Abstract
Purpose: The significance of connectedness, motivation, and professional identity formation in healthcare education is well documented in recent research. The purpose of this case report is to evaluate the impact of an interactive, peer-led learning experience between graduate physical therapy students and undergraduate pre-physical therapy students. A specific focus is placed on identifying the effect this professional early-exposure event had on each group’s perceived connectedness to the program, motivation to continue studying physical therapy, and a developing professional identity. Methods: Graduate physical therapy students designed and facilitated a hands-on learning session for first-year pre-physical therapy undergraduates. Post-event surveys were used to assess self-reported changes in participants’ understanding of the profession, sense of connection, and motivation to pursue a career in physical therapy. Graduate students also completed surveys to reflect on how the experience influenced their own professional identity development. Results: Both graduate and undergraduate participants reported meaningful benefits from the experience. Most undergraduates indicated increased motivation to pursue physical therapy and a stronger sense of connection to their peer group and the program. Graduate students reported enhanced leadership skills and a deepened professional identity because of designing and leading the session. Conclusions and Recommendations: These findings suggest that involving graduate students in experiential learning opportunities for undergraduates fosters a stronger sense of connection and contributes to professional identity formation for both groups. Healthcare education programs that intentionally bridge connections between students at different stages of training may enhance student engagement and cohesion within the field.
Recommended Citation
Trubey E, Bochynski J, Slike M. Exploring the Dual Impact of a Graduate-Led Physical Therapy Experience on Undergraduate Engagement and Graduate Professional Development: A Case Report. The Internet Journal of Allied Health Sciences and Practice. 2026 Jun 05;24(2), Article 23.
