Physical therapy students are unprepared to function in today’s healthcare environment. The purpose of this project was to evaluate the learning outcomes of students participating in an experiential learning course. Five research questions were proposed. The first two questions asked, Is there a difference in perceived self-efficacy and critical thinking skills between students that participate in the experiential learning course and those that do not? Questions three and four asked, Is there a difference in professional judgment and professional behaviors in students following participation in the experiential learning course? The fifth question asked, What learning outcomes are associated with participation in the experiential learning course? Mixed research methodology was utilized to evaluate learning outcomes. Twenty-eight second professional year physical therapy students participated in this retrospective study. General Self-Efficacy Scale (GSE), California Critical Thinking and Disposition Inventory (CCTDI), Professional Judgment Rating Form (PJRF), and a departmentall developed professional behavior tool were administered. Reflective journaling and focus groups were used. A statistically significant difference was found in professional judgment (p=0.015) and professional behavior (p=0.010). The qualitative learning outcomes include self confidence, professional behavior, critical thinking, and professional judgment. Conclusions are that participation in an experiential learning course will assist students in developing skills in critical thinking, professional judgment, professional behavior, and self efficacy. It is recommended that educational programs provide experiential learning opportunities to foster development of autonomous practitioners.
| Date of Award | Jan 1 2004 |
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| Original language | English |
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| Supervisor | Gail Johnson (Supervisor), Sonia Crandall (Advisor) & Maryellen Maher (Advisor) |
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