TY - JOUR
T1 - The How and the Why of Including Children
T2 - Experiential Learning in Teaching Physical Therapist Students
AU - Wynarczuk, Kimberly D.
AU - Gagnon, Kendra
AU - Fiss, Alyssa La Forme
AU - Kendall, Eydie
AU - Schreiber, Joseph
AU - Rapport, Mary Jane
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:
© 2022 Lippincott Williams and Wilkins. All rights reserved.
PY - 2022/7/1
Y1 - 2022/7/1
N2 - Purpose: This study describes experiential learning (EL) activities with children and the rationale for using EL. Experiential learning with children in entry-level doctor of physical therapy (DPT) education has not been described. Methods: Eighteen pediatric educators from accredited DPT programs participated in semistructured, in-depth interviews. Researchers analyzed written interview transcriptions using an iterative, consensus-building, thematic analysis approach. Results: Educators described their EL activities. Educators' rationale for using EL grouped around 4 themes: (1) EL is valued by multiple stakeholders, (2) EL provides an additional learning modality, (3) EL introduces students to pediatric physical therapy, and (4) EL addresses standards and competencies for DPT education. Conclusions: This research provides a rich description of EL with children and rationale for integrating EL in DPT education. These findings may inform educators and program directors regarding the value of EL and the investment of resources to support EL in DPT education. Supplemental Video Abstract available at: Http://links.lww.com/PPT/A386.
AB - Purpose: This study describes experiential learning (EL) activities with children and the rationale for using EL. Experiential learning with children in entry-level doctor of physical therapy (DPT) education has not been described. Methods: Eighteen pediatric educators from accredited DPT programs participated in semistructured, in-depth interviews. Researchers analyzed written interview transcriptions using an iterative, consensus-building, thematic analysis approach. Results: Educators described their EL activities. Educators' rationale for using EL grouped around 4 themes: (1) EL is valued by multiple stakeholders, (2) EL provides an additional learning modality, (3) EL introduces students to pediatric physical therapy, and (4) EL addresses standards and competencies for DPT education. Conclusions: This research provides a rich description of EL with children and rationale for integrating EL in DPT education. These findings may inform educators and program directors regarding the value of EL and the investment of resources to support EL in DPT education. Supplemental Video Abstract available at: Http://links.lww.com/PPT/A386.
KW - experiential learning
KW - physical therapist entry-level education
KW - qualitative research
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U2 - 10.1097/PEP.0000000000000920
DO - 10.1097/PEP.0000000000000920
M3 - Article
C2 - 35639559
AN - SCOPUS:85134084295
SN - 0898-5669
VL - 34
SP - 400
EP - 409
JO - Pediatric Physical Therapy
JF - Pediatric Physical Therapy
IS - 3
ER -