International Journal of Practice-based Learning in Health and Social Care

Comparison of Paper Cases Versus Video Cases for Case-Based Learning in Physiotherapy Students: A Cross Over Study

2025-07-15T10:26:24+00:00

Case-based learning (CBL) is a pedagogical method linking theory with practice, typically using developed or real-life patient cases. The aim of this study was to compare the effectiveness of paper versus video cases for CBL in physiotherapy students on performance of a clinical reasoning exercise and student’s evaluations of each method.

A cross-over design study was used. Twenty-nine first year physiotherapy students were allocated to two groups. Two case scenarios were used with group one assigned the paper case for case one, group two the video case, and then the groups crossed-over CBL formats. Paired t tests were used to compare the clinical reasoning exercise score between the paper and video cases, and for quantitative measures of student’s evaluations of each method. Thematic analyses were performed to assess qualitative measures of student’s perceptions of the CBL formats.

There were no significant differences in total score of the clinical reasoning exercise between the two formats (p>0.05), and inconsistent findings in the individual questions. Quantitatively and qualitatively the student’s evaluated that the video case format was better for authenticity, and the paper cases provided more accessible and comprehensive information.

This study found that paper and video cases are both beneficial in different respects for the learning and development of the assessment and clinical reasoning process in first year physiotherapy students. Teachers should use both methods for CBL but consider the strengths and weaknesses of both methods when choosing which format to use.

Implementation and evaluation of a Collaborative Learning in Practice (CLiP) placement pilot for physiotherapy students in an acute hospital setting

2025-06-12T07:27:03+00:00

The purpose of this paper is to discuss the implementation and evaluation of a Collaborative Learning in Practice (CLiP) placement pilot for physiotherapy students. This took place on an acute ward setting at a secondary care district hospital in the Southwest of England.

Participants included two second year physiotherapy students and two practice educators. The physiotherapy CLiP placement ran alongside an established nursing CLiP placement for six weeks. Feedback was gained from the physiotherapy students using a post-placement questionnaire which included a mix of open and closed questions. Informal feedback was gained from the practice educators via email and meetings.

The placement feedback gained highlights the benefits of using a CLiP model for student physiotherapy practice placements. The CLiP model promoted the students’ development of autonomy, caseload management, person centred care and communication, which are essential skills for qualification. Challenges included preparing and adjusting to the CLiP model.

More research is needed to explore the effectiveness of CLiP for physiotherapy students, however this pilot identified that it is important that the most appropriate ward setting is identified and that adequate training and organisation has been put in place before the placement commences.

This work highlights that a CLiP placement model can be beneficial for physiotherapy student placements and could be considered to help increase placement capacity. It also provides some guidance to enable others to implement the CLiP model.

Nursing Students' Satisfaction with Blended Learning in Certain Palestinian Nursing Schools Amidst the COVID-19 Epidemic

2025-02-28T00:08:04+00:00

Students' theoretical and clinical learning is greatly impacted by blended learning in general, and nursing students specifically. This study aims to evaluate nursing students' perceptions of blended learning in the context of the COVID-19 pandemic. An electronic survey questionnaire surveyed 300 undergraduate nursing students from five nursing schools in Palestine. According to the study's findings, 71% of students thought that blended learning was helpful. With a mean of 2.92, the management domain was the highest, while the interaction domain had the lowest mean (M = 2.78). The study found statistically significant differences between academic level (P value = 0.039), academic accomplishment (P <0.001), and other characteristics that were associated with student satisfaction with blended learning. As part of a blended education system's quick transition to remote electronic learning, most undergraduate nursing students questioned for this study expressed satisfaction with their educational experiences.

Design, Validation and User Experience of the Faculty Development Interprofessional Education for Interprofessional Collaborative Practice (IPE-4-IPCP) Online Learning Modules

2025-03-14T12:08:40+00:00

Faculty development is significant in facilitating interprofessional education (IPE), yet faculty often have limited training. This paper describes the design, validation and user experience of four Faculty Development Interprofessional Education for Interprofessional Collaborative Practice (IPE-4-IPCP) online learning modules. Multi-methods research conducted at a health institute in QLD, Australia in 2022. An expert panel (n=5) and health faculty (n=8) assessed content and face validity. User group experience was explored qualitatively via focus groups. Content validity indices were all >0.8 indicating that content was appropriate. Agreement on all scales exceeded 75% for face validation. Focus groups findings suggest that the four IPE-4-IPCP modules reinforced current faculty practices, taught new concepts, used language that was inclusive and, will assist faculty to implement IPE in their context. Carefully designed online learning modules can be an effective way to engage and support faculty involved in design, implementation, assessment and evaluation of IPE experiences.

Innovative Cardiopulmonary Resuscitation Training Strategy for Primary Care Staff which Addressed Pandemic Limitations: Feasibility Study for a Randomized Controlled Trial

2025-08-12T10:08:37+00:00

Primary care nurses, dental nurses, and support staff rarely attend cardiac arrest and lack crash-team support. International evidence indicates that retention of resuscitation knowledge and skills fades within the common 12-months re-training period. The primary aim was to develop and refine a new resuscitation training intervention, determining feasibility and acceptability of proposed study procedures and outcome measures. The secondary aim was to determine whether useful data should result from the main study. In a mixed-methods study, participants used a manikin with Lifesaver and QCPR resuscitation apps to determine their adult resuscitation and defibrillation skill levels. Data were recorded from the apps, observation and questionnaires. Focused interviews provided narrative data. A diverse sample was secured, and robust data resulted from data-collection activities. Participants reported procedures to be acceptable, and maintenance of skills was enhanced in the three-monthly training schedule. For the full study, minor issues of ambiguity in instructions and improved layout of the observation sheet will be corrected. Debriefing and repeated practice will be specific features. Modifications during the COVID-19 pandemic could guide essential training in similarly disruptive events. Progression criteria were exceeded. Proceeding to the statistically-powered, randomized controlled trial to establish the impact of a novel resuscitation training strategy was indicated.

Front Matter, Vol. 13 Issue 2

2025-12-24T11:02:13+00:00

Editorial: Enhancing Health and Social Care Student Learning Experiences

2025-12-24T14:31:59+00:00