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Learner Success Model in Physical Therapy Education.

Beth P Davis1,2,3,4, Amber Fitzsimmons1,2,3,4, V Kai Kennedy1,2,3,4

  • 1Beth P. Davis is the associate professor in the Department of Rehabilitation Medicine at the Emory University School of Medicine, 1441 Clifton Rd NE, Suite 312, Atlanta, GA 30322 ( bethpdavis@emory.edu ). Please address all correspondence to Beth P. Davis.

Journal, Physical Therapy Education
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PubMed
Summary
This summary is machine-generated.

Physical therapy education needs better learner support, considering emotional factors and external influences. The Learner Success Model in Physical Therapy Education (LSM PTE) offers a framework to improve student outcomes and ensure quality patient care.

Keywords:
Affective domainLearner successRemediationSocio-ecological systems model

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Area of Science:

  • Physical Therapy Education
  • Learner Support Systems
  • Socio-ecological Models

Background:

  • Physical therapy educators face challenges in supporting learners to achieve degree completion and licensure.
  • Academic difficulties in physical therapy programs incur significant costs for learners, educators, and institutions.
  • Effective learner support strategies are crucial for ensuring safe and high-quality patient care.

Purpose of the Study:

  • To explain the significance of the affective domain in learner success.
  • To highlight external system-level factors influencing learner outcomes in physical therapy education.
  • To introduce a proposed Learner Success Model in Physical Therapy Education (LSM PTE).

Main Methods:

  • The LSM PTE integrates learner attributes and external systems within a socio-ecological framework.
  • The model emphasizes the affective domain alongside cognitive and psychomotor learning.
  • A case vignette illustrates the application of the LSM PTE for a learner requiring support.

Main Results:

  • The LSM PTE provides a comprehensive framework for analyzing factors impacting learner success.
  • The model identifies potential influences within interconnected spheres of the socio-ecological system.
  • While outcomes are pending, the model offers a structure for assessment.

Conclusions:

  • The LSM PTE offers a holistic perspective for supporting physical therapy learners.
  • Integrating the affective domain and system-level factors enhances learner success beyond traditional domains.
  • This model supports program, professional, and societal goals by fostering successful learner outcomes.