Community Experiential Learning Opportunities In the Drexel University Professional Doctor of Physical Therapy Program

O’Neil, Margaret E.; Rubertone, Patricia P.; Villanueva, Augusta M.

doi:10.1097/00001416-200707000-00011

Cited by 12 publications

(16 citation statements)

References 6 publications

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“…e results of this study, in agreement with previously published research, provide favorable data to support the inclusion of EL in DPT curricula to improve students' perceptions of their clinical reasoning and self-efficacy. [4][5][6][7][8][9]21 Our findings are consistent with previous research that identified EL as an educational approach that resulted in increases in clinical reasoning of allied health students. 8,9,21 e significant difference in the change scores for the SACRR between dose groups suggests that a higher dosage of pediatric EL during the DPT curriculum could have a greater impact on students' development of clinical reasoning.…”

Section: Discussionsupporting

confidence: 89%

“…20 Collectively, the results of these studies indicate that pediatric EL, including ICE, provides students with structured learning opportunities that may lead to meaningful gains in multiple areas, including psychomotor skills, self-confidence, communication, and clinical reasoning. [4][5][6][7][8][9] Schreiber et al 1 described exemplar programs to include a mean of 11.83 6 4.4 hours of EL with child contact as a component of their pediatrics courses. Flowers et al 21 defined high-dose EL to be at least 15 hours based on the exemplar description.…”

Section: Experiential Learning In Physical Therapy Educationmentioning

confidence: 99%

“…Several recent studies have explored student outcomes resulting from pediatric EL activities, including integrated clinical education (ICE) experiences. 4-9 The American Council of Academic Physical Therapy (ACAPT) defines ICE as “clinical education experiences that occur during an academic term in a coordinated fashion concurrent with didactic courses.” 19 There is a growing body of evidence in support of using ICE as a form of EL in DPT pediatric coursework with positive outcomes reported across multiple constructs. 4-9…”

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

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The Effects of Experiential Learning on Perceived Clinical Reasoning and Self-efficacy of Doctor of Physical Therapy Students

Lowe¹,

Flowers²,

Fletcher³

et al. 2022

JOPTE

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Introduction and Review of the Literature. Experiential learning (EL) is an instructional method that is increasingly being used to teach Doctor of Physical erapy (DPT) pediatric content. However, there remains a paucity of research describing student outcomes resulting from EL courses compared with outcomes resulting from traditional instruction-based courses. e purpose of this study was to evaluate the change in perceived clinical reasoning and self-efficacy experienced by DPT students from the same DPTprogram who completed either high (at least 15 hours) or low (3 hours or less) pediatric EL as a component of their required, semester-long pediatric course. Subjects and Methods. e study was a pretest-posttest comparison group design. Second-year DPTstudents (n = 58; male: 19 and female: 39) enrolled in fall 2018 (high EL group) and students (n = 53; male: 18 and female: 35) enrolled in fall 2020 (low EL group) completed the Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the Physical erapy Self-Efficacy Scale (PTSE) during the first and last week of the pediatrics course. Results. A significant interaction effect between EL dosage and time was found for the SACRR (F 1,106 = 51.03, P = .000, partial eta squared = 0.33), suggesting that the change in scores was influenced by the dosage of EL. ere was no significant interaction effect between EL dosage and time for the PTSE (F 1,104 = 1.13, P = .29, partial eta squared = .01). ere was a significant main effect for time (F 1,104 = 225.61, P = .000, partial eta squared = .68), with both groups showing an improvement in pediatric physical therapy self-efficacy. Discussion and Conclusion. e results of this study suggest that the perceived selfefficacy abilities of students improved with all instructions, but the addition of high EL may enhance traditional instruction methods when used to aid DPT students in the development of self-perceived clinical reasoning and reflection skills.

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Section: Discussionsupporting

confidence: 89%

Section: Experiential Learning In Physical Therapy Educationmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

See 2 more Smart Citations

The Effects of Experiential Learning on Perceived Clinical Reasoning and Self-efficacy of Doctor of Physical Therapy Students

Lowe¹,

Flowers²,

Fletcher³

et al. 2022

JOPTE

View full text Add to dashboard Cite

show abstract

“…28 r Service learning opportunities in community agencies were effective at addressing competencies not readily addressed in didactic or clinical education; students who participated in these experiences were likely to develop an enhanced understanding of the patient's environment, leading to improved problem-solving and clinical skills. 29,30 r Integrated clinical experiences within the didactic curriculum provided early exposure to advocacy for patients in a planned experience and allowed for early practice, development, and assessment of affective, psychomotor, and cognitive skills. 31 r The best predictor of competent performance with psychomotor skills was repetitive, deliberate practice that was supervised by faculty who provided corrective feedback.…”

Section: Medicine Nursing and Respiratory Therapymentioning

confidence: 99%

Experiential Learning With Children

Schreiber

Rapport

Martin

et al. 2015

Pediatric Physical Therapy

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The Integrated Clinical Education Strategic Initiatives Project—Development of Parameters to Guide Harmonization in Clinical Education: A Scoping Review

et al. 2018

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Background Clinical education curricular models specifically related to integrated clinical education (ICE) vary across physical therapist education programs. The interconnectedness of ICE to the advancement of a shared vision for clinical education in professional physical therapist education needs investigating. Purpose The purpose of this scoping review was to: (1) define ICE, (2) define baseline expectations and parameters of ICE, and (3) discern and describe current ICE models. Data Sources Databases accessed included Medline, MedlinePlus with Full, CINAHL, and CINAHL Plus with full text. Study Selection A multimodal data collection scoping review was completed. Data collection included survey research, a systematic review of the literature, and a series of focus groups. The McMaster Critical Appraisal Tool assessed methodological study quality. A qualitative, metasynthesis approach was used for data synthesis. Consensus agreement produced results. Data Extraction Twenty-two articles were included in the literature review from the health disciplines of medicine, nursing, physical therapy, occupational therapy, and speech-language pathology. Data synthesis produced 8 parameters defining the factors essential to categorizing clinical education experiences as ICE in physical therapist education. The 8 parameters and ICE definition are supported by a description of models of ICE that currently exist within health profession curricula. Data Synthesis Data synthesis followed a qualitative, metasynthesis approach. Themes emerged from the surveys, literature review, and focus group data. Patterns were compared, analyzed, and synthesized to generate the themes and ICE parameters. Limitations Selection bias from the literature search could have limited the richness of the model descriptions by unintentional exclusion of articles, and might limit the applicability of results beyond the United States. Sampling bias from survey and focus groups, although purposeful, might have limited a broader description of current viewpoints about ICE. However, the data sources, including multiple health profession perspectives coupled with consensus agreement, provide sound evidence in development of profession-based parameters. Conclusions The results of this scoping review provide the profession with a standard definition of ICE and parameters that can guide a program in designing a curriculum using ICE experiences as a foundation. A recommended next step is to design education research studies using reliable and valid outcome measures across programs to determine impact and effectiveness of ICE as an educational intervention.

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Community Experiential Learning Opportunities In the Drexel University Professional Doctor of Physical Therapy Program

Cited by 12 publications

References 6 publications

The Effects of Experiential Learning on Perceived Clinical Reasoning and Self-efficacy of Doctor of Physical Therapy Students

The Effects of Experiential Learning on Perceived Clinical Reasoning and Self-efficacy of Doctor of Physical Therapy Students

Experiential Learning With Children

The Integrated Clinical Education Strategic Initiatives Project—Development of Parameters to Guide Harmonization in Clinical Education: A Scoping Review

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