Abstract
Purpose: Student-Led Clinics (SLCs) offer a structured, real-life learning environment for healthcare students, where they provide services under supervision. SLCs can facilitate increased confidence with clinical reasoning, improve skill development and enhance leadership skills. Existing research has generally captured students' experiences at the end of their SLC participation, lacking a longitudinal perspective and therefore, little is known about how students’ perceptions develop over time. This study aimed to explore physiotherapy students' experiences in a neurological rehabilitation SLC, with a focus on participants’ perceptions captured after attending specific SLC sessions and over the course of multiple SLC sessions. Methods: Using interpretative phenomenology, video diaries were used to explore student experiences over six weeks at a physiotherapy neurological rehabilitation SLC. Thematic analysis and methodological rigour ensured credibility and trustworthiness of the findings. To appraise changes over time, data were analysed week by week on an individual subject basis and within and between participants. Results: Themes from participant experiences included: 1) student professional development through engagement in SLC; 2) influence of collaborative environment in SLC on student learning and development; 3) the role and impact of patients on the student experience; and 4) efficacy of SLC management. Participants highlighted positive aspects such as skill development, supervision quality, teamwork, and patient interactions. Challenges included feeling unprepared for the clinic environment and managing complex patient cases. Conclusions: This study explored the evolving perceptions and experiences of physiotherapy students participating in a neurological rehabilitation SLC over time using a diary method and has demonstrated that SLCs allow for student development over time and can be a useful adjunct for development of practice-based learning experiences. SLCs provide an environment for students to learn and offer time, space and constructive challenge to problem solve in a supported real-life setting. SLCs can offer a distinct and beneficial learning experience for physiotherapy students, fostering skill development and a deeper understanding of patient-centred care.
Acknowledgements
Funding details: This project was funded by the Chartered Society of Physiotherapy Charitable Trust: Physiotherapy Research Foundation (UK) under Grant PRF:19: B18 Ethical approval: Granted by the School of Health Sciences Research Ethics Committee. Reference number: SHS/20/31 Acknowledgements: The researchers would like to thank Michelle Kennedy (Robert Gordon University, School of Health Sciences) for supporting the delivery of the SLC.
Recommended Citation
Wynne D, Hancock E, Stage E, Cooper K. An Exploration of Student Experiences and Perceptions of a Physiotherapy Student-led Clinic. The Internet Journal of Allied Health Sciences and Practice. 2025 Apr 15;23(2), Article 19.
