"In theory, theory and practice are the same. In practice, they are not," aptly asserted by renowned physicist Albert Einstein, reinforces the need to strike a balance between knowledge and practical skills.
Budding students often find themselves in the dilemma of either focusing more on theoretical learning or prioritizing the hands-on aspect of training. The challenge lies in bridging the gap between the two and creating a comprehensive and integrated understanding of the profession.
Increasing emphasis on rote learning and theory will not yield fruitful results as we encounter practical scenarios. Often, trial and error become the key to creating the most beneficial interventions. The obstacles, limitations, and errors that arise during practice differ significantly from what is taught in textbooks. Confronting these scenarios stimulates a discussion-oriented, analytical, and critical approach to dealing with difficulties. However, it is essential to follow an objective and evidence-based practice, primarily derived from knowledge and text.
"The pyramid of clinical practice stands strong primarily on the foundation of knowledge."
Several strategies can be adopted to strike a balance between what you know and what you practically need to know. First and foremost, reviewing the acquired information and applying it "just in time" will provide a cutting-edge advantage by enhancing recall value. Learning information is known to have a short shelf life, and its retention greatly improves when applied and revised immediately as part of the curriculum.
Secondly, reinforcing the practice of "overlearning," which involves performing several repetitions of a clinical skill even after successfully executing it without errors, is crucial. The more times you repeat a clinical practice, the more you engage your muscle memory as a physiotherapist, gradually perfecting it with ease. Repetition of practice unlocks the door to varied responses and reveals various nuances that emerge with each patient-therapist interaction.
We should understand that learning and knowledge only become productive when put into practice. Breaking the cycle of static learning allows us to adopt a problem-solving approach and expand our minds. Similarly, blindly following unfounded and harmful practices can have serious repercussions, potentially causing more harm than benefit to the patient. Merely relying on videos copied from social media platforms, without substantial evidence, prior knowledge, or certification to support them, can be hazardous. Running uncertified practices is not only unethical but also puts the patient in a vulnerable position. Therefore, using appropriate and reputable knowledge resources will further foster research aptitude in students and promote evidence-based practice. Incorporating knowledge from reliable sources will bridge the gap and effectively guide you towards creating a successful and sustainable clinical practice.
Learning and application are not exclusive but mutually interdependent. One can only get you halfway, while the other immerses you in the process of executing trial and error.
Another effective strategy is to always "honour your consumption" by recognizing your learning threshold. Once that threshold is exceeded, information often becomes distracting and confusing, leading to failed attempts and decreased self-confidence. Pushing yourself to exhaustion in such situations will not benefit you in either knowledge acquisition or practical skills. Take a break and create an effective timetable to schedule and allocate time for both learning information and developing practical skills. Balancing your learning and finding inspiration in a timely manner allows you to maintain a cyclical pattern of learning and practicing.
Furthermore, learning with concrete examples benefits both knowledge acquisition and practice. Personally, I have experienced the ease of answering application-based clinical questions in exams when I have encountered similar cases firsthand. The number of times this approach has helped me is immeasurable.
The technique of creating an intervention for a patient based on evidence-based material, and then returning the next day to apply and evaluate its effectiveness, is essential. This process allows you to have a more productive and real-time experience, rather than relying on abstract visualization alone.
In conclusion, we must emphasize the importance of balancing both aspects in students who are still budding and have immense potential to thrive. Mentors often encourage us to revisit and review, to patiently practice a particular skill, which we later realize is critically valuable and pivotal. Trees stand tall when their roots, their foundation, are strong enough to support their heavy branches. Similarly, knowledge should stand strong as students venture into their clinical practice, blossoming with beautiful results and garnering acknowledgement from the patient's perspective.