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

Community-Based Clinical Traineeships: Exploring Physicians’ Perceptions on the Transferability of Learning to Practice

Julie Massé — 2025-09-05

Literature identifies several ways in which a traineeship into a non-traditional community-based clinical setting might positively impacts medical trainees. However, little is known about physicians’ ability to transfer the learning gained from such experience into other clinical contexts. This qualitative study explores, from physicians' perspectives, the application of learning gained from a traineeship within La Maison Bleue, a community-based primary care organization in Montreal, Quebec, Canada, designed for women and families experiencing social vulnerability. The study is based on 12 semi-structured interviews with primary care physicians (n=10) and residents (n=2) who completed a medical traineeship into this setting. NVivo software was used to support thematic analysis. Results show that most participants aimed to apply the learnings gained from their experience, despite organizational and structural barriers often impeding their efforts. It is thus primarily the learnings relating to the relational and patient-centered approach, which the doctor can control on a personal or an interpersonal level, that are effectively actualized in practice. Facilitating factors were perceived more on the human level, but ultimately had only a marginal effect on physicians' actual ability to apply learning. The study provides decision-makers with concrete avenues for action to better support physicians in their willingness to practice medicine differently. By highlighting these findings, the study underscores the ethical and political responsibility of healthcare decision-makers in realizing the transformational potential of medical education.

The Impact of COVID-19 on the Transition of Newly Qualified Physiotherapists from University to Employment: A Qualitative Study

Garret Tan — 2025-09-05

The COVID-19 pandemic significantly impacted university physiotherapy curriculum delivery in the United Kingdom (UK) from 2019 to 2021. Teaching predominantly moved online, with fewer opportunities for practical work. Clinical placements often needed to be re-organised and students’ peer support networks were disrupted. Physiotherapists entering the workforce during the pandemic were equipped with theoretical and clinical skills gained via different means to those qualifying pre-pandemic.

This study aimed to explore the experiences of newly qualified physiotherapists who transitioned from student into the workplace during the COVID-19 pandemic.

A qualitative study was undertaken, using semi-structured on-line interviews via Microsoft Teams. Participants were physiotherapists who graduated from a UK university in 2020 or 2021. They were recruited via social media and professional interest groups, with snowball sampling encouraged. A topic guide was developed in collaboration with a research advisory group. Interviews were video recorded and transcribed verbatim. Coding and thematic analysis was undertaken using NVivo 2020 software.

Ten participants (5 men, 5 women) were recruited and interviewed between May and June 2022. Seven themes were identified: Curriculum and Teaching, Placement Experience, Bridging Programmes, Job Applications, Experience, Work Culture, Personal Life. Physiotherapists reflected on both the positive experiences of transitioning into the workplace during the COVID-19 pandemic, as well as challenges.

The COVID-19 pandemic altered both physiotherapy education and placement opportunities. Some changes had a positive impact on newly qualified physiotherapists. These included flexible, self-directed learning and non-traditional placement and working opportunities. Challenges, such as attaining relevant clinical hours and loss of hands-on practical time, had potential implications on physiotherapists’ confidence to practice autonomously, placing additional responsibility on practice educators. The study is limited by potential selection bias, due to the recruitment method. Further research could compare the challenges experienced with those pre-pandemic; identifying and understanding similarities and differences. Also exploring this topic from other viewpoints, including university tutors, practice educators and patients.

The Trinity Technique: A novel 3-step approach for debriefing interprofessional major incident simulation.

Jon Newton — 2025-09-05

Debriefing is conducted following serious or unexpected incidents to support well-being, uphold professional standards and help organisations pledge a duty-of-care. Debriefing skills can be honed within Simulation-Based-Learning (SBL) activities and a range of studies have shown this approach effective at transforming experiences into meaningful reflection. Immediately congregating learners after the conclusion of a simulation to identify areas of strength and growth and outlining potential areas to enhance future practice has also been shown to help cement key learning objectives. Despite this, the wider literature lacks a validated tool for interprofessional major incident simulation, highlighting an important research-knowledge gap. As part of a quality improvement initiative to advance teaching and learning practices within this domain, a novel 3-step, interprofessional major incident simulation debriefing strategy titled the Trinity Technique was fashioned and pilot-tested amongst a sample of 436 students studying Paramedic Science, Adult Nursing, Physician Associate Studies and Forensic Science. The Trinity Technique received positive feedback, valuable insight into learner experience was gained and the novel approach had a unique ability to debrief institutions as well as learners. Further research is now required to formally validate this pioneering approach.

Using podcasting to enhance the experiences of apprentice paramedics in higher education

James Wilkinson — 2025-09-05

Podcasts are being incorporated into more healthcare education programmes, as increasing availability of resources and flexibility to learn whilst on the move become key benefits to this form of teaching (Kirkwood & Price, 2014). Podcasts are considered valuable tools in education, allowing listeners to multi-task during episodes and use playback functions to aid understanding (Goldman, 2018). The aim of this action research establishes the critical question: ‘Does the use of podcasting within apprentice paramedic education enhance learner experience?’.

Action research allows an individual to reflect on their own practice, act on feedback and observe changes in their own development (Cohen et al., 2018). For the intervention, in replacement of a live teaching session, 60 apprentice paramedics listened to three podcast episodes uploaded to their virtual learning environment. Qualitative data was collected about this experience through an online survey, before thematic analysis was completed on the responses. Ethics approval was obtained before data collection, with 21 fully completed responses.

Three themes were identified from survey results: Overall experience in Higher Education, Accessibility and Quality of podcasts. All participants felt comfortable using the technology involved with podcasts and students had a generally positive experience with the content for this session. The majority agreed they preferred podcasts to traditional lectures or Powerpoint, and two-thirds were able to complete other tasks whilst listening to the intervention. However, not all students feel podcasts should be used in replacement of lectures and some argue that traditional methods still best suit their needs.

Knowledge Translation from Clinical Education Workshop to Workplace

Belinda Kenny — 2025-09-05

Challenging situations are frequently experienced by clinical educators (CEs) during allied health student placements. However, there is limited literature reporting outcomes of training of workplace-based CEs to manage such challenges. The aim of this proof-of-concept study was to explore knowledge translation processes adopted in an interprofessional continuing professional development (CPD) workshop and the feasibility of follow up outcome measures. This project recruited CEs who participated in a “Working with Students in Challenging Situations” workshop. Knowledge translation processes including goal setting and outcome measures focusing on workplace application of learning were incorporated in workshop design. Post-workshop knowledge translation and learning outcomes were explored by analysing the nature and achievement of participants’ learning goals. This approach to workshop evaluation highlights current and future learning needs of workshop participants. Participants’ learning goals included information-seeking to support students with complex learning needs, developing proactive educational approaches and critical reflection but rarely focused on their own personal attributes. Post workshop findings indicate variability in effective implementation of learning goals with practice transformation influenced by CE, student and workplace factors. Findings show goal setting could be an important design feature of clinical education CPD workshops. However, workshop participants may require time and support to reflect on their individual professional needs and construct realistic goals that encompass and consider the impacts of educator and workplace factors. Goal attainment measures may be a useful indicator within a suite of measures to track knowledge translation and enhance supervisory practice in response to challenging situations.

Book Review

Lois Diane Meyer — 2025-09-05

Front Matter, Vol. 13 Issue 1

2025-09-05

Editorial: Persistent Positive Change in Challenging Times

Stella Howden — 2025-09-05