Impact of Educational Models on Acute Care Self-Efficacy in Physical Therapy Students: A Three-Way Analysis

Little is known about the impact of educational models on noncognitive learning indicators in acute care physical therapy. This study compared changes in acute care self-efficacy (ACSE) in entry-level physical therapy students in response to educational models implemented around the COVID-19 pandemic.

Hybrid and blended education have emerged as innovative models in physical therapist education to meet the diverse needs of learners. Preliminary evidence suggests that these models effectively improve cognitive measures of learning; however, their impact on noncognitive indicators specific to acute care practice has not been evaluated.

Second-year students enrolled in a cardiopulmonary course relevant to acute care physical therapy were included in this study.

Changes in ACSE were retrospectively analyzed in separate student cohorts enrolled in the target course delivered at 3 different time points around the COVID-19 pandemic using either a traditional model (TM), hybrid model (HM), or blended model (BM).

Acute care self-efficacy scores increased in all cohorts with a mean change of 49.9 ± 33.8 in the TM, 47.2 ± 30.0 in the HM, and 53.8 ± 29.1 in the BM ( P < .001). There was no difference in total ACSE change between teaching methods ( P = .541). Between-group differences ( P < .05) were noted in select individual items associated with ACSE. Performance in a final lab competency was greater in the BM ( P < .05) as compared to the TM and trended higher than the HM ( P = .05).

The HM and BM teaching methods employed around the COVID-19 pandemic had similar effects on overall ACSE in entry-level physical therapy students as compared to the TM; however, select aspects of ACSE may be influenced by the mode of educational delivery. Similar to its effect on cognitive indicators, the models appear to improve noncognitive indicators of learning to equivalent levels as a TM.