Helpful strategies identified and utilized by physiotherapy students from culturally and linguistically diverse backgrounds during clinical placements in Australia

Background: Students from culturally and linguistically diverse (CALD) backgrounds face more challenges during clinical placements than those who are non-CALD. However, strategies used to navigate these challenges are relatively unknown, especially in physiotherapy. As students have insight into helpful strategies for placements, it is important to explore these in physiotherapy settings for future cohorts from CALD backgrounds to benefit from these perspectives.

Purpose: To investigate helpful strategies identified by student physiotherapists from CALD backgrounds during clinical placements in Australian settings, and to understand these in relation to the challenges they experience.

Methods: The Cognitive Load Theory (CLT) was used as an interpretive framework for an experiential qualitative investigation of 13 students of CALD background and Asian heritage via semi-structured interviews. Interview data underwent inductive, reflexive thematic analysis.

Results: Coded data were developed into three key themes: (1) Gaining cognitive control, (2) Clarity is king: “Things we don’t know, we don’t know.,” and (3) Jumping in the deep end with others.

Conclusion: Student physiotherapists from CALD backgrounds identify a variety of strategies during clinical placements. These strategies can be conceptualized as optimizing cognitive load to enhance learning and performance. Strategies include working together with clinical educators to gain clarity through explicit learning expectations, frequent feedback, and open communication. Cognitive enhancement strategies utilized scripting and targeted planning and practice. Students adopted acculturation strategies such as shadowing, communication exposure and simplification, and mind-set training, which optimize cognitive load. Some strategies utilized in this study were influenced by students’ Asian heritage.