Research Articles (Physiotherapy)
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Rowe, Michael; Frantz, Jose M.; Bozalek, Vivienne (South African Society of Physiotherapy, 2012)[more][less]
Abstract: The relevance of non-technical skills have long been acknowledged as important components of clinical learning, and there is evidence that integrating technology can facilitate their development by encouraging reflection, and by enhancing communication and reasoning. However, effectively integrating technology into learning practices must take the contextual needs of students into consideration. The aim of this study was to determine what online tools undergraduate physiotherapy students at one South African university are familiar with, and how they use them as part of their learning practices. The case study was conducted in a university physiotherapy department in the Western Cape during 2010. A cross-sectional, descriptive design used a survey to obtain quantitative and qualitative data from participants, and a plot study was conducted to test the reliability of the instrument. All ethical considerations were adhered to. Seventy six percent of participants had access to the internet at home, and 93% of them belonged to a social network, although fewer than half used it for their studying. Few students reported using the internet for more than information retrieval but reported wanting to use it for enhanced communication with lecturers. Almost all respondents believed that lectures were a useful way to learn. However, 61% added that integrating online learning activities with lectures could have value. Integrating technology into healthcare education has the potential to develop non-technical skills that are relevant for clinical practice. However, this group of students currently lack the experience and insight to use technology effectively as part of their learning practices. Educators must take cognisance of the educational and contextual needs of students if they wish to integrate technology into clinical teaching. URI: http://hdl.handle.net/10566/309 Files in this item: 1
RowePhysiotherapyStudents2012.pdf (530.7Kb) -
Rowe, Michael; Frantz, Jose M.; Bozalek, Vivienne (Association for Medical Education in Europe, 2012)[more][less]
Abstract: BACKGROUND: Developing practice knowledge in healthcare is a complex process that is difficult to teach. Clinical education exposes students to authentic learning situations, but students also need epistemological access to tacit knowledge and clinical reasoning skills in order to interpret clinical problems. Blended learning offers opportunities for the complexity of learning by integrating face-to-face and online interaction. However, little is known about its use in clinical education. AIM: To determine the impact of blended learning in the clinical education of healthcare students. METHODS: Articles published between 2000 and 2010 were retrieved from online and print sources, and included multiple search methodologies. Search terms were derived following a preliminary review of relevant literature. RESULTS: A total of 71 articles were retrieved and 57 were removed after two rounds of analysis. Further methodological appraisals excluded another seven, leaving seven for the review. All studies reviewed evaluated the use of a blended learning intervention in a clinical context, although each intervention was different. Three studies included a control group, and two were qualitative in nature. Blended learning was shown to help bridge the gap between theory and practice and to improve a range of selected clinical competencies among students. CCONCLUSION: Few high-quality studies were found to evaluate the role of blended learning in clinical education, and those that were found provide only rudimentary evidence that integrating technology-enhanced teaching with traditional approaches have potential to improve clinical competencies among health students. Further well-designed research into the use of blended learning in clinical education is therefore needed before we rush to adopt it. URI: http://hdl.handle.net/10566/308 Files in this item: 1
RoweBlendedLearning2012.pdf (1.048Mb) -
Frantz, Jose M.; Rhoda, A; Rowe, Michael; Phillips, Julie; Karachi, F; Mlenzana, N; Pharaoh, H; Steyl, T; Struthers, Patricia (South African Society of Physiotherapy, 2010)[more][less]
Abstract: A growing shift towards research and evidence based practice in academia is associated with requirements to disseminate research results in the form of publication in peer reviewed journals. Mentoring has been identified as an important component of developing young authors, as it increases confidence and competence, and facilitates professional development. This led to the formation of a support group to stimulate peer-review publication in the physiotherapy department at the University of the Western Cape. The Kirkpatrick Framework of Evaluation was used to evaluate the success of the mentoring process which made use of a participatory action research methodology. The writing group consisted of nine academic members of staff and took place over ten weeks. The programme included writing, giving feedback, discussion and peer review on a weekly basis. Focus group discussions were taped and transcribed in order to evaluate the mentoring process by identifying relationships within the data and categorising key concepts, which were shaped into a thematic framework. The findings indicated that participants experienced a variety of emotions throughout the programme, with an overall feeling of personal growth by the end. In addition, participants also reported improved writing, reviewing and communication skills. Six months following the programme, six participants had submitted at least one article to a peer reviewed journal. It is clear from this study that some academics still find the task of writing and reviewing articles daunting, and that guidance and support in the form of a writing programme can be useful. URI: http://hdl.handle.net/10566/190 Files in this item: 1
FrantzMentoring2010.pdf (323.0Kb) -
Frantz, Jose M. (Nova Southeastern University, 2007)[more][less]
Abstract: Health care is changing and the demands put on health professionals are increasing. Physiotherapy education should reflect the health and social priorities of the nation. The World Confederation of Physical Therapy (WCPT) is committed to assisting physiotherapy associations in developing educational standards. Physiotherapy education in Africa however, seems to have a real need for assistance from the WCPT. The aim of this paper is to highlight the challenges facing physiotherapy education in Africa. The Delphi methodology was used to obtain information from key informants involved in the area of physiotherapy education from a variety of African countries. The majority of the participants were people who have experienced physiotherapy education in Africa either as graduates or current teachers. Data were analyzed into themes and sent back to respondents for confirmation. The most important challenges highlighted were: lack of undergraduate training opportunities, limited number of therapists, upgrading of physiotherapy educators, research as a major component of physiotherapy education, and recognition of physiotherapy as an essential service. It is concluded that assistance is needed for physiotherapists from Africa to take their rightful place in the health team and higher education institutions should look at improving diploma qualifications of physiotherapists in African countries. URI: http://hdl.handle.net/10566/189 Files in this item: 1
FrantzChallenges2007.pdf (221.5Kb) -
Frantz, Jose M.; Smith, Mario (Faculty of Community and Health Sciences, University of the Western Cape, 2010)[more][less]
Abstract: INTRODUCTION: Strategies for improving the publication output of academics are an essential component of research directives at tertiary institutions. The aim of this report was to highlight the effects of a writing retreat as an intervention strategy used by a university faculty to improve academic publication output. The strategy used included a structured programme over a period of three days guided by a facilitator. METHODS: The report uses a qualitative design to report the effects of the writing retreat on the participants. RESULTS: The major themes that emerged were reviewing and critical reading, writing for publication, personal growth and confidence, dedicated time, peer mentoring, programme structure and facilitation, and future directives. CONCLUSION: From the feedback obtained, it is evident that strategies such as a writing retreat provide academics with an opportunity to produce articles that are a benefit to the authors’ career trajectories as well as the institutional publication profile of their university. URI: http://hdl.handle.net/10566/188 Files in this item: 1
FrantzSmithStaff2010.pdf (106.5Kb)