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Experimental Learning Theory as a Means to Improve Communication During Clinical Experiences in Physical Therapy Education : = A Qualitative Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Experimental Learning Theory as a Means to Improve Communication During Clinical Experiences in Physical Therapy Education :/
Reminder of title:	A Qualitative Case Study.
Author:	Rodio, Nicholas.
Description:	1 online resource (119 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-01, Section: B.
Contained By:	Dissertations Abstracts International86-01B.
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9798383202821

Experimental Learning Theory as a Means to Improve Communication During Clinical Experiences in Physical Therapy Education : = A Qualitative Case Study.
Rodio, Nicholas.

Experimental Learning Theory as a Means to Improve Communication During Clinical Experiences in Physical Therapy Education :A Qualitative Case Study. - 1 online resource (119 pages)

Source: Dissertations Abstracts International, Volume: 86-01, Section: B.

Thesis (Ed.D.)--Drexel University, 2024.

Includes bibliographical references

Communication between Doctor of Physical Therapy (DPT) students and the university's academic faculty during clinical experiences throughout the DPT program can be varied. This may lead to a variety of issues going unnoticed or unreported. The qualitative case study design uses focus group and one-on-one interviews as means of data collection to understand the individual student experiences and how each feel that communication would impact their learning during clinical experiences. The data collected will be transcribed and analyzed using first and second cycle coding for themes. The paradigm associated with this research study will be social constructivism, which deals with seeking an understanding of the world in which we live and work. Gergen describes these individually specific experiences with the idea of multiple realities, which emerge from people's differing experiences. (Gergen et al.1996). This paradigm closely relates to the researcher's past experiences as a DPT student, clinical instructor, and currently a DPT faculty member. The key questions that guided this research are the following:In what ways does the clinical experience enhance the student's education and promote learning through experiential learning theory?What were some common issues or limitations that impacted learning while on clinical experience?o What role does communication while on clinical experience play in the students critical thinking and conceptualization clinical concepts?o How could communication be improved while on clinical experiences? What impact could technology-based communication (i.e., discussion boards or video chats) have during clinical experiences to improve communication and allow for increased conceptualization of knowledge?In what areas do clinical instructors feel the student's learning experience would benefit from expanded academic faculty communication to promote critical thinking and clinical application of knowledge?

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798383202821Subjects--Topical Terms:

1148448
Higher education.
Subjects--Index Terms:

Clinical educationIndex Terms--Genre/Form:

554714
Electronic books.

Experimental Learning Theory as a Means to Improve Communication During Clinical Experiences in Physical Therapy Education : = A Qualitative Case Study.
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