Developing physiotherapy student safety skills in readiness for clinical placement using standardised patients compared with peer-role play: a pilot non-randomised controlled trial

Table 3 Summary of student responses for “How was this role playing helpful?”

Major category	Minor (sub) category	Frequency of written comment^a
Realism		33
	Realistic experience	14
	Realistic environment	8
	“Real” patient	7
	Provided context for learning	4
Self-reflection		30
	Identifying strengths	15
	Identifying weaknesses	8
	Problem solving skills	4
	Improved confidence	3
Learning opportunities		24
	From watching others	8
	From feedback	6
	To put it all together	5
	From challenges/complications	3
	Expectations for learning	2
Practice		14
	Manual handling	7
	Managing attachments	4
	Patient management	3

^aWritten comments from some participants included extracts relevant to more than one category

ISSN: 1472-6920