Beyond lecture and laboratory in the physical therapy classroom

Area of Science:

• Physical Therapy Education
• Pedagogical Innovations

Background:

• Traditional physical therapy education relies heavily on lectures and laboratories.
• Synthesizing diverse clinical skills presents a challenge for junior-level students.
• Need for innovative teaching strategies to enhance practical skill acquisition.

Purpose of the Study:

• To describe the adaptation of the Inquiry Training Model and Simulation Model for physical therapy education.
• To evaluate the effectiveness of these adapted models in teaching the Evaluation Unit.
• To assess student and faculty perceptions of the adapted teaching models.

Main Methods:

• Implementation of adapted Inquiry Training Model and Simulation Model variations.
• Integration of these models alongside standard lectures and laboratories.
• Utilizing student and faculty feedback collected post-class.

Main Results:

• Adapted models were successfully integrated into the physical therapy curriculum.
• Students and faculty reported positive learning experiences, finding them helpful and engaging.
• The models facilitated better synthesis of various physical therapy skills.

Conclusions:

• Inquiry Training and Simulation Models offer valuable augmentations to physical therapy instruction.
• These pedagogical approaches enhance student engagement and skill synthesis.
• Recommended for broader adoption in physical therapy education to supplement existing methods.