Integrated clinical and academic curricula

Integrated clinical and academic curricula

Developed by: 
School of Physiotherapy
Institution: 
The University of Sydney
Teaching and Learning Strategy: 

In the undergraduate program at the University of Sydney, the Clinical and academic curricula are integrated with students undertaking clinical placements in Year 2, 3, 4. A good example of our integration is the Mentored Clinical placement which is undertaken in first semester of second year. Students attend clinical sites 1 day per week for seven weeks and are required to undertake workbook tasks. The assigned tasks are directly related to 3 academic units of study which are running concurrently in semester 1 of year 2. The three units of study are: Clinical Observation and Measurement, Professional Practice and Evidence Based Physiotherapy. The assessment of these three units of study reflects the integration of the clinical and academic curricula with the workbook tasks providing a component of the assessment in each of the three academic units of study.
The delivery of the academic units of study involve lecture and tutorial format utilising many forms of media including powerpoint, web based materials and digital photos and videos. The clinical components provide a series of practical tasks which need to be completed such as measurement of joint range and muscle strength while others involve observation and structured reflection.

Course Name: 
Bachelor of Applied Science (Physiotherapy), integrated clinical and academic curricula in Clinical observation and Measurement, Evidence Based Physiotherapy and Professional Practice
Year Level: 
Second Year
Expected Outcomes: 

During this clinical placement students will have the opportunity to:
 

  • Apply the theory that you have learnt in the Units of Study: Clinical Observation and Measurement, Evidence Based Practice and Professional Practice.
  • Access information from a variety of sources in the completion of the workbook tasks and in clinical problem solving.
  • Develop skills in collecting, analysing and reporting clinical observations.
  • Begin to develop the written and verbal communication skills needed for clinical work.
  • Develop the ability to work well with other members of a health care team.
  • Observe occupational health and safety guidelines, infection control and emergency procedures in the clinical setting.
  • Discuss the role of the physiotherapist and other health care professionals in the clinical setting.
  • Begin to develop the communication and time management skills required to work as part of a health care team.
  • Develop skills in self evaluation by reflecting upon your performance of the learning tasks described in this manual.
  • Demonstrate professionalism by preparing for this clinical placement as outlined above and adhering to the regulations of the clinical workplace.
Effective Aspects: 

One particularly effective aspect of teaching and learning practice is the linkage between the academic and clinical curricula. Students have the opportunity to apply what they learn in academic units of study directly in a clinical setting. In addition the assessment is integrated with the clinical tasks contributing to the marks for the academic unit both academic and clinical components are valued.

Evaluation: 

The mentored clinical placement is evaluated by surveying students and clinical mentors. In addition clinical mentors undertake a training workshop taught by the Clinical Education team

Evaluation Outcomes: 

The workbook tasks were trialed in 2004 as part of a 4 week Yr 2 placement and were well received by students and educators. However the general consensus was the number of tasks was too high to be completed in the 7 day timeframe. Therefore, modification of the workbook tasks was undertaken in response to the student and educator feedback. The Mentored Clinical placement in its integrated academic and clinical form ran for the first time in 2005. Analysis of formal evaluations of students and mentors is underway.
Feedback from the Clinical Mentor training workshop was extremely positive.

Plans for Changes/Developments in Future: 

The formal evaluation of the placement by clinical mentors and students will be reviewed and modification made where necessary. .
 
 
The workbook tasks will change as the material presented in the academic components is modified and updated to be consistent with the latest developments and evidence in physiotherapy.

For Further Details
Contact Name: 
Dr Catherine Dean
Contact Faculty/School: 
School of Physiotherapy
Contact Institution: 
The University of Sydney
Contact Link: 
http://www.fhs.usyd.edu.au/phy/

Integrated Clinical and Academic Learning

Developed by: 
Libby Gass, Norman Morris and Megan Dalton
Institution: 
Griffith University
Teaching and Learning Strategy: 

Clinical Units are integrated into an academic course (subject) throughout the physiotherapy program. Prior to and following each clinical placement students discuss their clinical experiences with the supervisor of clinical education, the course convenor (following clinical unit) and a psychologist (following clinical unit).

Course Name: 
Clinical Units are embedded in academic courses. Students need to satisfactorily complete both the academic and the clinical components of the course.
Year Level: 
First Year
Expected Outcomes: 

Year Level : (Clinical units are undertaken across all semesters of the 2 year graduate entry Master of Physiotherapy Program and in the final 3 years of 5 year Bachelor of Physiotherapy/Bachelor of Exercise Science Program.)
 
Prior to undertaking clinical placements, students complete coursework relevant to the upcoming clinical placement. Typically, students complete a viva/practical exam prior to undertaking the clinical placement. Moreover students meet with the Clinical Education Coordinator to discuss the expected experiential learning outcomes of the clinical placement. The expected outcomes of this teaching and learning practice are a better overall preparation and 'theoretical' preparation of the student for clinical placement.
 
At the completion of the clinical placement block (either one four-week or one eight-week block) students meet again for a debriefing session. Students are able to comment about similarities /differences of individual clinical experiences and discuss and relevant issues that may have arisen during the clinical placement thereby creating a shared learning environment.

Effective Aspects: 

n/a

Evaluation: 

Surveys of clinical educators.
 

Evaluation Outcomes: 

Qualitative and quantitative analysis suggests that clinical educators are happy with level of preparation of the students for clinical practice.

Plans for Changes/Developments in Future: 

No changes are expected.

