Changes in Self-Directed Learning Among Doctor of Physical Therapy Students Across Didactic Curriculum: A...

Area of Science:

• Physical Therapy Education
• Adult Learning Theory
• Curriculum Development

Background:

• Physical therapy education emphasizes developing adaptive lifelong learners due to the evolving healthcare landscape.
• The Master Adaptive Learning (MAL) framework is proposed for physical therapy educators to foster adaptability and innovation.

Purpose of the Study:

• To investigate changes in self-directed learning (SDL) among traditional Doctor of Physical Therapy (DPT) students throughout their didactic curriculum.
• To assess the relationship between SDL, grit, and emerging learning themes within DPT programs.

Main Methods:

• A mixed-methods approach was employed, utilizing the Motivated Strategies of Learning Questionnaire (MSLQ) and the Short Grit scale with 50 DPT students.
• Qualitative data were gathered through focus group interviews with 14 students to explore themes related to learning paradigms.

Main Results:

• A statistically significant decrease in MSLQ scores was observed from the first to the third and sixth semesters, with stabilization in later semesters.
• Grit scores remained consistent throughout the curriculum.
• Emergent themes included deep learning, habits of the heart, and vulnerability, with subthemes aligning with the MAL framework.

Conclusions:

• This study offers initial insights into the self-directed learning trajectory of DPT students in traditional programs.
• Findings underscore the necessity for further research and enhanced SDL strategies in physical therapy education.
• Integrating the MAL framework and providing student support are crucial for fostering self-directed behaviors in physical therapy students.