RePTusule - Intergenerational Learning
Effects of learning support provided by retired physiotherapists on students’ learning outcomes and age-related perceptions, as well as on the physical and cognitive functioning of the learning mentors.
Factsheet
- Schools involved School of Health Professions
- Institute(s) Physiotherapy
- Research unit(s) Hochschulbildung bei Gesundheitsberufen
- Funding organisation Others
- Duration 01.01.2017 - 31.12.2025
- Head of project Prof. Dr. Jan Taeymans
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Project staff
Prof. Dr. Jan Taeymans
Dr. Dr. Slavko Rogan
Prof. Dr. Jonathan Bennett -
Partner
Gesundheitsförderung Schweiz
Fondation Sana - Keywords Learning, Teaching
Situation
Physiotherapy training faces increasing demands and limited resources, particularly in terms of practical supervision. Retired physiotherapists possess valuable experiential knowledge that has so far been largely untapped, even though many are keen to get involved and take on meaningful tasks. At the same time, perceptions of ageing influence students’ therapeutic practice. RePTUsule is investigating how the involvement of retired professionals in guided self-study improves learning outcomes, changes perceptions of ageing, and what effects active participation in education has on their own functional health.
Course of action
This pilot study examines whether the learning outcomes of students participating in supervised self‑study (bSST) differ from those of students engaged in unsupervised self‑study. In addition, it investigates the effects of the tutoring activity undertaken by retired physiotherapists on their physical and cognitive functioning compared with age‑matched retired physiotherapists who do not participate. The study also evaluates the impact of the tutoring activity on the students’ perceptions of ageing.
Result
This research project shows that involving retired physiotherapists as tutors in supervised self‑study is feasible and can have positive effects on students’ learning outcomes. Ten retired physiotherapists were interviewed, five agreed to participate, and four were actively involved during the first semester. Another person planned to join later. After the first semester, the study had to be discontinued due to the COVID‑19 pandemic. Learning outcomes in the first semester showed clear advantages for the intervention group. Analysis of the practical module examination (OSCE) revealed significant differences between the intervention and control groups, with a p‑value below 0.0001. This indicates that supervised self‑study, even when guided by retired professionals, can enhance practical clinical competencies. All six sessions were carried out as planned. However, attendance strongly depended on the overall workload during the semester. In the early, less intensive weeks, participation exceeded 88 percent, while it declined noticeably later. Only 32 percent of students achieved the target attendance of five sessions. For the tutors, assessments of mobility, cognitive functioning and quality of life were planned but could not be completed due to the pandemic. Additional surveys among students revealed a mix of resource‑oriented and deficit‑oriented perceptions of ageing.
Looking ahead
Overall, the project suggests that intergenerational learning supports competence development and can promote more differentiated perceptions of ageing when it is meaningfully integrated into the curriculum.
