Exploring physiotherapy clinician-educator beliefs about their teaching role and their preferences for their development as educators.
Year: 2018
Type: dissertation
Study design: Observational Study
Abstract: There is strong professional demand for physiotherapy clinical educators (CEs) to facilitate positive student learning experiences for physiotherapy students and ensure high professional standards of physiotherapy.It is well known that the quality of clinical teaching is determined by the educational rather than the clinical expertise of CEs.Within the public healthcare context, inhouse professional development (PD) programs of teaching, are the primary means of developing CEs' teaching expertise.However, for PD to effectively motivate changes to teaching practice, it must do more than introduce teaching tips and strategies.It needs to resonate with CEs' beliefs about their teaching practice.The aims of this research were to explore physiotherapy Clinician-Educator (CE) beliefs about their teaching role and effective teaching practice and to use this understanding to inform inhouse PD programs to develop teaching skills.Grounded in a constructivist and interpretivist approach and using mixed methods forty physiotherapy CEs at St Vincent's Hospital, Melbourne, (SVHM) completed the Conceptions and Learning Teaching (COLT) questionnaire.The COLT is a reliable and I would like to offer my sincere thanks to my supervisors, Associate Professor Clare Delany and Dr. Debra Virtue.Their ongoing encouragement, guidance and support has been transformational.Thank you for all that you have done.I would also like to acknowledge Dr. Sallie Cowan,
Author: Christine Frith
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2910927617