Academicians and Neurologic Physical Therapy Residents Partner to Expand Clinical Reflection Using the SOLO Taxonomy:...

Area of Science:

• Physical Therapy Education
• Neurologic Rehabilitation
• Educational Frameworks

Background:

• Physical therapy (PT) programs aim to cultivate evidence-based, critically reflective practitioners.
• Partnerships between academic faculty and neurologic residency programs can enhance student learning and resident mentorship.
• Developing critical thinking and reflective practice is essential for entry-level PTs and transitioning residents.

Purpose of the Study:

• To describe a novel partnership between Seton Hall University's neurologic academic faculty and Kessler Institute for Rehabilitation's Neurologic Physical Therapy Residency Program.
• To implement the Structure of Observed Learning Outcomes (SOLO) taxonomy as a framework for developing learning experiences.
• To foster critical reflection skills in both neurologic residents and entry-level PT students.

Main Methods:

• Collaboration between academic faculty and neurologic residency program directors.
• Application of the SOLO taxonomy to design educational experiences.
• Integration of neurologic residents into the entry-level PT curriculum.

Main Results:

• The partnership successfully utilized the SOLO taxonomy to create unique learning experiences.
• Enhanced development of critical reflection skills observed in both PT students and neurologic residents.
• Positive perceived benefits of the collaborative learning model across professional health science programs.

Conclusions:

• The partnership model, grounded in the SOLO taxonomy, offers an effective approach to enhance critical reflection in PT education.
• This collaboration provides valuable mentorship opportunities for residents transitioning to educator roles.
• The described framework has potential applicability to other professional health science programs seeking to improve educational outcomes.