SYNAPSE Spring 2009 - acpin

5
Number of students
4
3
2
Bobath
MRP
ARTICLE 3
1
0
Do not
understand
at all
Very poor Poor Adequate Good Very good Excellent
Rating of understanding
Figure 1 A Comparison of third year physiotherapy students rating of their understanding of the Bobath concept and MRP (Q5a and Q9a)
CONFIDENCE
Of the eight students questioned all of them
expressed that they would not feel confident in
explaining and implementing the Bobath concept
in practice. In direct comparison only three students,
discussed not feeling confident in the
explanation and use of the MRP. Two of the eight
students directly stated that they would feel more
confident using MRP than the Bobath concept but
the reason for this difference was not detailed.
However, student number 1 described both in
questions 5 and 7:
DEVELOPMENT OF THEORETICAL AND PRACTICAL
UNDERSTANDING
The most significant component improving
student’s theoretical and practical understanding
of the approaches was that of the clinical placement,
with seven of the eight students citing this
(see Figure 2). Only one student, regarded university
lectures as the most relevant, although they
did cite clinical placement within their top three.
Student number 8 reported the paediatric module
as a factor; however this was the only student who
detailed undertaking this Year 3 elective module.
‘I would be quite confident using this
approach (MRP), certainly more confident
than I would be using the Bobath concept’
(Q11, S1)
Another student explained their confidence of
their use of the Bobath approach below.
‘I would not feel confident in explaining the
approach (Bobath) but could implement it
to a certain extent’ (Q7, S2)
STUDENTS PREFERRED APPROACH
Of the eight students questioned seven of them
(87.5%) stated that they would use an ‘eclectic mix of
different approaches’ in the rehabilitation of stroke
patients. Only one student reported that they would
only use the MRP. The need to be client focused
within stroke rehabilitation was identified as a
strong theme regarding the student’s rationale for
the chosen eclectic approach. However one student’s
rationale for the use of an eclectic approach was
based on a lack of specific knowledge.
‘Because I do not have enough knowledge
of any one approach, I would use all the
little bits of knowledge I have from all
different approaches’ (Q12, S8)
■ Placement 36.4%
University lectures 22.7%
Self directed study 31.8%
Reflections 4.5%
Paediatric module 4.5%
Figure 2 Students descriptions of elements which facilitated their
understanding of the Bobath concept and MRP.
13