Purpose: The purpose of this project is to explore perceptions of student physical therapists of a new, small-group presentation model called Presentation-Station-Rotation (PSR). Our hypothesis is that the PSR format will be a more effective, interactive, and stimulating mode of delivery than large group presentations. Method: Thirty-six first year student physical therapists were divided into groups of three students to give a presentation about their clinical experience. Presenters rotated to two other groups to present for three repetitions; listeners heard six different presentations. Thematic analysis was conducted on the questionnaire completed by the students regarding their experiences of the PSR format. Results: Five themes were identified across three questions. As presenters, students reported that they were able to improve their time management, presentation content, confidence, and comfort level. As listeners, students benefited from more engagement, better eye contact and improved active listening. They reported that they appreciated learning about their peers’ experiences, reviewing course content, and having small group discussion. Conclusion: PSR promotes active learning and stimulating discussions. Student survey results indicated that this presentation format builds confidence without raising anxiety levels and prepares students for future collaborations, interactions, and presentations in their clinical practice settings, professional conferences, and interprofessional team meetings.
Raja, Bhavana; Bayers, Leslie; Hill, Lott; and Rabena-Amen, Alicia
"Student physical therapists’ perceptions of a novel, small-group presentation method in the United States: a cohort study,"
Health Professions Education: Vol. 9:
2, Article 7.
Available at: https://hpe.researchcommons.org/journal/vol9/iss2/7