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  • The Use of Social Networks To Develop Practice Knowledge in Undergraduate Physiotherapy Students

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    Michael Rowe
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    This is the abstract I submitted for presentation at the ECE conference in the UK later this year.

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    The use of Social Networks to Develop Practice Knowledge in undergraduate physiotherapy students

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    This is the abstract I submitted for presentation at the ECE conference in the UK later this year.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as ODT, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    50 views1 page

    The Use of Social Networks To Develop Practice Knowledge in Undergraduate Physiotherapy Students

    Uploaded by

    Michael Rowe
    This is the abstract I submitted for presentation at the ECE conference in the UK later this year.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as ODT, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 1

    The use of social networks to develop practice knowledge in undergraduate

    physiotherapy students

    Clinical practice is a challenging component of physiotherapy education, as it requires a


    dynamic interpretation of situations using tacit knowledge. This can be developed by
    sharing clinical experiences that enable knowledge to be internalised and that promote
    critical and reflective thinking, placing less emphasis on memorising facts and more on
    active participation. Social constructivism recognises that teaching and learning is
    interactive, and that participation in a group facilitates collaboration where meaning is
    shared. The use of social networks may improve communication and collaboration among
    physiotherapy students and educators in order to enhance clinical practice.

    This study was conducted among all undergraduate students in a South African
    physiotherapy department in 2010, using a mixed methods model. A survey was used to
    determine teaching and learning practices within the department, as well as students´
    experiences and attitudes towards social networks. Each class was then given an
    assignment related to clinical practice, to be completed within the social network. The
    interaction between students and teachers within the network was quantitatively and
    qualitatively analysed.

    Students reported wanting additional channels of communication within the department,


    and were supportive of the idea of using different approaches in teaching and learning,
    including social networks. Emergent behaviour within the social network highlighted
    unexpected outcomes, such as the formation of groups unrelated to the assignments
    given, and personal expression from otherwise quiet students. Insight was gained into the
    relative strengths and weaknesses of using a social network within physiotherapy
    education.

    Social networks may have potential to develop practice knowledge through reflective
    discussion around clinical issues, but interaction must be facilitated to maximise the impact
    of the engagement. There are implications for how, where and when clinical education can
    be undertaken at the undergraduate level, and healthcare educators are encouraged to
    explore emerging alternatives to traditional approaches.

    Michael Rowe
    Lecturer
    Physiotherapy Department
    University of the Western Cape
    Cape Town
    South Africa
    michael@realmdigital.co.za

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