Browsing by Author "Keiller, L."

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    Approaches toward learning in physiotherapy
    (AOSIS Publishing, 2013-11-11) Keiller, L.; Louw, A.
    The aim of this study was to investigate the approaches toward learning of undergraduate Physiotherapy students in a PBl module to enhance facilitation of learning at the Stellenbosch University, Division of Physiotherapy in South Africa. This quantitative, descriptive study utilized the revised Two-factor Study Process Questionnaire (r-SPQ-2f) to evaluate the study cohorts’ approaches toward learning in the module. results of the data instruments were analysed statistically and discussed in a descriptive manner. There were a statistically significant greater number of students who adopted a deep approach toward learning at the commencement of the academic year. Students showed a trend toward an increase in their intrinsic interest in the learning material as the module progressed. Students in the Applied Physiotherapy module (ATP) started to shift their focus from a surface learning approach to a deep learning approach. further research is needed to determine the long-term changes in approach toward learning and the possible determinants of these changes. This can be done in conjunction with the implementation of quality assurance mechanisms for learning material and earlier preparation of students for the change in the learning environment.
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    A lesson in listening : is the student voice heard in the rush to incorporate technology into health professions education?
    (Health and Medical Publishing Group, 2015-05) Keiller, L.; Inglis-Jassiem, G.
    Background. Early indications are that blended learning in health professions education has a positive influence on student satisfaction and learning. This is encouraging, as the call to incorporate technology in teaching and learning in higher education is increasing. The student voice in the planning and implementation of blended learning strategies is, however, not adequately addressed in many of the studies to date. Objective. To utilise videos and blogging in a problem-based learning physiotherapy module to enhance student engagement with content of problembased cases. Methods. Students completed a needs-analysis and engagement questionnaire. Videos made by students were uploaded to the learning management system and subsequent use of these videos was recorded. Two focus group discussions were held to evaluate students’ perceptions of the blended learning strategies. Results. Students perceived the level of engagement during case presentation periods to be satisfactory, but unsatisfactory outside of such periods. Focus group discussions identified the technology used in this study as being inappropriate for this population. Students had specific expectations of the roles of staff and students. There was a perceived lack of skill with regard to the use of the technology chosen. Conclusion. There is a need for the student voice to be heard with regard to both the rationale for implementation and the type of technology used in blended learning strategy innovations. This study recommends that student-generated videos of clinical skills could be implemented successfully with adequate support from staff.
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    Strategies to increase clinical reasoning and critical thinking in physiotherapy education
    (AOSIS Publishing, 2014-04-20) Keiller, L.; Hanekom, S. D.
    Physiotherapists require clinical reasoning and critical thinking skills in order to perform as effective, first-line practitioners. Concept maps were incorporated into an existing hybrid-PBL module in a Physiotherapy curriculum to address these skills. The aim of this study was to identify whether a change in third year PBL feedback sessions would have an impact on the critical thinking / clinical reasoning skills of undergraduate students before they enter the final (4th) year clinical rotation. In this cross-sectional descriptive study the clinical reasoning / diagnostic thinking skills of two forth year cohorts of students were compared pre and post intervention. The Diagnostic Thinking Inventory (DTI) and Self-Assessment Clinical Reflection and Reasoning (SACRR) instruments were used. The cohort of students scored high on both measurement instruments both pre and post-implementation. While there were no differences in composite score between the groups, individual items on the SACRR had a tendency to differ. No statistical difference in pre and post-scores was observed. The findings of this study have highlighted the need for investigation into the implementation of these strategies as well as the method of application. Comparison to similar cohorts in other South African universities could further highlight methods for improving strategies to enhance clinical reasoning and critical thinking.