A tutorial program for International and ESL physiotherapy students

Developed by: Nancy Low Choy
The University of Queensland

Teaching and learning strategy:

A tutorial program has been developed to assist Non-English Speaking Background (NESB) students to communicate knowledge and skills being developed during Year 1 of their coursework in the Undergraduate Physiotherapy Program at the School of Health and Rehabilitation Sciences, The University of Queensland

Staff who are part of the teaching team for these students offer a series of small group tutorial sessions related to each topic area of a professional course whereby the student is facilitated to communicate the knowledge and skills being gained. The topic areas are developed in conjunction with the course coordinator and NESB students are invited to participate in the program. Students prepare for the topic areas and are asked to rate their confidence to communicate their knowledge and skills prior to and following the series of tutorials. The program encourages the student to articulate their knowledge, demonstrating through oral, manual and written formats their capacity to understand and integrate information and skills required for their practice as physiotherapists

The program was developed to address the rote learning issues more prevalent in NESB students who struggled but manage to pass the pre-clinical years although supplementary exams were prevalent in this student group with tutorials frequently required to prepared for the supplementary exam. Thus knowledge were being acquired but the learning outcomes were limited as it became evident in clinical practice that this group of students frequently found it difficult to demonstrate the application and integration of knowledge and skills required during their clinical practice. Such students were often experiencing recurrent failure in their clinical placements. This prompted the need to change the way these students were being taught - there was a need to develop the knowing / thinking / reasoning / application and reflection cycle in a more effective way with these students which was generally successfully being acquired by students whose primary language was English. Accordingly, all domestic and international students from a NESB were invited to participate in a tutorial program that has now been running for 3 years. Students have been more successful in their pre-clinical years and are being closely monitored for their ability to manage when on clinical placement.

The students report increased confidence in their oral and written communications and although would enjoy a formal tutorial program to continue in each year, following year 1 they are supported by a mentoring program (see Attachment 1) and in preparation for clinical practice, participate in a 4-week pre-clinical program to foster an understanding of communication in the Australian Heath Context (see Attachment 2).

In what course/ subject/ unit/ module/ program is the teaching and learning practice used?

The formal tutorial program is offered in Year 1 of the UG Physiotherapy program at the University of Queensland. The specific course targeted for this tutorial program is the professional physiotherapy coursework in Year 1, PHTY1100 and PHTY 1200. Mentoring is provided across all year levels while the preclinical program is offered during second semester Year 3 as part of their professional development coursework (PHTY3320)

In what year level are the students who participate in the teaching/ learning practice?

Tutorial Program: Year 1, Physiotherapy students
Mentoring program: Year 1-4 students - Year 2 -3 students make the most use of this support
Pre-clinical program - Year 3 students.

Expected learning outcomes from the teaching and learning practice

  • Improved ability to know, integrate and use the knowledge and skills being developed in the undergraduate coursework with an ability to demonstrate this effectively during pre-clinical examinations and more capably demonstrate the application of knowledge and skills in clinical practice.
  • Increased confidence to approach teaching staff and identify learning needs and actively seek help to address problem areas
  • Increased awareness and confidence to manage in the health-care / education systems related to clinical practice.
Aspects of the teaching and learning practice which make it particularly effective:

The program fosters a deeper form of learning with understanding, integration and application of knowledge and skills in preparation for clinical practice.

The program fosters confidence within the student so that both oral and written communication modes are actively fostered and developed from early in the physiotherapy coursework.

Evaluation:

The students have rated their ability and confidence to communicate knowledge and skills on set topics, both prior to and after the tutorial program.

Formal outcomes are monitored and correlates with clinical performance are planned and will be compared to the pattern of outcomes achieved prior to the program commencement. NB: program commenced in 2002 with these students to enter their clinical practice year in 2005.

What were the outcomes of the evaluation?

Positive evaluations from students and staff - high degree of satisfaction with the program.

Correlations of pre-clinical & clinical performance to occur in 2005

Do you have any plans to make changes to the teaching and learning practice?

The success of the initial phases of the program have lead to ongoing support from staff and positive involvement from students.

Contact details
Name: Nancy Low Choy
Address: Division of Physiotherapy
School Health and Rehabilitation Sciences
The University of Qld. 4072
URL: http://www.shrs.uq.edu.au/physio/