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Lessons about Motor Learning: How Is Motor Learning Taught in Physical Therapy Programmes Across Canada?
Alexander Bramley1, Andres Abuhadba Rodriguez1, James Chen1
1Department of Physical Therapy.
Motor learning (ML) education in Canadian physical therapy (PT) programs is consistent in content but varies in clinical application delivery. Further integration and continuing education are suggested to bridge the knowledge-practice gap.
Area of Science:
- Physical Therapy Education
- Motor Learning Science
- Curriculum Development
Background:
- Motor learning (ML) principles are fundamental to physical therapy (PT) practice.
- Understanding how ML is currently taught in Canadian PT programs is essential for optimizing education.
Purpose of the Study:
- To describe the content and delivery of ML education in Canadian PT programs.
- To explore Canadian PT instructors' attitudes and beliefs regarding ML instruction.
- To identify potential gaps and areas for improvement in ML education.
Main Methods:
- Qualitative descriptive design utilizing online questionnaires and semi-structured interviews.
- Descriptive content analysis to identify themes.
- Online searches of PT program websites to supplement data.
Main Results:
- ML content is largely consistent across Canadian PT programs, primarily within the neurological curriculum.
- Delivery methods for clinical application of ML principles vary significantly between institutions.
- Instructors believe ML is foundational to PT and should be integrated throughout the curriculum.
Conclusions:
- While ML content may be adequate, opportunities for clinical application in PT education may be suboptimal.
- Continuing education is proposed to address the knowledge-practice gap for clinicians and enhance student learning.
- Further research is needed to explore optimal ML integration and student perspectives on ML understanding and self-efficacy.
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