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The experience of pedagogical training on postgraduate rehabilitation health professionals: A qualitative study

Bertoni, Gianluca; Giardulli, Benedetto; Minozzi, Barbara; Coppola, Ilaria; Furri, Laura; Testa, Marco; Battista, Simone

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Authors

Gianluca Bertoni

Benedetto Giardulli

Barbara Minozzi

Ilaria Coppola

Laura Furri

Marco Testa



Contributors

Mc Rollyn Daquiado Vallespin
Editor

Abstract

Introduction: Health professionals that act as lecturers in higher education necessitate the acquisition of pedagogical skills along with clinical ones. Consequently, pedagogical training courses have been introduced as part of professional development or within university curricula. While several studies explored the experiences of attending courses on pedagogical methodology, there is a notable gap in the literature within the rehabilitation field. Hence, this qualitative study explored the experience of Italian postgraduate health professionals in rehabilitation about the experience of attending pedagogical methodology courses in their postgraduate education.

Materials and methods: A qualitative focus group study was carried out. Specifically, the authors purposefully recruited participants with different professional backgrounds (physiotherapy, speech therapy, and others) with or without lecturing experience. Recent graduates and students of the Master of Science in ’Rehabilitative Sciences of the Health Professions’ at the University of Verona (Verona, Italy) were recruited. The focus groups were analysed following a ’Reflexive Thematic Analysis’ by Braun & Clarke within a social constructionist framework.

Results: Three focus groups were conducted with seventeen Italian participants (age: 33 ± 9; 71% women, n = 12; 29% men, n = 5). The analysis identified three main themes: 1) “A Brave New Pedagogical World,” reflecting participants’ exposure to innovative teaching approaches; 2) “Becoming a Cutting-Edge Lecturer,” highlighting skills acquired for delivering inspiring lectures; and 3) “Something Beyond Pedagogy,” where participants reported skills applicable to other professional contexts, including clinical practice.

Conclusion: The results of this study showed that pedagogical courses provide a positive learning experience for rehabilitation health professionals, helping them develop relevant pedagogical skills. Although our findings suggest the potential benefits of these courses in preparing healthcare professionals for teaching roles, further studies are needed to evaluate their direct impact on educational practices and patient outcomes.

Citation

Bertoni, G., Giardulli, B., Minozzi, B., Coppola, I., Furri, L., Testa, M., & Battista, S. (2024). The experience of pedagogical training on postgraduate rehabilitation health professionals: A qualitative study. PloS one, 19(12), Article e0314920. https://doi.org/10.1371/journal.pone.0314920

Journal Article Type Article
Acceptance Date Nov 19, 2024
Publication Date Dec 5, 2024
Deposit Date Jan 2, 2025
Publicly Available Date Jan 2, 2025
Journal PLOS ONE
Print ISSN 1932-6203
Publisher Public Library of Science
Peer Reviewed Peer Reviewed
Volume 19
Issue 12
Article Number e0314920
DOI https://doi.org/10.1371/journal.pone.0314920