Physiotherapy students' lived experiences

This study set out to investigate physiotherapy students’ experience of formative assessment during practice education. A purposive sample of nine physiotherapy students was selected from a pre - registration problem - based learning programme. Four postgraduate practice educators were interviewed to explore emergent themes.

A qualitative phenomenological approach was adopted using semi-structured interviews. Reflective logs and theme boards were used to promote participants’ reflection prior to interview. An interpretative phenomenological analysis (IPA) approach was used.

Project aims

The aims of the study were to:

  • explore physiotherapy students’ experience of formative assessment during practice education
  • explore their preparedness for formative assessment
  • identify factors that influence students’ experience of formative assessment
  • inform the future preparation of practice educators and students
  • identify future research 

Project impact

Findings from this study provide a rich description of the phenomenon of formative assessment in physiotherapy practice education as experienced by physiotherapy students. 

Five main themes emerged from the data:

  1. feeling overloaded
  2. challenges of multiple educators
  3. problem-based learning influences
  4. fulfilling experiences
  5. learning from relationships

A problem-based approach prepared students for feedback however they still found formative assessment overwhelming. A lack of communication between educators in multiple educator models resulted in conflicting feedback. Participants valued feedback from different sources. Potential exists for more effective use of interprofessional colleagues, peers, juniors and patients in formative assessment. Although, peer learning was a key part of problem-based learning, opportunities for peer feedback were limited.

In a changing practice environment where practice educators inevitably face increasing demands on their time, use of other team members to provide student feedback should be promoted. This will support student integration into the team. Facilitation of students’ pro-active engagement in formative assessment will ensure that they are prepared for monitoring their future practice. Further research into multiple models of practice education is needed.

Research team

Dr Jane Morris

Output

Morris J and Stew G (2013) What is the Impact of Feedback as a Central Part of Formative Assessment on Physiotherapy Students Who Have Multiple Educators? Journal of Problem Based Learning  in Health and Social Care, The Higher Education Academy.

Partners