Y. Dairo1, M. Norris2, J.A. Hammond3, A. Williams4, N. Ishani5
1Buckinghamshire New University, School of Health and Social Care Professions, High Wycombe, United Kingdom, 2Brunel University, College of Health, Medicine and Life Sciences, Department of Health Sciences, London, United Kingdom, 3St George's University of London, Centre for Allied Health, London, United Kingdom, 4Oxford Brookes University, Department of Sport, Health Sciences and Social Work, Oxford, United Kingdom, 5Kingston University, Faculty of Health Social Care and Education, London, United Kingdom
Background: Previous research has identified that students from racialised minority backgrounds are awarded lower marks in observed assessments, including practice placements. Qualitative research has demonstrated that students from racialised minority groups perceive this sense of injustice and must work hard to belong in physiotherapy. Therefore, there is an urgent need for action. Inequity and unacceptable behaviours need to be highlighted and understood, and strategies for reflection and redress to be promoted.
Purpose: The project aimed to develop an evidence-informed and co-produced training resource for promoting racial inclusivity in practice education. In addition, the project aimed to pilot the resource and evaluate its efficacy.
Methods: The development of the tool (Phase 1) commenced with the establishment of a steering group of key stakeholders, including racialised minority students (five) and practice educators (five), and academic colleagues (four) from mixed backgrounds. Principles were established that acknowledged and minimised issues of power related to individual backgrounds, such as race and educational experience, and stakeholder time was recognised financially. Student testimonies were gathered as part of other research, and permission sought to use them. Video recordings were developed by a theatre company that nurtures talent from racialised minorities. Training materials were co-created by the steering group to facilitate discussion around the video vignettes with practice educators. In phase 2, pilot training sessions were established and evaluated using a pre-post survey with statements on a 7-point Likert scale related to attitudes, behaviour, and confidence towards allyship. Focus groups explored this further, as well as evaluation of the content and delivery methods. Quantitative data were analysed using descriptive and inferential statistics, and qualitative data were analysed using thematic analysis.
Results: Nineteen physiotherapists participated in the pilot training either online or face-to-face. The majority were women (73%), from a white background (84%), and had previously supervised more than two students (58%). Post training evaluation demonstrates a significant (p > 0.05) directional shift in statements.There was no significant difference in outcomes based on age, gender, ethnicity, level of experience, or mode of delivery (online or face-to-face). Findings from the qualitative analysis reflected the quantitative data and were mostly positive. The themes were: developing an understanding of microaggressions, the impact of racism and microaggressions on the student, uncertainty about what to do, and practical steps when a situation has been identified.
Conclusions: The project has produced a racial inclusivity training resource that demonstrated reasonable efficacy for improving confidence in allyship in physiotherapy practice education. Future work to implement the training resource in other contexts is necessary and is planned. In addition, research to explore the longer-term efficacy of the training in making a more inclusive experience for racialised minority students is warranted.
Implications: Equity and inclusion are necessary for a fairer and more diverse future workforce. Methods to disrupt the inequalities in practice education for racialised minorities are needed. The training resource was designed for physiotherapy practice education in the UK, but with modifications, it may have relevance internationally or with other allied health professional groups.
Funding acknowledgements: Health Education England commissioned the work from 2021-22
Keywords:
racial minority
practice education
students
racial minority
practice education
students
Topics:
Education: clinical
Professional issues: diversity and inclusion
Education: continuing professional development
Education: clinical
Professional issues: diversity and inclusion
Education: continuing professional development
Did this work require ethics approval? Yes
Institution: Brunel University London
Committee: Brunel University Research Ethics Committee
Ethics number: 38434-NHS-Jul/2022- 40976-1
All authors, affiliations and abstracts have been published as submitted.
