I believe this domain has a two-fold benefit. The primary benefit is helping others to better themselves and their practice, but in helping others one is also helping themselves improve their skills in feedback, teaching and reflection. Along with fulfilling this domain, by helping others it ensures we are meeting the NHS values of working together for patients, are committed to quality of care and the CSP standard of supporting others learn and develop. I have witnessed and been a part of this process since my undergraduate degree, through taking part in group presentations. This type of work has continued into my 2 year Physiotherapy degree through group study sessions, group presentations, presenting work to my peers and by providing feedback for viva exams and other academic work.

The first task I completed during this physiotherapy degree, was the creation of pathology script.  I was responsible for this with one other student, and we made this available to the rest of the class. The purpose of this task was to work together to create a resource that the entire class could use when revising a particular pathology.  I was also involved in a number of group presentations which were delivered to the class in order to enhance everybody's understanding - I have included a neurology group presentation on neuroplasticity, spasticity and ataxia and an individual case study presentation. This demonstrates the ability to plan and deliver learning activities to a specified range of individuals. These are presented here as 'neurology group presentation', 'case study 'and 'gleno-humeral instability illness script'. I believe these skills are important for transition into a qualified physiotherapist, as I will eventually have students that will require certain learning activities to be planned and delivered. I believe my scope of practice has changed, in relation to this. At the beginning, planning and delivering learning activities  presented a daunting task.  I was terrified of presenting in front of groups and was something that really worried me. This was a confidence issue, which arose from having only a small knowledge base, and worrying that I would make silly mistakes in delivering the content. Now, I am much more confident in delivering learning activities to specified range of individuals and have on numerous occasions lead and delivered exercise classes. One strategy that helped me in this regard was trying to comprehensively understand a topic myself and then writing a script on how I would deliver the content to others. While, my confidence has now improved in this area, I still feel anxious when speaking in front of large groups. I hope the more exposure I get to this, the easier it will become.

As  mentioned in other domains, as part of my first clinical placement I was required to host an exercise class and was given feedback from my peers. I also was required to give feedback to my peers for their classes. Similarly, in the preparation for VIVA exams, our class conducted mocks. In doing so we spent time acting as the patient but also time assessing our peer's performance and giving feedback. Feedback given to peers on their exercise classes is presented here as 'virtual exercise class feedback'. Initially, it felt strange giving feedback, as I did not feel that my feedback would be meaningful. By asking the individual, what specifically they wished to have feedback on, made the task that little bit easier. Again, as previously mentioned these skills will be important in the future when I am qualified and acting as a practice educator. I will need to give feedback based on criteria in an individual's assessment booklet. I feel I have got some experience in this regard, but I aim to get further practice giving feedback based off predetermined criteria, similar to a marking scheme, to ensure I meet this domain fully. While I found giving feedback straightforward, when using more predetermined criteria, more challenges may be presented.

During preparation for our MSK viva exams in first year, our class got together in groups to study various topics. One thing we found particularly challenging, was reading large numbers of articles and being able to summarise. We decided as a group to summarise them together and write our ideas on the whiteboard as this is how most people would best learn (and we could take pictures). We found this the best way to facilitate our learning and development. Presented here is a picture taken of our work 'picture of group learning for MSK VIVA'. I feel this is a good example of applying appropriate approaches to learning and teaching to meet learners needs. Again, I feel this is an important skill to have on graduating and moving through physiotherapy. It will be important to be able to adjust how material is taught based on the audience in order to communicate effectively. For example, teaching material to a band 5, during in-service training will be different to teaching a student on their first placement. If the appropriate approaches are not used the learner may not get the most out of the teaching. I aim to get much more experience in this regard once I graduate, as it is an area I have not had too many opportunities to practice - through providing material for in-service training and getting more involved with teaching students when appropriate. 

In terms of reflecting on teaching performance - this is an area I could develop much further, to ensure I reflect on and review practice. I have previously been given peer feedback based on presentations I have completed. Self reflection on the feedback was completed at the time but it was a topic that deserved a written reflection. I have previously, completed a reflection on good feedback, which shows it is a topic that I have held under consideration. This is presented as 'feedback-reflection'. In future I will complete written reflections on teaching performance feedback, in order to remember key points and incorporate them into my future teachings. 

This is one domain in which I feel has not been overly-negatively impacted by COVID-19. The one change being that opportunities to plan and deliver learning activities and providing feedback have at times,  had to occur over skype, zoom and Microsoft teams (2). From my perspective, there are only small changes necessary within a physiotherapists scope of practice, from within this domain, as these activities can be delivered remotely. The biggest challenge lies in adapting to using different pieces of computer technology and being able to engage with your audience virtually. This will mean that those promoting learning and development will need to put more thought into making sessions more interactive. If learning and developing continues to be delivered online, perhaps additional training is needed for these physiotherapists in order to support others to learn and develop appropriately and support the development of physiotherapy (3).

1. The Chartered Society of Physiotherapy. Physiotherapy Framework. 2013.

2. Dario A, Simic M. Innovative physiotherapy clinical education in response to the COVID-19 pandemic with a clinical research placement model. Journal of Physiotherapy. 2021 Sep 10.

3. Tajane IA. Online Learning What Lessons do We Take to Guide the Future of Physiotherapy Education? A Cross-Sectional Survey from Teachers' Perspectives. J Health Commun. 2021;6:10.