Educational programs often use approaches that teach the basic and clinical sciences in a dissociated manner. This presentation demonstrates how a physiotherapy educational program bridged this gap by utilizing integrative pedagogical strategies to emphasize the interdependence of basic science and clinical application in a cardiopulmonary physiotherapy course.
Students were enrolled in a 16-week cardiopulmonary physiotherapy course in the second year of a three-year curriculum. Three pedagogical approaches were used in the course to connect basic science information with clinical applications. Experiential learning approach: Educational technology such as virtual cadavers and human patient simulators were employed to deepen students' understanding of how anatomy, physiology, and pathophysiology are linked to clinical presentations of cardiopulmonary dysfunction. This hands-on approach enabled students to visualize and interact with complex systems, reinforcing their grasp of key concepts. Socratic approach: Students were randomly selected to present oral reflections on their foundational knowledge, linking previous course material with newly acquired clinical knowledge. Questioning was used to develop students' thinking skills further. These reflective exercises encouraged students to continuously integrate basic science with clinical reasoning, facilitating a deeper understanding of the cardiopulmonary system. Project-based approach: Students were provided with patient case studies, requiring them to review the literature, collaborate, and submit written reports detailing evidence-based patient management approaches. Additionally, students were given 45 minutes in class to prepare to orally defend their clinical decision-making, and demonstrate their clinical reasoning, application of foundational knowledge, and ability to make informed, evidence-based decisions.
Students (100%) successfully defended their case studies, demonstrating a clear understanding of the material and its clinical application. Students reported that the project helped them better understand the clinical manifestations of disease and therapeutic approaches. Post-course evaluation of the integrative teaching methods had a favorable rating of 4.92 out of 5 (98%).
Integrating educational technology, reflective practices, and case-based learning into a cardiopulmonary physiotherapy course effectively bridges the gap with the basic science courses. This approach improves students' clinical reasoning skills and enhances their ability to manage complex cardiopulmonary conditions.
Physiotherapy education programs can incorporate integrative teaching methods to prepare students for clinical practice. By blending basic science concepts into the clinical courses, educators can equip students with the necessary tools to navigate the challenges of patient care, ultimately producing more competent and confident clinicians.
active learning
clinical application
