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Transformative Learning Emerging From Challenges First-Year Students Experienced.

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  • 1Margaret M. Plack is the professor emeritus at the Department of Health, Human Function and Rehabilitation Sciences, The George Washington University School of Medicine and Health Sciences, c/o Ellen Costello, 2000 Pennsylvania Ave, NW, Suite 2000, Washington, DC, 20006, ( mplack@gwu.edu ). Please address all correspondence to Margaret M. Plack .

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Doctor of Physical Therapy (PT) students face significant challenges, but overcoming them fosters transformational learning and personal growth. Educators should recognize and support this incidental learning for student development.

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Area of Science:

  • Medical Education
  • Qualitative Research
  • Student Well-being

Background:

  • Doctor of Physical Therapy (DPT) programs are academically rigorous, presenting substantial challenges for students.
  • Evidence indicates a growing concern for mental health issues among DPT students.
  • Faculty may underestimate the extent of student challenges, missing support opportunities.

Purpose of the Study:

  • To explore factors influencing first-year DPT students' coping abilities.
  • To identify lessons learned by students from managing academic and personal challenges.
  • To understand the process of transformational learning in DPT students.

Main Methods:

  • Qualitative analysis of 70 written narratives from first-year DPT students.
  • Critical incident questionnaire used to gather data on student challenges.
  • Consensus-driven interpretivist approach with strategies for trustworthiness (triangulation, peer review).

Main Results:

  • Students identified internal and external factors affecting their coping mechanisms.
  • Overcoming challenges led to academic success, new behaviors, and enhanced self-awareness.
  • Students reported significant personal and professional growth through their experiences.

Conclusions:

  • The DPT student experience involves transformational learning through challenge.
  • Recognizing and supporting incidental learning is crucial for student development.
  • Faculty should acknowledge and foster the holistic growth occurring alongside academic learning.