JREPT: Vol 5 No 1

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https://bspace.buid.ac.ae/handle/1234/2065

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Browsing JREPT: Vol 5 No 1 by Author "Ramakrishnan, Senthilnathan"

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    An investigation into the role of clinical education in preparing undergraduate physiotherapy students for professional practice in the Emirate of Abu Dhabi
    (The British University in Dubai (BUiD), 2022-10) Ramakrishnan, Senthilnathan; Gabor, Marian Grace; Mysore, Sunitha B.
    Background: Clinical education is an integral part of physiotherapy education. In clinical placements students encounter complex cases and challenging circumstances and learn to withstand and overcome these situations. These experiences are vital for graduates’ readiness for professional practice. Purpose: The aim of this research was to understand the contribution of clinical education in preparing undergraduate physiotherapy students for professional practice. Methods: This study took a qualitative methods approach and interviews were used to collect data from physiotherapy students and clinical educators. Participant responses were audio recorded and verbatim transcribed for analysis. NVivo12 was used for analysis of data. Results: Thematic analysis of participants’ interviews confirmed that the real-world experience was useful in developing reflective practice, exposure to evidence-based practice and autonomous practice, opportunity to develop interpersonal skills and develop open-mindedness for feedback which are all vital for professional practice. Conclusion: It was evident from the findings that clinical education played a crucial role in preparing the physiotherapy students for entry-level physiotherapist roles.
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    Nursing and Allied Health Sciences Faculty Satisfaction with e-Learning during COVID-19 pandemic in UAE
    (The British University in Dubai (BUiD), 2022-10) AlMekkawi, Mohamad; Gabor, Marian; Ramakrishnan, Senthilnathan; Muniyandy, Saravanan
    Since the declaration of COVID-19 as a pandemic, e-learning has been massively expanding in higher education institutions. The abrupt transition to e-learning may have influenced the teaching-learning process and created frustration and dissatisfaction among healthcare faculty members. This study aimed to examine faculty members’ satisfaction with e-learning during the Covid-19 pandemic. The study followed a cross-sectional research design to examine faculty satisfaction with e-learning from May 2020 to July 2020. A total of 61 nursing and allied health faculty members involved in e-learning since the COVID-19 lockdown responded to the ‘Online Instructor Satisfaction Measure’ (OISM) tool. Descriptive statistics were used to describe the participants’ demographics and aggregate the responses. The results showed that the most highly rated domain was Course Design/Development/Teaching. The highest level of satisfaction among faculty members was their ability to access students in the e-learning environment. The least satisfactory domain was institutional support. In conclusion, this study provided insights for education administrators and policymakers on the importance of institutional support for faculty members throughout the implementation of e-learning. The study recommends continuous faculty training activities, adequate managerial support, availability of adequate hardware and software tools, and standardized rules and policies for effective delivery of e-learning.