- The article is relevant. Due to the Covid-19 pandemic, physiotherapy education providers globally are identifying alternative and innovative ways to ensure students’ clinical learning outcomes are met for the 2020 academic year. The article also highlights other realistic challenges such as the increase in student numbers, lack of clinical placements and staff shortage which impacts on clinical education. The article adds value to the conservation of reshaping clinical education and contributes to the body of knowledge in physiotherapy. PjBL is clearly explained and the use of examples of PjBL activities enhances understanding of how this pedagogy facilitates students’ critical thinking and problem-solving skills. This is in line with what clinical education aims to achieve globally.
- The aim of the paper is clearly described.
- Authors should, however, define and clarify terms such as clinical education managers, clinical placement providers, education providers, physiotherapy training providers and host organisations. It is explained that placement provider is the host organisation but it is difficult at times to keep up with the different terms used throughout the paper. A suggestion would be for the authors to consistently use the same word or term throughout the paper instead of interchanging words. One example: in the abstract, under the heading Implications for practice the terms “host organisation” and “physiotherapy clinical placements” is used in the same sentence. Therefore it would be beneficial to explain the difference.
- Clarify: Is this pedagogical approach a partnership/collaboration between the education provider, the student and the host organisation? Throughout the paper there are inconsistencies. For example: in the abstract, in the last sentence under the Discussion heading, the authors say that the education provider should partner with the student and the host organisation. However, in the background section, paragraph 4 the authors talk about “.. a partnership between The University of Queensland (UQ) academics, clinical education managers and host organisations.”
- Paragraph 6 talks about “.. a partnership between student and host organisation” and paragraph 7 talks about “..helps students co-design projects either with their education provider or host organisation..” I suggest that the authors clarify who the stakeholders are in this partnership.
It is not clear if students work alone, in pairs or in groups in PjBL.
- PjBL is a student-led activity and the student works autonomously while collaborating with various stakeholders. Does the student receive any guidance/input or feedback? If so, then who provides this guidance?
- The first sentence in the background speaks about integrating knowledge, skills and professional behaviours and developing clinical performance. It may be valuable to show or to identify how PjBL achieves this by reinforcing it in the discussion section.
- Some sentences are long and therefore not easy to read or follow the concepts. Please review the article carefully with this in mind.
Background, paragraph 1, the last sentence: “..mutually beneficial for student learning and the goals of the host organisation” I am not sure what meant by the “goals if the host organisation.” Can this be explained by simply adding a few words?
Paragraph 1: “Physiotherapy training providers rely on supervised clinical placements…..” it is not clear who provides supervision. Is it a staff member employed at the clinical placement or a staff member employed at the university? The issue of staff shortage is also raised so it would be good to know if clinical staff are responsible for student supervision. This will impact on clinical placements’ capacity to host students.
Paragraph 6, 1st sentence: remove the apostrophe after the word students’ co-design….
Paragraph 6, 2nd sentence: remove the comma after the word discovery.