Experiential Learning in Pediatric Physical Therapist Education: Challenges and Facilitators. Issue 1 (6th January 2022)

• Record Type: Journal Article
• Authors: Wynarczuk, Kimberly D.; Gagnon, Kendra; Schreiber, Joseph; Rapport, Mary Jane; Fiss, Alyssa LaForme; Kendall, Eydie
• Is Part Of: Pediatric physical therapy. Volume 34:Issue 1(2022)
• Page Start: 63
• Page End: 71
• Publication Date: 2022-01-06
• Subjects: curriculum -- experiential learning -- pediatrics -- physical therapist entry-level education -- qualitative research; Physical therapy for children -- Periodicals; 615.820832
• DOI: 10.1097/PEP.0000000000000849
• Languages: English
• ISSNs: 0898-5669

Abstract

Abstract : The purpose of this study was to conduct an in-depth investigation of physical therapist educators' challenges to and facilitators of the use of experiential learning with children. Abstract : Purpose: The purpose of this study was to conduct an in-depth investigation of physical therapist educators' challenges to and facilitators of the use of experiential learning (EL) with children. Although EL with children has been called an essential component of doctor of physical therapy (DPT) education, variability in the amount of EL used among DPT programs indicates that educators may experience different challenges and facilitators of the use of EL. Methods: Eighteen pediatric DPT educators participated in a semistructured interview. Researchers used thematic analysis to qualitatively analyze interview transcripts. Results: Three themes emerged: (1) stakeholder considerations, (2) pedagogical considerations, and (3) logistical considerations. Conclusions: This research illustrates challenges and facilitators to the use of EL with children. How these challenges and facilitators are perceived by DPT educators has implications for faculty and program directors, particularly as they consider the use of EL with children in DPT programs nationally.