Document Type : Original Articles

Authors

• Alireza Taheri ¹
• Saeed Forghany ²
• Jafar Zeraat Doust ³

¹ Lecturer, School of Rehabilitation Sciences, Isfahan University of Medical Sciences, Iran

² Assistant professor, Musculoskeletal Research Centre, School of Rehabilitation Sciences, Isfahan University of Medical Sciences, Iran

³ Educational staff, School of Rehabilitation Sciences, Isfahan University of Medical Sciences, Iran

Abstract

AbstractIntroduction: The aim of this study was to investigate facilitating and deterrent factors in learning practical skills from the viewpoints of the rehabilitation students of Isfahan University of medical sciences, third year onwards.Materials and Methods: In this descriptive cross-sectional study, 100 senior students (third year onwards) of Orthotics and Prosthetics; Physiotherapy; Speech therapy and Occupational therapy selected through census sampling method. The data collection tool was a questionnaire consisted 62 questions related to facilitating and deterrent factors in learning practical skills which contained 8 general areas. Questions were scored based on a five point likert scale. The data was analyzed by SPSS 18 software.Results: 100 senior students were recruited who had a mean age of 22.2 ± 0.8 years. In terms of facilitating factors, students rated the areas of “Individual positive features of clinical teachers (85%)” and “Clinical teacher-student effective relationship (85%)” more effective in learning practical skills comparing to other facilitating areas. In terms of deterrent factors, students rated the areas of “Inadequate teaching resources of clinical departments (76%)” more deterrent in learning practical skills comparing to other deterrent areas.Conclusion: The most important facilitating factor in learning practical skills from the viewpoints of the rehabilitation students of Isfahan University of medical sciences was individual positive features of clinical teachers. Therefore planning to use experienced teachers for providing clinical training and also to develop structured continuing education programs for new clinical teachers is advised. The most important deterrent factor from the viewpoints of the rehabilitation students was inadequate teaching resources of clinical department and therefore planning to provide necessary equipments and other required teaching resources is crucial.Keywords: Practical Skills, rehabilitation students, Facilitating Factors, deterrent Factors