The purpose of co-creating a new practice placement model is to establish a comprehensive framework that enhances the educational experience of physiotherapy students while addressing the evolving needs of the profession. This model aims to foster collaboration among students, educators, and practice leaders, creating an environment of active learning and shared responsibility. Key objectives include equipping students with essential skills in facilitation of learning and patient education. Through this co-creation process, we seek to engage stakeholders and develop implementation strategies that will lead to improved outcomes for both students and patients.
A participatory method was employed, utilising Mural, a digital collaboration tool, to facilitate discussions and ideations among project participants. This platform allowed for the visual mapping of ideas and themes, enabling effective communication and collaboration. Stakeholders included students, academic staff, practice educators, individuals form professional bodies and NHS Education for Scotland. Stakeholders contributed their perspectives, which were captured and organised to reflect the collective input and insights gained throughout the project.
The co-creation sessions yielded several key themes critical to the success of learning and teaching placements. These themes include:
- Integration of student feedback in placement design
- Importance of mentorship and support from practice educators
- Alignment of placement objectives with academic curriculum
- Flexibility and adaptability in placement structures
- Collaboration between educational institutions and healthcare providers
The outcomes of this co-creation initiative highlight the effectiveness of collaborative partnerships in shaping educational frameworks that respond to the needs of students and educators alike. The insights gained will inform future practices in physiotherapy education, emphasising the significance of stakeholder engagement in developing robust placement models.
The findings underscore the need for a shift towards more inclusive and responsive placement structures within physiotherapy education in the UK. By incorporating diverse perspectives into the design and implementation of placements, we can enhance educational experiences and ultimately improve outcomes for both students and patients. Additionally, there is a critical need to identify new placement models that align with the four pillars of practice, enabling a more holistic educational approach.
Learning and Teaching
Physiotherapy Education
