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

Megan B Flores1,2,3,4, Katherine F Wilford1,2,3,4, Catherine M Andrea1,2,3,4

  • 1Megan Flores is a board-certified pediatric clinical specialist and a clinical associate professor in the Department of Physical Therapy at Baylor University, Waco, One Bear Place #97193 Waco, TX 76798 (megan_flores@baylor.edu). Please address all correspondence to Megan Flores.

Journal, Physical Therapy Education
|August 21, 2025
PubMed
Summary

This scoping review found diverse classroom-based active learning (AL) methods in physical therapist (PT) education. Inconsistent definitions and lack of reported barriers/facilitators hinder widespread AL implementation in PT curricula.

Keywords:
Active learningClassroom-basedDPTFlipped classroomPhysical therapist education

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Area of Science:

  • Physical Therapy Education
  • Andragogy
  • Active Learning Strategies

Background:

  • Classroom-based active learning (AL) is increasingly recognized in health professions education.
  • Understanding the current landscape of AL in entry-level physical therapist (PT) education is crucial for curriculum development.
  • Existing literature lacks a comprehensive overview of AL implementation, facilitators, barriers, and impact in PT programs.

Purpose of the Study:

  • To conduct a scoping review of classroom-based active learning (AL) in entry-level physical therapist (PT) education.
  • To identify and describe specific AL strategies currently employed in PT curricula.
  • To explore reported facilitators and barriers to AL adoption and its influence on student outcomes and perceptions.

Main Methods:

  • A scoping review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist.
  • Systematic search of online databases for publications detailing classroom-based AL in PT education.
  • Selection of 105 relevant publications for analysis.

Main Results:

  • A wide array of classroom-based AL strategies were identified, including problem-based learning, team-based learning, and case-based learning, though definitions of AL were inconsistent.
  • Most studies focused on AL within a single course, with limited reporting on facilitators (n=27) or barriers (n=22) to implementation.
  • Various assessment methods were used, including surveys, exams, and qualitative analyses, but clear links to student outcomes were often not established.

Conclusions:

  • While diverse classroom-based AL methods are utilized in PT education, variability in definitions and lack of reported implementation data present challenges.
  • Physical therapist educators require clearer guidance on defining, implementing, and assessing AL strategies to foster effective pedagogical practices.
  • Future research should focus on consistent AL definitions, detailed implementation strategies, and robust assessment of AL's impact on student learning and perceptions.