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A Pediatric Service-Learning Program in Physical Therapy Education.

Yu-Jen Hou1, Wen-Yu Liu, Yang-Hua Lin

  • 1School of Physical Therapy, Graduate Institute of Rehabilitation Science (Ms Hou and Drs Liu, Lin, and Lien), College of Medicine, Chang Gung University, Taoyuan City, Taiwan; Department of Physical Medicine and Rehabilitation (Ms Hou and Drs Lin and Chen), Chang Gung Memorial Hospital, Chiayi, Chiayi County, Taiwan; Department of Physical Medicine and Rehabilitation (Dr Liu), Chang Gung Memorial Hospital, Linkou, Taoyuan City, Taiwan; Department of Physical Medicine and Rehabilitation (Dr Wong), Chang Gung Memorial Hospital, Taoyuan, Taoyuan City, Taiwan; and School of Medicine (Dr Chen), College of Medicine, Chang Gung University, Taoyuan City, Taiwan.

Pediatric Physical Therapy : the Official Publication of the Section on Pediatrics of the American Physical Therapy Association
|March 27, 2018
PubMed
Summary
This summary is machine-generated.

This pediatric physical therapy (PT) program in Taiwan fostered key professional traits in students. The service-learning camp for children with cerebral palsy (CP) enhanced PT education and community engagement.

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Area of Science:

  • Pediatric Physical Therapy Education
  • Service-Learning in Healthcare

Background:

  • Community-based programs are vital for practical training in physical therapy.
  • Service-learning offers unique opportunities for students to develop essential professional skills.

Purpose of the Study:

  • To describe a pediatric service-learning program in entry-level physical therapy (PT) education in Taiwan.
  • To evaluate the program's impact on developing professional attributes in PT students.

Main Methods:

  • A 2-day service-learning camp for children with cerebral palsy (CP) was developed.
  • 356 entry-level PT students participated, serving 286 children and their families.
  • Student reflective reports were analyzed for professional attribute development.

Main Results:

  • The program provided preclinical service-learning experiences for PT students.
  • Students demonstrated key professional attributes such as altruism, compassion, cultural competence, and teamwork.
  • The program successfully engaged students in serving children with physical disabilities and their families.

Conclusions:

  • Pediatric PT service-learning programs can effectively foster professional attribute development in students.
  • This model enhances PT education by integrating community needs with student learning.
  • The program shows potential for cultivating well-rounded and socially responsible physical therapists.