Perspectives from physiotherapy supervisors on student-patient communication

Abstract

Objectives: To explore what Australian physiotherapy educators value in student-patient clinical communication by investigating their feedback on physiotherapy students' communication with patients in practice settings. These findings were compared to the national standard descriptors. Methods: A qualitative study design incorporated delayed time feedback elicited in two workshops from 12 participants who viewed video recorded interactions as triggers for discussion, and real time feedback observed in a hospital setting of 14 clinical supervisors and their students. Both sets of feedback were audio-recorded, transcribed and analysed thematically. Results: The findings identified five major themes in the clinical supervisor and educators' feedback: non-verbal communication, manner, language, content and organisation, and interactional tools. In the findings, several of the themes resonate with those espoused in available communication frameworks. The findings provide examples of the framework descriptors. Conclusions: The findings provide important information about the communication skills, attitudes and behaviours that are valued by clinical supervisors and educators. The findings can be used to inform standard setting and curriculum development. Knowledge gained about students' communication skills in practice settings can assist in enhancing communication between physiotherapy students and patients, and it can ultimately contribute to improving patient safety and treatment outcomes. [ABSTRACT FROM AUTHOR] Copyright of International Journal of Medical Education is the property of International Journal of Medical Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)