An Immersive Online Response to a Practical Problem
Abstract
Introduction
Article # 2
An Immersive Online Response to a Practical Problem
Title :
An Immersive Online Response to a Practical Problem
Authors :
Sam Jones ( Corresponding Author ) Programme Director , Rehabilitation and Exercise Science , School ofAllied Health Professions , Keele University
Gareth Jones Exercise Physiologist ,
University Hospital of North Midlands
Keywords :
Clinical Skills ; Online Learning ; Student Experience ; Clinical Placement
DOI : 10.21252 / na3v-ag62
Abstract
COVID-19 has led to shortages of clinical placements across academia , felt strongly within the School of Allied Health Professions ( SAHP ) who lost 12 placements in September and 73 placements in November 2020 . To counteract this loss , SAHP and governing bodies requested clinical partners provide virtual experiences to a larger number of students , reducing the possibility of cancelling placements . Simulation placements have been used with the medical professional previously to great success . However , these alterations required a rapid response that maintained quality . To this extent the potential outcome was unclear , as this needed to be managed without the usual level of quality assurance . This was done via communication with clinical partners and students . The study consisted of four final year Physiotherapy students , with questions developed from a Likert questionnaire completed by all students ( n = 11 ) who attended placements with CR from September to December 2020 . The students highlighted excellent communication between their educator and CR team , while some remarked a lack of increased clinical skills . However , all considered the placement to be successful in COVID-19 but would not have liked a virtual placement outside of these terms , stating a lack of patient contact as a major concern . The placement fulfilled its objectives of opening extra student capacity , while maintaining quality , allowing for students to graduate with appropriate clinical hours . This study will be useful for future Physiotherapy placement planning should capacity issues arise and as a route to clinician contact for courses that do not offer professional experience .
Introduction
The Coronavirus 2019 ( COVID-19 ) pandemic sent shock waves through academia , particularly clinical health schools ( Jackson et al ., 2020 ; Twogood et al ., 2020 ), where the need to attain professional requirements could not be achieved via online teaching ( Hunter and Murdoch , 2020 ). Salter et al . ( 2020 ) reported institutions embarked on a mixed approach of tele-supervision and collaborative learning models , and based around service learning . Within the School of Allied Health Professions ( SAHP ) at Keele University , 94 Physiotherapy students were allocated a five-week in-situ clinical placement starting on 28th September 2020 , of which 12 broke down because of COVID-19 . This situation worsened as NHS bed capacity became stretched and for the next five-week placement opportunity starting 16th November 2020 , 73 of the 94 placements were removed , a common occurrence across UK clinical practice ( Jackson et al ., 2020 ). Further issues became apparent due to social distancing and allowing staff who are shielding or isolating to work from home ( Twogood et al ., 2020 ), lowering the number of clinicians working acutely . This study will review the effects of the pandemic on clinical placements to ascertain what good practice can be gained when traditional placements are resumed and what ideas could be built into future placements .
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