Physiotherapists' experiences of clinical practice: A Phenomenological Study
DOI:
https://doi.org/10.56294/saludcyt2023528Keywords:
Physiotherapy, Assistance Teacher, Evidence-Based Clinical Practice, Collaborative Learning, Scope Of PracticeAbstract
Teaching physical therapists demonstrate in their clinical practice various attitudes and methods that contribute to the professional development of their students. The purpose of the study was to analyze the responses of the teaching physical therapist's experiences in relation to the clinical practice of the physical therapy student. Therefore, a qualitative study was carried out with a phenomenological approach in which an interview was conducted through a guide of semi-structured questions, using the Atlas.ti content analysis technique, to 5 teaching physical therapists with extensive experience in a clinical teaching institution. The results revealed that the category of teaching skills in evaluation obtained the highest number of citations, followed by the category of learning in the clinical setting. In conclusion, the clinical/teaching physical therapists perceived positively the change towards continuous improvement in their practices with students, despite limitations such as lack of standardization in practical activities
References
1. Millán Arteag EG. La práctica hospitalaria en los estudiantes universitarios de enfermería. Propuesta de protocolo de investigación. Dilemas Contemp Educ Política Valores [Internet]. abril de 2021 [citado 9 de julio de 2023];8(2). Disponible en: http://www.scielo.org.mx/scielo.php?script=sci_abstract&pid=S2007-78902021000100012&lng=es&nrm=iso&tlng=es
2. Arrescurrenaga GM. A fisioterapia no Peru. Fisioter E Pesqui. diciembre de 2019;26(4):337-8.
3. ASOCIACION PERUANA DE FISIOTERAPIA, ASPEFISIO. Asociación Peruana de Terapistas Físicos [Internet]. Aspefisio. [citado 9 de julio de 2023]. Disponible en: https://aspefisio.org/nosotros/
4. Šore Galleguillos J. Bioética en la práctica clínica del fisioterapeuta. Rev Bioét Derecho. 2020;(48):193-207.
5. Universidad Nacional Mayor de San Marcos. Facultad de Medicina Humana: Tecnología Médica [Internet]. [citado 9 de julio de 2023]. Disponible en: https://www.unmsm.edu.pe/formacion-academica/carreras-de-pregrado/carrera-detalle/tecnologia-medica
6. Park S, Kim K. Factors that enhance the perceived quality and student satisfaction of specialized postgraduate programs: the role of identity. TQM J. 2023;35(4):1007-29.
7. Orellana Franco EO, Juanes Giraud BY, Orellana Arévalo O, Orellana Arévalo F, Orellana Franco EO, Juanes Giraud BY, et al. Formación pedagógica de los docentes de la carrera de medicina en Ecuador. Rev Univ Soc. junio de 2020;12(3):176-84.
8. Orcajada-Sánchez N, Ortuño-Cano E, Martínez-Pérez C, García-Sánchez FA. Reflection on family-centered practices from the perspective of students of physical therapy, occupational therapy, and speech therapy in the southeast of Spain. Rev Electron Educ. 2020;24(3).
9. Cervera Vallejos, Mirtha Flor T, Portelli Xuereb, Raymond B. Responsabilidad ética del docente de enfermería en el fomento de la calidad de vida de estudiantes universitarios. Duazary. 1 de enero de 2018;15(1):87.
10. Bessette J, Généreux M, Thomas A, Camden C. Teaching and assessing advocacy in canadian physiotherapy programmes. Physiother Can. 2020;72(3):305-12.
11. Ito EE, Takahashi RT. Publicações sobre ensino em enfermagem na Revista da Escola de Enfermagem da USP. Rev Esc Enferm USP. diciembre de 2005;39(4):409-16.
12. Elizalde-Ordoñez H, Ortiz-Dávalos G, Rodríguez-Quezada F, Aya-Roa KJ, Moreno-González MM, Elizalde-Ordoñez H, et al. Experiencia del profesional de enfermería en su relación con el estudiante durante su práctica clínica. Sanus [Internet]. diciembre de 2021 [citado 9 de julio de 2023];6. Disponible en: http://www.scielo.org.mx/scielo.php?script=sci_abstract&pid=S2448-60942021000100302&lng=es&nrm=iso&tlng=es
13. Leonnard. The performance of servqual to measure service quality in private university. J Effic Responsib Educ Sci. 2018;11(1):16-21.
14. Showstark M, Smith J, Honda T. Understanding the scope of practice of physician associate/physician associate comparable professions using the World Health Organization global competency and outcomes framework for universal health coverage. Hum Resour Health. 2023;21(1).
15. Guillen F, Elida D. Investigación cualitativa: Método fenomenológico hermenéutico. Propósitos Represent. enero de 2019;7(1):201-29.
16. Aguirre-García JC, Jaramillo-Echeverri LG. Theory-laden thesis and constructivism. Cinta Moebio. septiembre de 2013;(47):74-82.
17. Englander M, Morley J. Phenomenological psychology and qualitative research. Phenomenol Cogn Sci. 2023;22(1):25-53.
18. Ramsook L. A Methodological Approach to Hermeneutic Phenomenology. Int J Humanit Soc Sci. 7 de marzo de 2018;10(1):14-24.
19. Wertz FJ. The Relevance of the Phenomenological Method of Epoche and Reduction for Psychology. J Phenomenol Psychol. 2023;54(1):37-75.
20. Køster A, Fernandez AV. Investigating modes of being in the world: an introduction to Phenomenologically grounded qualitative research. Phenomenol Cogn Sci. 2023;22(1):149-69.
21. Emiliussen J, Engelsen S, Christiansen R, Klausen SH. We are all in it!: Phenomenological Qualitative Research and Embeddedness. Int J Qual Methods. 2021;20.
22. Aguiar Santiago XM, Rodríguez Pérez L. La formación de competencias pedagógicas en los profesores universitarios. EDUMECENTRO. junio de 2018;10(2):141-59.
23. Battista S, Furri L, Pellegrini V, Giardulli B, Coppola I, Testa M, et al. Which lecturers’ characteristics facilitate the learning process? A qualitative study on students’ perceptions in the rehabilitation sciences. BMC Med Educ. 2023;23(1).
24. Lundell Rudberg S, Lachmann H, Sormunen T, Scheja M, Westerbotn M. The impact of learning styles on attitudes to interprofessional learning among nursing students: a longitudinal mixed methods study. BMC Nurs. 2023;22(1).
25. Haraldseid-Driftland C, Lyng HB, Guise V, Waehle HV, Schibevaag L, Ree E, et al. Learning does not just happen: establishing learning principles for tools to translate resilience into practice, based on a participatory approach. BMC Health Serv Res. 2023;23(1).
26. Aliabadi RB, Weisi H. Teachers’ strategies to promote learners’ engagement: Teachers’ talk in perspective. Int J Educ Res Open. 2023;5
Published
Issue
Section
License
Copyright (c) 2023 Jesús Alberto Soto Manrique , Eduardo Martín Garay Ugaz , Yolanda Josefina Huayta-Franco (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
