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Expanding options: Supporting skills transfer from a post-graduate osteopathy program to clinical practice

Journal: International Journal of Osteopathic Medicine Date: 2019/09, 33-34Pages: 38-45. doi: Subito , type of study: cross sectional study

Full text    (http://www.sciencedirect.com/science/article/pii/S1746068918301573)

Keywords:

skills transfer [1]
knowledge transfer [1]
post-graduate education [2]
osteopathic medical education [10]
Australia [151]
cross sectional study [597]

Abstract:

Background Continuing education is a requirement for most health professions including osteopaths in Australia and other jurisdictions around the world. Osteopaths need to be sure that the time and effort spent on their ongoing education translates to practice and meets their needs. Objective Tutors on a postgraduate osteopathic course asked: as educators, how do we support students transfer skills developed from this program to their clinical setting? Design, Setting, Methods and Participants Students in postgraduate fee-paying osteopathic programs were asked to provide unidentified written responses to what advice or strategies they would use to transfer learning from a course to practice. Responses were collated, coded and analysed for themes to support a presentation outlining strategies to support learning transfer. Additional data collections underpinned review of the initial theme and category leading to saturation. Results The outcome was an over-arching theme: Expanding Options, supported by six categories that emerged from the data: Choice of Tools; Managing Time; Patient Selection, Developing Support Networks; Learning ‘AT Stillness’ and Building Trust & Confidence. The results were presented at a focus group type workshop on the post-graduate course. Conclusion The themes generated may be applied to other training programs. However, the limitation of the small data set, the specific nature of the course and that it teaches in an area that generates controversy within the osteopathic profession need to be recognised when reflecting on the utility of outcome.


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