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Ellis B1, Rowe M2, Twycross J1
1Oxford Brookes University, Department of Physiotherapy, Oxford, United Kingdom, 2University of the Western Cape, Department of Physiotherapy, Cape Town, South Africa
Background: In this presentation we argue that the predominantly passive, one-way structure of conference presentations is
1) not conducive to constructivist approaches to learning, and
2) that alternative formats are possible, but that
3) these are unlikely to change unless the funding model for paper presentation at traditional conferences is addressed.
There is evidence that more conversational-type structures may be more aligned with understanding how best to implement the often practice-based research being presented. We also suggest that the dissemination methods of traditional conferences (i.e. the conference proceedings) are similarly limited with respect to their ability to change practice in a broader context. Finally, conference attendance is expensive, time-consuming and contributes negatively to climate change.
Purpose: The purpose of this project is to explore a discursive and interactive platform that democratises the process of professional development in physiotherapy education. In this format, participants not only attend but actively engage and determine the direction of the conversation; the discussion is part of the process rather than an addon. We suggest that more frequent, shorter, and more intense conversations may have more utility for learning.
Methods: We created an online community of practice, composed of physiotherapy educators from around the world, using freely available online platforms to coordinate “deep dives” into narrowly constrained topics. These topics are determined in advance by the community as an alternative to the traditional conference review panel, which is often opaque and cursory. We record those conversations and convert them into podcasts that are broadcast to a wider audience than those who are initially present. Points of view around practice are discussed and debated in public providing a rigorous challenge to taken-for-granted assumptions in physiotherapy education.
Results: We have found that the comments that emerge from the roundtable discussions of participants are insightful, critical and engaging. The timeframe of 60 minutes allows for a deep exploration of complex ideas that enable participants to reflect on their own practice in several different ways. While the questions are outlined by participants prior to the event they can take alternative directions in the moment, depending on who participants and how the conversation unfolds.
Conclusion(s): With the variety of options available for the sharing and discussion of innovation in physiotherapy education, we would like to share our experiences of designing and creating an international online community of physiotherapy educators as an alternative to the traditional conference format as a means of professional development.
Implications: Small, loosely connected groups of interested colleagues can start learning communities that are very focused and distributed, thus negating the need for physical colocation, that use freely available software to plan and coordinate the sessions. There are important implications for the nature of professional CPD and international network development.
Keywords: continuing professional development, conference, physiotherapy education
Funding acknowledgements: No funding acknowledgements.
1) not conducive to constructivist approaches to learning, and
2) that alternative formats are possible, but that
3) these are unlikely to change unless the funding model for paper presentation at traditional conferences is addressed.
There is evidence that more conversational-type structures may be more aligned with understanding how best to implement the often practice-based research being presented. We also suggest that the dissemination methods of traditional conferences (i.e. the conference proceedings) are similarly limited with respect to their ability to change practice in a broader context. Finally, conference attendance is expensive, time-consuming and contributes negatively to climate change.
Purpose: The purpose of this project is to explore a discursive and interactive platform that democratises the process of professional development in physiotherapy education. In this format, participants not only attend but actively engage and determine the direction of the conversation; the discussion is part of the process rather than an addon. We suggest that more frequent, shorter, and more intense conversations may have more utility for learning.
Methods: We created an online community of practice, composed of physiotherapy educators from around the world, using freely available online platforms to coordinate “deep dives” into narrowly constrained topics. These topics are determined in advance by the community as an alternative to the traditional conference review panel, which is often opaque and cursory. We record those conversations and convert them into podcasts that are broadcast to a wider audience than those who are initially present. Points of view around practice are discussed and debated in public providing a rigorous challenge to taken-for-granted assumptions in physiotherapy education.
Results: We have found that the comments that emerge from the roundtable discussions of participants are insightful, critical and engaging. The timeframe of 60 minutes allows for a deep exploration of complex ideas that enable participants to reflect on their own practice in several different ways. While the questions are outlined by participants prior to the event they can take alternative directions in the moment, depending on who participants and how the conversation unfolds.
Conclusion(s): With the variety of options available for the sharing and discussion of innovation in physiotherapy education, we would like to share our experiences of designing and creating an international online community of physiotherapy educators as an alternative to the traditional conference format as a means of professional development.
Implications: Small, loosely connected groups of interested colleagues can start learning communities that are very focused and distributed, thus negating the need for physical colocation, that use freely available software to plan and coordinate the sessions. There are important implications for the nature of professional CPD and international network development.
Keywords: continuing professional development, conference, physiotherapy education
Funding acknowledgements: No funding acknowledgements.
Topic: Education; Professional issues: business skills, leadership & advocacy; Information management, technology & big data
Ethics approval required: No
Institution: University of the Western Cape
Ethics committee: Community and Health Science Research Committee
Reason not required: We are not conducting formal research among our participants.
All authors, affiliations and abstracts have been published as submitted.
