Collaborative 2:1 Model for Physical Therapy Clinical Education in the Inpatient Adult and Pediatric Settings: A Case Report

Authors

Neha Seth, Unversity of California San FranciscoFollow
Christine Friesen, University of California San FranciscoFollow
Kathryn C. Nesbit, San Francisco State UniversityFollow

Abstract

Purpose

A collaborative model for clinical education is most commonly with 2 students and 1 clinical instructor. In physical therapy, one of the driving forces promoting a collaborative model is that the demand for clinical placements exceeds the supply of the traditional 1:1 model. A review of the literature revealed a paucity of studies of the collaborative model in the inpatient settings and a lack of studies on the inpatient pediatric setting. The purpose of this case report is to provide a comprehensive description of the collaborative model in the inpatient adult and pediatric setting that captures perspectives from multiple stakeholders and embodies the master adaptive learner framework. A collaborative model was implemented in the adult and pediatric inpatient setting for a 12-week clinical experience.

Methods

The study is a mixed method study of a convenience sample of students, therapists, academic liaisons, and administrators. Qualitative data were analyzed using a discovery-oriented approach. Quantitative data were analyzed using descriptive frequencies.

Results

The post-participation surveys indicated the students and clinical instructor were supported, had sufficient resources, and obtained feedback. Individual progression was always supported as perceived by the clinical instructor and students. The challenges and strategies outlined by the clinical instructors showed flexibility, creativity, and a growth mindset approach. Productivity was positively impacted overall with the collaborative model in both inpatient adult and pediatric setting.

Conclusions

Students can contribute to optimal pairing for a collaborative model. This model supported student growth and collaboration. Adaptive learning was enhanced through planning for the learning experience in a team, learning through multiple perspectives, assessing feedback from multiple perspectives, and adjusting to new learning with peers.

Author Bio(s)

Neha Seth is the Pediatric Rehabilitation Clinical Training Coordinator and Physical Therapist at the University of California San Francisco Children’s Hospital at Mission Bay in San Francisco, California. She is an American Physical Therapy Association Board Certified Pediatric Specialist.

Christine Friesen is the Adult Lead Physical Therapist at the University of California San Francisco Medical Center at Mission Bay in San Francisco, California. She is an American Physical Therapy Association Board Certified Geriatric Specialist.

Kathryn Nesbit is an Associate Professor with the University of California San Francisco/San Francisco State University Physical Therapy Graduate Program. She is a Physical Therapist at the University of California San Francisco at Mission Bay in San Francisco, California. She is an American Physical Therapy Association Board Certified Pediatric Specialist.

Acknowledgements

NA

Recommended Citation

Seth N, Friesen C, Nesbit KC. Collaborative 2:1 Model for Physical Therapy Clinical Education in the Inpatient Adult and Pediatric Settings: A Case Report. The Internet Journal of Allied Health Sciences and Practice. 2025 Jan 17;23(1), Article 11.