ABSTRACT
The world experiences events considered “shocks” that change the fundamental way we do things. The occurrence of COVID-19 may have been the latest notable economic shock, but there are bound to be others. Clients have experienced new ways of dealing with their own physicians and the healthcare system and are bound to question why dealing with veterinary teams should be any different. An increasing number of our clients have become quite familiar with teleconferencing in their daily lives. This comfort has extended to dealing with their physicians, and telehealth consulting with veterinary teams should be presumed to become a routine matter and perhaps even a preference for many clients. Economic shocks can be extremely challenging, but they also provide opportunities to improve operations, and this is very true of our relationships with vendors. With every new economic shock comes opportunities for improving the veterinary business model to be more responsive to current market pressures. © 2021 John Wiley & Sons, Inc.
ABSTRACT
Keywords: e-learning, Peer enhanced, Placement Purpose: COVID-19 has brought many challenges with the availability of practice placements a key issue in Physiotherapy education. The Peer Enhanced ePlacement (PEEP) model was therefore used to develop an alternative approach to the initial two-week placement in the first year of the MSc Physiotherapy (pre-registration) programme. The evaluation aimed to understand the student experience of undertaking an online PEEP placement and to help inform the development of future models of placement delivery. Methods: A online practice-based learning experience was developed, based on the PEEP model, which included the use of case histories and presentations delivered by practice-based educators and patient video diaries to follow a journey through a case. Individual learning activities, peer learning tasks, reflective blogs and simulation suite activities were all underpinned by completion of an interactive on-line workbook. The learning outcomes remained unchanged from the previously established initial placement. Two pre-placement tutorials were run to familiarise student with the PEEP model. Evaluation was completed via an online questionnaire and focused on pre-placement preparation, PEEP content, student learning, the placement experience, perceptions of student support and issues faced as a result of the PEEP model. Results: 93.9% of students felt expectations were clear and they were prepared for placement, with 81% reporting they met all the learning outcomes and 21% stating they met most of the learning outcomes. The students identified their top 3 learning activities as the simulation suite (56.4%), the patient journey (37.5%) and the case histories (31.3%). Reflective blogs were the least favourite activity (56.3%). Prior to the placement, there was some anxiety about the PEEP model with 12.1% reporting they were very anxious, 18.2% somewhat anxious and 45.5% a little anxious. This decreased to 18.2% having a little anxiety about the model post placement. Students reported the strengths of the model were the variety of teams the students met, the support of the small peer group in learning, the clear structure of the placement, following a patient journey and support from university staff. Barriers were described as internet stability, lack of hands-on learning, self-motivation when isolated at home, lack of one-to-one opportunities and feedback, as well as not seeing real time patient assessment. Conclusion(s): The PEEP model provided an effective alternative model for an initial placement experience. The information provided to students ahead of the placement was valuable in setting expectations although anxiety was still apparent. The students valued the range of experiences provided which was potentially an enhancement from a more traditional model of delivery. The barriers were similar to other digital learning experiences. The evaluation will allow specific issues raised to be addressed in further iterations of this model. Impact: The PEEP model has previously been used to deliver placements for AHP students who have already experienced traditional models of practice based learning. This evaluation demonstrates the model is effective in providing a first experience of practice-based learning to physiotherapy students. As we move forward, we must utilise a variety of placement models to embrace all practice-based learning opportunities Funding acknowledgements: This placement evaluation was funded by NHS Education Scotland (NES).