@phdthesis{discovery10020545,
            note = {Thesis: (EdD) University of London Institute of Education, 2007.},
            year = {2007},
           title = {The dynamics of learning of physiotherapy students from non-national backgrounds},
          school = {Institute of Education, University of London},
             url = {http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535727},
          author = {Morris, Jennifer},
        abstract = {This longitudinal, qualitative study explored the learning experiences of
physiotherapy students from non-traditional backgrounds undertaking an
innovative part-time programme. Non-traditional characteristics included
maturity, prior and ongoing employment as physiotherapy assistants and
weaker academic backgrounds.
The phenomenographic methodology followed is an approach associated with
research into student learning. Seventeen students in the 2000 cohort
participated in five semi-structured interviews undertaken at intervals across
the four-year programme. Topic areas which research has identified as
influencing students' learning and learning outcomes were explored at each
stage of the study relative to experiences in the preceding time period. These
included motivational factors, curriculum design and delivery, learning and
assessment experiences in academic and clinical settings, and perceptions of
the concepts of learning, understanding and memorisation.
Verbatim transcriptions of interview tape recordings were coded manually and
an iterative process followed to identify discreet categories of description
which, together, captured the full range of responses on the topics addressed
at each set of interviews. To identify temporal changes, the number of
responses associated with each category, and for each student, was
recorded.
A rich picture of the experiences, attitudes and behaviours of participants was
found. The findings identified that they strove for achievement of the high
quality learning outcomes necessary for effective clinical practice and lifelong
learning. Students' life experiences and high levels of motivation were
important learning resources. Although some aspects of the programme were
challenging, the participants' weaker academic backgrounds did not prevent
them from successfully meeting the requirements of higher education.
Feedback on the design and delivery of the programme was also positive.
Temporal stability around conceptual perceptions was found.
Further research into the learning experiences and behaviours of
physiotherapy students from both traditional and non-traditional backgrounds
is needed, as is more longitudinal research into student learning in general.}
}