Supervision models in physiotherapy practice education: student and practice educator evaluations

<b>Objectives</b>: To establish the supervision models used during physiotherapy practice placements and to determine student and practice educators’ evaluations of the quality of these placements. <b>Design</b>: Cross-sectional study set in clinical sites providing placements for physiotherapy students in Ireland. <b>Participants</b>: Practice educators and students completing placements in 2015/16. <b>Outcome Measure</b>: Questionnaire which measured 18 indicators linked to quality assured placements. Eight additional indicators in the practice educator questionnaire addressed the overall feasibility of the supervision model. Two open-ended questions captured comments on the benefits and challenges of each model. <b>Results</b>: The overall response rate was 72% (112/155). The majority (75%, n = 84) of participants reported a 1:1 (one student: one educator) model of supervision. Fourteen percent (n = 16) reported a 1.2 (one student: two educators) model and 9% (n = 10) a 2.1 (two students: one educator) model. There was generally positive agreement with the questionnaire indicating that all placements, irrespective of supervision model were positively evaluated by participants. Students, however, indicated a more negative evaluation of the placement than practice educators in indictors related to communication, the provision of feedback, establishing an effective relationship with their educator and diversity of available learning opportunities. Indicators relating to productivity and the placement representing an efficient use of resources and personnel received more negative or equivocal ratings by educators. <b>Conclusions</b>: While the 1.1 model remains the most widely used supervision model in physiotherapy practice education, other models also score positively, offering choice to placement providers when determining the model that best suits their service.**研究目标**：构建物理治疗实习安置期间所用的督导模型，并评估学生与实习督导对这类实习安置质量的评价。**研究设计**：针对爱尔兰为物理治疗学生提供实习安置的临床场所开展的横断面研究。**研究对象**：2015/2016学年完成实习安置的物理治疗学生与实习督导。**结局测量工具**：采用问卷对与高质量实习安置相关的18项指标进行测评；实习督导问卷额外包含8项指标，用于评估督导模型的整体可行性；另设置2道开放式问题，收集受访者关于各类督导模型的优势与挑战的评价意见。**研究结果**：整体应答率为72%（155份问卷中共回收112份）。绝大多数受访者（75%，n=84）采用1:1（1名学生对应1名督导）的督导模式；14%（n=16）采用1:2（1名学生对应2名督导）模式；9%（n=10）采用2:1（2名学生对应1名督导）模式。整体而言，问卷结果显示受访者对各类实习安置均持积极评价，无论其采用何种督导模式。但在与沟通、反馈提供、与督导建立有效关系、可获得的学习机会多样性相关的指标上，学生的评价比实习督导更为负面。而与生产力、实习安置对资源与人员的高效利用相关的指标，则获得督导们更多的负面或中性评价。**研究结论**：尽管1:1模式仍是物理治疗实习教育中应用最广泛的督导模型，但其他模式也获得了积极评价，可为实习安置机构在选择最适配自身服务的督导模型时提供参考。