For Further Details
Contact Name: 
Norm Morris
Contact Faculty/School: 
School of Physiotherapy and Exercise Science
Contact Institution: 
Griffith University
Contact Link: 
http://gu.edu.au/school/pes/home.html

Foundation Skills subject using case studies in multidisciplinary learning groups

Developed by: 
Julia Coyle (Physiotherapy), Rebecca Allen (Occupational Therapy), Paul Tinley (Podiatry), Ruth Beecham (Speech Pathology), Louise Berg (Educational Designer)
Institution: 
Charles Sturt University
Teaching and Learning Strategy: 

A new subject, HLT101 Foundation Skills for Allied Health Professionals was offered for the first time in Autumn 2004 to the first year students in physiotherapy, occupational therapy, podiatry and speech pathology. This subject was designed, presented and assessed by an interdisciplinary team of academics.
The School of Community Health is in an optimal position in that four allied health courses (occupational therapy, physiotherapy, podiatry and speech pathology) are offered at the same time on one campus. When students from these courses graduate they need to be able to work effectively in a range of mixed discipline health care teams.
Essentially graduates from these four disciplines need to be able to learn to work together so that on graduation their different contributions will complement the care of their clients (Leathard 1994). CSU has captured an ideal opportunity to enable these four health disciplines to learn together in the same learning environment, and to evaluate the effects of this learning model.
HLT101 includes content that all allied health disciplines require as a foundation. In the past the subject content was taught to each discipline in isolation. HLT101 not only draws students together, but is constructed so that students work cooperatively and collaboratively in interdisciplinary learning groups. Students learn about the process of reflection and how this will enhance their learning. As well, involvement in the project has encouraged lecturers to reflect on their own scholarship in teaching and the learning experiences of their students.
 
Studies have found that if team conflict and failure are to be reduced, allied health professionals need greater understanding of individual roles, skills and expectations, in order to avoid stereotyping that may at times be negative (Hilton 1995; Pietroni 1991). As well, this understanding needs to be developed early in their education if it is to prove effective (Clark 1997). Prior to 2004 students from these courses were enrolled in the same subjects to learn anatomy, physiology and psychology. However, informal observation revealed that students tended to sit in their discipline groups within the lecture theatre. In HLT101 first year students specifically learnt about teams and teamwork, professional roles, and communication skills, all of which have been reported to be vital to the ability of a health professional to work effectively in teams (Pietroni 1991; Clark 1997; Hilton 1995). Interdisciplinary group work formed the foundation of this subject.

Course Name: 
Bachelor of Physiotherapy / HLT101 Foundation skills for Allied Health Professionals
Year Level: 
First Year
Expected Outcomes: 

At the end of this subject, students will be able to:

  • Describe a basic understanding of their profession, and its role within health care teams;
  • Demonstrate an understanding of effective team dynamics;
  • Demonstrate attitudes and skills that enhance and promote membership of a professional community;
  • Describe at a basic level the framework of the Australian health care system, and in particular its impact on rural and regional practice;
  • Describe at a basic level an understanding of the World Health Organisation (WHO) classification system;
  • Discuss cultural, and societal influences on client care;
  • Describe the concept of clinical reasoning, and basic understanding of critical, analytical, and evaluative skills;
  • Understand the concept of being "an agent of change";
  • Identify and develop familiarity with effective communication skills in a variety of contexts;
  • Demonstrate sound academic writing and referencing skills;
  • Detail the principles of nomenclature and terminology used in the Australian Health Care system.
  • Describe at a basic level an understanding of the different models of learning, and appreciate the implications of this on their personal and professional development;
  • Appreciate and demonstrate those characteristics which enhance autonomous and life long learning;
  • Appropriately use, at a beginning level, library databases and understand the differences between them;
  • Appropriately use, at a beginning level, IT resources available through CSU
Effective Aspects: 

In the first lecture students were randomly assigned to groups of 6-8 that contained no more than 2 of any one discipline. The three assessment tasks called upon students to work collaboratively within their groups in order to succeed. For example, a first workshop task required students to get 4 groups together to play a game, (such as trivial pursuit), where each team had to play as if they were a single individual player. The key to this task lay in communication skills. The groups needed to work hard on communication in order to get all 4 teams at the same venue, at the same time, with a game; playing the game turned out to be the easy part. Through experiential learning, students found out about the key factors in effective team communication. This was reflected in the diaries of the task that were submitted as part of their first assignment. An interactive lecture that followed this task helped students to consolidate their understanding of this important area.
Students witnessed the collaborative process amongst the teaching staff. Particular weight was placed on illustrating the issues relating to professionalism and team work.

Evaluation: 

Outcomes on several levels have been evaluated including
 

  • The students' perception of team dynamics and team roles in the allied health context
  • The lecturers' perception of team dynamics and team roles in the allied health context
  • Student feedback on the teaching of the subject
  • The lecturers' perception of being involved in an interdisciplinary teaching model

Evaluation involved a multifaceted approach and included:
 

  • Diary of the development process;
  • Questionnaires for student and lecturer participants;
  • Ongoing "Post-it" evaluations
  • CELT Student Subject Survey
  • Semi structured interviews
Evaluation Outcomes: 

Extensive evaluation is underway. Early findings indicate that students found the interdisciplinary group work both challenging and rewarding. Feedback from co-requisite subjects shows that these students have a more realistic perspective on the role of their profession and others, and a sound understanding of teamwork.

Plans for Changes/Developments in Future: 

As we are still in the evaluation phase, it is difficult to detail the changes. Some remodeling of the topics is likely, however, the key foundation that requires students to work effectively in teams in order to succeed will remain.

For Further Details
Contact Name: 
Julia Coyle
Contact Faculty/School: 
School of Community Health
Contact Institution: 
Charles Sturt University
Contact Link: 
http://www.csu.edu.au/courses/ug/hea/phy/