Evaluation of a 2 to 1 peer placement supervision model by physiotherapy students and their educators

ABSTRACT

Objectives: The objective of the study was to investigate student and practice educator evaluations of practice placements using a structured 2 to 1 supervision and implementation model. Design: Cross-sectional pilot study set in clinical sites providing placements for physiotherapy students in Ireland. Participants: Students and practice educators completing a 2.1 peer placement between 2013 and 2015 participated. Outcome measure: A self-reported questionnaire which measured indicators linked to quality assured placements was used. Three open-ended questions captured comments on the benefits and challenges associated with the 2 to 1 model. Results: Ten students (10/20; 50% response rate) and 10 practice educators (10/10; 100% response rate) responded to the questionnaire. Student responses included four pairs of students and one student from a further two pairs. There was generally positive agreement with the questionnaire indicating that placements using the 2 to 1 model were positively evaluated by participants. There were no significant differences between students and practice educators. The main benefits of the 2 to 1 model were shared learning experiences, a peer supported environment, and the development of peer evaluation and feedback skills by students. A key component of the model was the peer scripting process which provided time for reflection, self-evaluation, and peer review. Conclusions: 2 to 1 placements were positively evaluated by students and educators when supported by a structured supervision model. Clear guidance to students on the provision of peer feedback and support for educators providing feedback to two different students is recommended.

KEYWORDS:

• Clinical education
• Peer placements
• Peer learning
• Supervision models

Supplemental data for this article can be accessed on the publisher’s website.

Acknowledgments

We would like to thank all of the students and practice educators who participated in this research. Additionally, we would like to thank all of the physiotherapy practice education team in Trinity College Dublin who assisted with this research.

Declaration of interest

The authors report no declarations of interest.