Describing relationships in doctor of physical therapy clinical education: a multi-site case study investigation

The changing landscape of health care calls for recalibration of educating the next generation of physical therapists. Physical therapist education programs rely on external clinical entities to prepare students for practice. Descriptions of relationships between academic and clinical entities are scarce despite a national call to explore this concept.

The objective of this study is to describe existing relationships from the perspectives of the multiple key decision makers within Doctor of Physical Therapy clinical education (CE).

This study used a qualitative investigation using a multi-site descriptive case study design.

A national call for participants was made to Commission on Accreditation of Physical Therapist Education (CAPTE) accredited programs, that served as cases, followed by purposeful recruitment to achieve maximum variation. Programs varied by categories such as size, public/private institutions, and residential/hybrid programs. Cases included academic and clinical participants associated with a single institution in varied academic and clinical roles as well as students. Participants completed a demographic survey and engaged in an individual virtual semi-structured interview or a focus group. Thematic analysis both within cases and cross cases was followed.

Qualitative themes were reported by participants surrounding their perceptions about the different types of relationships that exist in CE.

A total of 10 cases with 88 interview/focus group transcripts were analyzed. Seven themes emerged identifying and describing different relationships in physical therapist CE. Relationship types included: One and Done, Transactional, Collaborative and Trusting, Systems Relationship, Go-to Site, Existing Relationship, and Strained Relationship.

A variety of relationships are valuable in professional level CE. Flexibility and customization of relationships are essential to accommodate changing demands of health care, education, and student needs. Further research is needed to optimize communication and efficiency, to ensure the sustainability of relationships and, consequently, the profession.

This study provides insight into the nature of clinical-academic relationships, contributing to the development of models that may enhance quality and sustainability of CE in physical therapist education.