton, Canada; 2 McMaster University, School of Rehabilitation Science, Hamilton, Canada Background: Despite providing a good match with the PBL philosophy, the tutorial-based assessment continues to challenge educators. In our physiotherapy program students meet in small groups with a tutor, twice a week, to discuss health problems. One important role of the tutor is to evaluate student’s performance in tutorials; the existing assessment instrument includes four domains: Professional Behaviours; Contribution to Process; Contribution to Content; Evidencebased Practice and was developed by researchers and faculty members with no student involvement. The same assessment form is used regardless of student’s experience with PBL. Some literature on self-assessment suggested that there is little agreement between students and tutors regarding performance in tutorial. Purpose: To explore the perceptions and the experience of two groups of students (beginners and graduating) in relation to the 4 domains and their descriptors of the tutorial performance evaluation tool. This study has two possible outcomes: if the descriptors identified by the study group for the 4 domains are consistent with the ones presently used, this project will validate the tool used in our program. If there are discrepancies between what is currently used and what students think we should use, this study will give us the opportunity to develop a new tutorial evaluation tool, that will be validated in a larger study. Methods: Face-to-face interviews with the first year (beginners) students took place in the second trimester and with the second year (graduating) students in their final trimester. Content analysis was performed and interview data were analyzed to identify main themes related to key domains. Results: Eighteen students were interviewed: nine in each of year 1 and year 2. We analyzed year 1 and year 2 transcripts separately. All students considered that the domains included were appropriate. All but one student in the first year group had suggestions for additions and/or deletions of descriptors. Four of the second year students noted that the expectations should be different in year 2 (more advanced skills when compared to first year students) and six of the same group noted that the descriptors in the present tool should reflect the differences.
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WCPT Congress 2015 / Physiotherapy 2015; Volume 101, Supplement 1 eS26–eS426
Conclusion(s): Overall, the analysis indicates that both year 1 and year 2 students felt that descriptors needed improvement and the descriptors for year 2 should be raised to a higher level. Year 2 students acknowledged there was a steep learning curve to develop the skills that lead to being well-organized and efficient. In looking back to how they had been in their first semester, they saw an amazing growth in their knowledge and skills. Implications: The descriptors of the year 2 evaluation tool should be changed, to reflect the more advanced levels of knowledge and skills expected. The process should involve students, faculty and tutors. The information gathered through this project has implications beyond the physiotherapy program and will be of interest to all programs in health education that employ problem-based learning. The results of this pilot study will inform a larger study that will involve a higher number of students in both, physiotherapy and occupational therapy programs. Keywords: Student perception; Problem-based learning; Student evaluation Funding acknowledgements: McMaster Institute for Innovation & Excellence in Teaching and Learning and School of Rehabilitation Science. Ethics approval: Ethics approval from the Hamilton Integrated Research Ethics Board REB Project #11-176. http://dx.doi.org/10.1016/j.physio.2015.03.443 Special Interest Report Poster Presentation Number: SI-PO-02-19-Mon Monday 4 May 2015 12:15 Exhibit halls 401–403 MOTIVATORS AND BARIERS FOR INVOLVEMENT OF CLINICIANS IN PHYSIOTHERAPY AND OCCUPATIONAL THERAPY EDUCATION L. Coman 1 , L. Shimmell 2 , B. Thomas 1 1 McMaster
University, School of Rehabilitation Science, Physiotherapy Program, Hamilton, Canada; 2 McMaster University, School of Rehabilitation Science, Occupational Therapy Program, Hamilton, Canada Background: Physical and occupational therapists are integral to the education of future therapists. In our educational institution clinicians are involved in various roles in addition to supervising students in the clinical setting. Their involvement provides a rich learning environment, mutually beneficial to students and clinicians. Literature indicates that this involvement leads to improved student learning. However, in spite of the advantages, the current fiscal environment and the need to balance multiples roles makes it challenging for clinicians to remain, or get involved. There is a relatively low percentage of therapists involved in students’ education,
while Canadian graduate enrollment climbs. The knowledge gained through this project will enable the professional practice coordinators in the physiotherapy and occupational therapy programs to better understand the factors that either facilitate or deter clinicians in their involvement in the education of students in various roles. It will also guide the development of effective strategies and programs for engaging clinicians in educational roles, sustain this involvement, and minimize factors that are deterrents to this engagement. Purpose: We aim to investigate what motivates and what deters clinicians to teach in our programs, in order to develop strategies that may meet their motivating needs and interests, and enhance their participation and effectiveness and, ultimately, optimize student learning. Methods: An online survey questionnaire was sent to 1621 physical and occupational therapists in the local clinical community. Data analysis techniques included visual graphical comparison and filtering, to produce an understanding of results among the respondents and subgroups in the sample. Results: One hundred and ninety six clinicians responded to the survey, which was 12% response rate (53%PT and 47%OT). Initial analyses verified the sample’s representation of clinicians across career span, practice areas and length of time in practice. Data analyses produced a comprehensive picture of the motivators and deterrents experienced by clinical educators. The main 3 motivators were: forming research alliances, expectations from the regulatory body, professional appointment with the institution. Three types of barriers were identified, which negatively influence clinicians’ involvement in education: work-related, student-related and clinician-related. The most prevalent were work-related factors, specifically time (80.7%) and workplace support (34.5%). Conclusion(s): Although the response rate was small, we were able to form an understanding of what engages and undermines therapists as clinical educators. Strategies to maximize the motivators and diminish the deterrents may support educational involvement. Implications: The knowledge gained through this project provides a better understanding of the factors that either facilitate or deter clinicians in their involvement in the education of our students. This can guide the development of effective strategies and programs for engaging clinicians in educational roles, sustain this involvement, and minimize deterrents to this engagement. More emphasis should be placed on the education of the employers and clinicians about the benefits of getting involved in student education. The educational institutions should provide time-efficient virtual training and upgrading of clinicians willing to get involved in education, in relevant clinical and educational areas. Faculty members and the quality of the courses they deliver will benefit from increased and sustained clinicians’ involvement. Keywords: Physiotherapy education; Clinical educators Funding acknowledgements: McMaster Institute for Innovation & Excellence in Teaching & Learning (MIIETL)