Browsing by Author "Gabor, Marian Grace"

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    Embedding Evidence-Based Practice in Teaching-Learning Strategies in Undergraduate Physiotherapy Clinical Training in Abu Dhabi: Clinical Educators’ Perspective
    (The British University in Dubai (BUiD), 2023-10) Gabor, Marian Grace; Abukari, Abdulai
    Background: Evidence-based practice (EBP) is an essential attribute in the healthcare setting. Prior to conducting this study, there was a lack of contextualized information as to how introduction and enhancement of EBP among physiotherapy students are carried over into undergraduate clinical training. Purpose: The aim of this study was to understand teaching-learning strategies that enhance physiotherapy undergraduates’ evidence-based practice during clinical training from the perspective of clinical educators. Methods: A qualitative approach was used which involved key-informant in-depth interviews with physiotherapy clinical educators of physiotherapy students in Abu Dhabi (n=12). Clinical educator participants are physiotherapy clinicians in private hospitals and rehabilitation centres in Abu Dhabi. The audio-recorded interviews were transcribed and underwent thematic analysis using NVivo 12. Results: Thematic analysis revealed that clinical educators recognized seven strategies aimed at enhancing students’ evidence-based practice during clinical placement as: (1) case presentation, (2) problem-based learning, (3) skills demonstration, (4) shadowing, (5) following patient’s progress, (6) exposure to a variety of patient cases, and (7) exposure to different clinical educators. Conclusion: Clinical educators of physiotherapy students in Abu Dhabi employ a variety of teaching-learning strategies that enhance the adoption of an evidence-based physiotherapy practice by students during undergraduate clinical training.
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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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    Towards Evidence-Based Practice: Investigating Attitudes, Practices and Perception of Undergraduate Physiotherapy Students at a Higher Education Institution in Abu Dhabi
    (The British University in Dubai (BUiD), 2019-10) Gabor, Marian Grace
    Evidence-based practice (EBP) is an essential component in health care related practices. It is crucial for all students undertaking programmes in these areas to develop appropriate attitudes, practices and perceptions to enable them to operate effectively as professionals after training. A review of available literature shows a gap in research about physiotherapy students’ propensity to adopt EBP in the undergraduate clinical practice within the United Arab Emirates. The purpose of this study is to investigate physiotherapy students’ attitudes, practices and perceptions toward EBP at the beginning of their advanced clinical placement and after one year based on a study of a higher education institution offering Bachelor of Science in Physiotherapy in the emirate of Abu Dhabi. A mixed-methods approach was done using an explanatory sequential design. Consenting physiotherapy students and their clinical educators took part in the study. Quantitative data gathering constituted the first two stages of the study wherein a close-ended survey using a validated tool was provided to student participants (n=26) to establish their EBP profile before (baseline) and after one year of advanced clinical placement (post-ACP). Stage 3 of the study involved focus group interviews with the students (n=14) and key-informant interviews with their clinical educators (n=12) to further expound on the factors that lead to students’ propensity towards EBP. Findings of thematic analysis revealed (1) various clinical education strategies positively affecting and enhancing the attitudes, practices and perceptions of students toward EBP including clinical discourse and case presentation; (2) facilitators to EBP within the undergraduate clinical placement such as EBP-oriented clinical educators and availability of facilities for search while (3) barriers include delay of clinical education within the curriculum and lack of time and motivation; and (4) one of the institutional policies affecting the phenomenon is the span of treatment protocols covered by health insurance.