Presentation of the skills of the masseur-physiotherapist to K2 students

3 students took the initiative to propose a present their skills related to the portfolio.

They share their experience.

“This writing aims to explain how we set up and then made our project a reality: giving a course on the skills of the masseur-physiotherapist for second-year students (MK2) at CEERRF.

During our first years of study, we were facing the difficulty of filling the portfolio, due to a lack of understanding of the skills of the profession. It was then, when we approached our UI 25 homework in the third year, that we really became aware of the importance of understanding and knowing these skills. Léa then had the idea of ​​explaining these concepts to lower promotions in the form of a briefing. Faced with the enthusiasm of the educational director when she submitted the idea to him, it was agreed to schedule this intervention as a compulsory course for the second years. Sharing the desire to transmit and the desire to teach thereafter, Léa offered Elise and Eva-Lou to join the project. Our affinity and our common professional project therefore allowed us to work in harmony on the development of our course. The main objectives were to help students complete their portfolio and find internship objectives, but also to prepare them for the homework of K3 and K4, namely UI 25 and UI 29.

First, we went to the administration to have our project validated. So we got permission to teach a one-hour class, a compulsory course for second-year students, and if it was interesting, we get permission to teach a second course. In order to carry out our project, we started by creating a conversation all three on social networks, to facilitate communication, and we created a Google Doc in order to share our ideas. This system allowed us to hold “video” meetings from home, to facilitate the organization of the project, and promote workgroup.

Then, we looked for the official skills reference, to have the best support for our course. We decided to first present the first five core competencies in one hour, because presenting the eleven skills in one hour would have been too difficult, so the other six were presented in another timeframe.

On our Google Doc, we structured the course that we were going to give: first a discussion on what the students think of the portfolio in order to know what they expect from this course, a presentation of the objectives (filling of the objectives of the portfolio , filling in the skills section of the portfolio, explanation to the tutor of filling the portfolio, explaining the instructions of the UI 25 but also of the UI 29), then we have listed the eleven skills. For each of them, we each proposed some examples of clinical situations concerning these skills. We then presented these skills one by one.

We have also prepared for this intervention:

  • A clear slideshow that we sent to K2 after the course in order to leave them a support that can be consulted afterwards.
  • “Playing cards” on which we have indicated the number of a skill or a part of a clinical situation to encourage K2 participation at the end of our presentation and also to check their understanding of the skills.

The presentation that we made was done along the guidelines that we had planned upstream by sharing our speaking fluently and spontaneously. We also pushed the K2s to the maximum in order to capture their attention but also to allow us to adapt according to their pre-existing knowledge and their difficulties.

The feedback from the 2nd years students present to our presentation was positive, and we were asked to do the 2nd part of our presentation; something we did in the same way the following week.

From our point of view, this experience proved to be enriching for us and allowed us to see what the design of an intervention with a student promotion can look like from the choice of the theme to be addressed until the final presentation. Concerning the points to improve we agree on the fact that we sometimes lack some self-insurance but we work on it by participating in actions such as these or even on the occasion of events such as tutorials which are already offered by our BDE.

To conclude, we took great pleasure in preparing and conduct this intervention. We also learned a lot from this overview of what the teaching in IFMK may look like, et the 3 of us are now comforted in out will to become trainers in physiotherapy schools during our career.”