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dc.contributor.authorClark, Courtney R
dc.contributor.authorBialocerkowski, Andrea
dc.date.accessioned2023-07-05T01:58:02Z
dc.date.available2023-07-05T01:58:02Z
dc.date.issued2016
dc.identifier.issn1540-580Xen_US
dc.identifier.urihttp://hdl.handle.net/10072/410016
dc.description.abstractPurpose: In Australia, the ability to interpret orthopaedic x-rays is an entry-level skill for physiotherapists. Yet there is a paucity of evidence in the literature which details effective learning and teaching methods to optimise confidence and competence in x-ray interpretation. The aims of this study were to describe the content contained in an orthopaedic radiology module within an Australian 2-year graduate entry Master of Physiotherapy degree; approaches to learning and teaching used in this module; student satisfaction associated with this module over a 2-year period. Method: The University’s framework for quality assurance, which is based on the Plan-Implement-Review-Improve underpinned this action research project. The content of the radiology module was reviewed and feedback was gained from a student focus group and standard university course data. Data were analysed using descriptive content analysis and descriptive statistics to identify areas for improvement. Changes to the module were then developed and implemented, and the effect of these changes were evaluated using a custom-designed survey. Results: It was found that didactic methods of teaching were used in this module that encouraged surface level learning. Students reported feeling stressed during the radiology examination due to the learning tasks and assessment being disconnected, and often reported difficulty transferring knowledge into the clinical placement setting. Constructive alignment was undertaken of learning activities and assessment tasks. An additional non-compulsory tutorial was added to the radiology module, where scaffolding and cooperative learning techniques were used to teach students x-ray interpretation. Students reported that the revised curriculum increased their confidence in interpreting x-rays. Students’ competence in x-ray interpretation also increased based on a significant increase in score on their radiology examination. Conclusion: Based on the findings of this study the addition of a tutorial that focused on interpretation of x-ray films to supplement radiology teaching improved entry-level physiotherapy students’ confidence and competence in interpreting x-rays and their perceived preparedness for clinical placement in a small entry-level physiotherapy cohort at a single Australian University.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherNova Southeastern Universityen_US
dc.publisher.urihttps://nsuworks.nova.edu/ijahsp/vol14/iss4/5/en_US
dc.relation.ispartofpagefrom5en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalThe Internet Journal of Allied Health Sciences and Practiceen_US
dc.relation.ispartofvolume14en_US
dc.subject.fieldofresearchClinical sciencesen_US
dc.subject.fieldofresearchHealth services and systemsen_US
dc.subject.fieldofresearchPublic healthen_US
dc.subject.fieldofresearchOther health sciencesen_US
dc.subject.fieldofresearchcode3202en_US
dc.subject.fieldofresearchcode4203en_US
dc.subject.fieldofresearchcode4206en_US
dc.subject.fieldofresearchcode4299en_US
dc.subject.keywordsScience & Technologyen_US
dc.subject.keywordsLife Sciences & Biomedicineen_US
dc.subject.keywordsHealth Care Sciences & Servicesen_US
dc.subject.keywordsPROFESSIONAL COMPETENCEen_US
dc.subject.keywordsPRACTICE APPen_US
dc.titleEnhancing entry-level physiotherapy student learning in interpreting radiology - an action research projecten_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Articlesen_US
dcterms.bibliographicCitationClark, CR; Bialocerkowski, A, Enhancing entry-level physiotherapy student learning in interpreting radiology - an action research project, The Internet Journal of Allied Health Sciences and Practice, 2016, 14 (4), pp. 5en_US
dc.date.updated2021-11-10T23:51:10Z
dc.description.versionVersion of Record (VoR)en_US
gro.rights.copyright© 2016 Nova Southeastern University and the author(s). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.hasfulltextFull Text
gro.griffith.authorBialocerkowski, Andrea E.


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