TY - JOUR
T1 - Experiential Learning in Pediatric Physical Therapist Education
T2 - Challenges and Facilitators
AU - Wynarczuk, Kimberly D.
AU - Gagnon, Kendra
AU - Schreiber, Joseph
AU - Rapport, Mary Jane
AU - Fiss, Alyssa La Forme
AU - Kendall, Eydie
N1 - Funding Information:
Grant Support: This research was supported by a grant from the American Physical Therapy Association, Academy of Pediatric Physical Therapy. This research collaboration originated in 2016 from the American Physical Therapy Association's Academy of Pediatric Physical Therapy Education Summit II. The funder played no role in the design, conduct, or reporting of this study.
Publisher Copyright:
Copyright © 2021 Academy of Pediatric Physical Therapy of the American Physical Therapy Association
PY - 2022/1/1
Y1 - 2022/1/1
N2 - 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.
AB - 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.
KW - Curriculum
KW - Experiential learning
KW - Pediatrics
KW - Physical therapist entry-level education
KW - Qualitative research
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U2 - 10.1097/PEP.0000000000000849
DO - 10.1097/PEP.0000000000000849
M3 - Article
C2 - 34958335
AN - SCOPUS:85122770295
SN - 0898-5669
VL - 34
SP - 63
EP - 71
JO - Pediatric Physical Therapy
JF - Pediatric Physical Therapy
IS - 1
ER -