Experiential Learning in an Advanced Adult Neurorehabilitation Elective: A Thematic Analysis
Purpose/Hypothesis:
Elective courses in professional healthcare programs promote competency in specialty areas beyond the entry-level curriculum; while experiential learning increases confidence, engagement, satisfaction, clinical exposure and a broader world view. Following core coursework and terminal clinical experiences, Emory University Doctor of Physical Therapy (DPT) students select 12 elective credits. The purpose of this study is to determine how experiential learning embedded in an advanced adult neurorehabilitation elective impacts students’ professional development.
Number of Subjects:
Forty-eight, third year DPT students were purposively sampled from two advanced adult neurorehabilitation elective cohorts.
Materials and Methods:
The neurorehabilitation elective focuses on advanced examination, evaluation, and intervention for individuals affected by neurologic diagnoses. Learning methods include case discussion, laboratory, and studying the literature. Cultural competence, health literacy, and therapeutic alliance are explored. Finally, experiential learning occurs through a service-learning trip to rural Jamaica, or specialty practice observations in the United States.
Students craft reflective narratives or humanities-based pieces related to the experiential learning, and thematic analysis of these was conducted. Data saturation occurred at 24 participants, including an equal number of men and women, and type of experiential learning.
Results:
Thematic analysis suggests experiential learning contributed to reflection in, on and for action, with respect to novice physical therapist identity and professional development. Students described skill acquisition navigating the uncertainty and complexity of practice, as well as cultural sensitivity. They placed higher value on the therapeutic alliance and recognized the benefit of incorporating spirituality. Students expressed a greater sense of gratitude, and identified elements of an optimal learning environment including collaboration, creativity and risk-taking.
Conclusions:
Experiential learning embedded in an advanced specialty elective allows further exploration of classroom and clinical dissonance; and recognition, understanding and navigation of cultural disparities in rehabilitation. Students’ transformation was evidenced by increased confidence when encountering clinical ambiguities, as well as recognition of the value and complexity of humanistic care. This curricular design clearly demonstrates resultant academic and professional development. Future studies should quantitatively and qualitatively measure the impact of electives with embedded experiential learning on future clinical practice.
Clinical Relevance:
Experiential learning and reflective practice are instrumental to professional development of the novice practitioner. The unique and feasible pedagogical approach of this elective creates an optimal learning environment for clinical and professional growth, highlights the therapeutic alliance, fosters skills to navigate holistic clinical care, and develops an improved understanding of the human experience.