Classroom-Based Active Learning in Entry-Level Physical Therapy Education: A Scoping Review

The purpose of this scoping review was to review the breadth of classroom-based active learning (AL) in entry-level physical therapist (PT) education and to 1) describe specific classroom-based AL currently used in entry-level PT curricula; 2) explore facilitators and barriers to the use of classroom-based AL andragogy in entry-level PT education; and 3) report the relationships and/or influence between classroom-based AL and student outcomes/perceptions.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist was used as a guide. Online databases were searched to identify publications describing classroom-based AL in PT education, from which 105 publications were selected.

Active learning was defined in only 9 articles. Classroom-based AL strategies included problem-based (n = 21), team-based (n = 13), games (n = 11), case-based (n = 9), discussion (n = 7), reflection (n = 4), peer instruction/feedback (n = 2), mind/concept mapping (n = 2), debate (n = 1), role play (n = 1), think-pair-share (n = 1), or polling/quizzing (n = 1). The remaining publications used a combination of activities or discussed AL theory (n = 32). Some publications (n = 8) reported classroom-based AL methods in the entire curriculum. Most explored classroom-based AL for a single course (n = 86). Most publications did not report barriers (n = 83) or facilitators (n = 78) to classroom-based AL. Many publications (n = 53) assessed classroom-based AL using multiple methods. Other assessments included faculty perception (n = 3), final course grade (n = 1), focus group discussions (n = 2), open-ended interviews (n = 7), qualitative analysis (n = 7), course exam (n = 5), surveys (n = 19), student-reported learning (n = 2), or student satisfaction (n = 2).

A variety of classroom-based AL is used in PT education. Due to variability, inconsistent definitions, and a lack of published barriers/facilitators, PT educators may not have a clear path to implement classroom-based AL methods. Researchers should provide a clear and consistent definition of AL, offer detailed information on the planning and execution of methods, and develop a mode of assessment for AL andragogy.