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ORIGINAL ARTICLE
Year : 2019  |  Volume : 13  |  Issue : 1  |  Page : 48-51

Students' perception of vertically integrated learning approach in physiotherapy education: An exploratory case study


1 Department of Basic Sciences, JSS College of Physiotherapy, Mysore, Karnataka, India
2 ATP Medical, Jabriya, Kuwait

Correspondence Address:
Dr. Jerin Mathew
School of Physiotherapy, University of Otago
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/PJIAP.PJIAP_49_18

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CONTEXT: The provision of advanced learning experience for physiotherapy students depends on the effective learning strategies adopted by the institution according to the existing needs of the society, developments in scientific technology, and current trends in educational field (Bandiera et al., p. 381-7). The major factor that impacts the capacity of physiotherapists to be active agents in leading their future is the nature of the educational contexts evolving in international health care system. Globally, there have been many innovations in teaching and learning methods of physiotherapy, which includes self-directed learning, problem-based learning, evidence-based learning, and integrated learning (IL). The perceived importance of each subject in physiotherapy may differ among teachers and students tend to echo their opinions. AIMS: The aim of this study was to understand physiotherapy students' perception of vertically IL approach. SETTINGS AND DESIGN: Institutional setting and qualitative research design. SUBJECTS AND METHODS: A qualitative methodology using focused group discussion (FGD) was done with five students from each class were involved in individual FGD. DATA ANALYSIS USED: Descriptive statistics were used. RESULTS: Results are represented as codes and themes. INFERENCES: In the current study, our students showed a positive attitude toward IL seminars. They felt that the program helped them to create a meaningful connection between basic science and clinical subjects.


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