Using Real Patients in Physical Therapy Didactic Education: A Mixed-Methods Investigation

Authors

Stacia Hall Thompson, Methodist UniversityFollow
Mary Shotwell, Rocky Mountain University of Health ProfessionsFollow
Hina Garg, Rocky Mountain University of Health ProfessionsFollow
Michelle Webb, Rocky Mountain University of Health ProfessionsFollow

Abstract

Purpose: Physical therapy educators use various strategies to promote student learning. One such way is to use real patients (RP) in the classroom to learn course material during simulation-based learning experiences (SLE). This study aimed to identify student physical therapist (SPT) perceptions regarding value, satisfaction, and confidence with SLE using RP, explore SPT perceptions and lived experiences regarding RP use in SLE during didactic physical therapy education, and determine differences in value, satisfaction, and confidence in cognitive, affective, and psychomotor learning domains based on demographic variables. Methods: The study used a convergent parallel mixed-methods design to simultaneously gather quantitative (survey) and qualitative (interview) data and then integrate findings. SPTs from the United States enrolled in accredited Doctor of Physical Therapy programs participated in the quantitative (n = 130) and qualitative (n = 15) data collection. Results: SPTs positively agreed that RP SLE experiences were valuable, they felt satisfied with the learning activities, and their confidence increased in learning domains when using RPs during didactic learning activities. Significant differences were noted between affective domain learning and confidence, with first-year SPTs reporting lower confidence than second- and third-year students. The number of RP experiences did not impact value, satisfaction, and learning in any domain. Thematic analysis revealed 3 main themes: clinical application, growth, and design logistics. Data integration confirmed and expanded upon the qualitative and quantitative data findings. Conclusions: SPTs perceive high value, satisfaction, and confidence in all learning domains when using RP in SLE in PTE. When designing experiences, it is crucial to understand that more experiences do not necessarily contribute to increased value, satisfaction, or confidence. Considering SPT perceptions related to design logistics and barriers may aid in developing a robust and authentic SLE.

Author Bio(s)

Stacia Hall Thompson, PT, DPT, PhD, NCS, CEEAA, is an Associate Professor in the Physical Therapy Department at Methodist University in Fayetteville, NC.

Mary Shotwell, PhD, OTR/L, FAOTA, NBC-HWC, is a Professor in the Doctor of Philosophy Program in Health Sciences at the Rocky Mountain University of Health Professions in Provo, Utah.

Hina Garg, PT, MS, PhD, NCS, CEEAA, is an Associate Professor in the Department of Physical Therapy at Rocky Mountain University of Health Professions, Provo, Utah.

Michelle Webb, EdD, OTD, OTR/L, CAPS, is an Assistant Professor in the Department of Health Sciences at Rocky Mountain University of Health Professions, Provo, Utah.

Acknowledgements

We would like to thank our participants, who provided valuable information for the study, and Rocky Mountain University of Health Professions for supporting our research.

Recommended Citation

Thompson SH, Shotwell M, Garg H, Webb M. Using Real Patients in Physical Therapy Didactic Education: A Mixed-Methods Investigation. The Internet Journal of Allied Health Sciences and Practice. 2024 Jul 27;23(2), Article 31.