A Novel Physical Therapy Learning Experience in Pediatrics Via Telehealth: A Qualitative Case Analysis

Abstract

Background and Purpose. While the integration of experiential learning with patients and clients into the physical therapy (PT) curriculum is beneficial to student learning particularly in the area of pediatrics, the implementation of such experiences can be extremely challenging. Telehealth is rapidly expanding given the emerging technology, health care needs for individuals in remote settings, and the current pandemic situation. The purpose of the present evaluation was to examine the perspectives of the students, supervising PTs and the caregiver on a method/model for the telehealth delivery of pediatric PT, and the collaborative experiential learning experience in this setting using a qualitative grounded theory approach. Method/Model Description. A 24-month-old boy with spastic hemiplegia was treated for 6 weeks in his home via Zoom videoconferencing in a collaborative clinical education experience. Interventions included constraint-induced movement therapy, bimanual training, dynamic balance training, and facilitation of postural control. Caregiver education was provided throughout. The chat and recording features were used throughout each session to provide direction, feedback, and education while minimizing the distraction during sessions. Semi-structured interviews were completed with the 2 PTs, 6 students, and mother after the experience. Interviews were transcribed and theme coded until saturation was achieved. A concept map was developed through consensus. Outcomes. Themes emerged for telehealth and telehealth learning experiences. Considerations included the home environment, technology, lack of physical contact and importance of verbal communication, preparation, instantaneous feedback, and active participation. The active participation of the caregiver seemed to empower the family and provide them with a therapeutic viewpoint. Communication via the chat feature provided a means for instantaneous feedback that was considered less disruptive to the student–family interaction resulting in student empowerment, confidence, and skill development. Discussion and Conclusion. The telehealth delivery of service seems to enhance the empowerment and buy-in of the patient/caregiver resulting in improved outcomes and carryover for PT. Telehealth PT experiential learning provides a venue for collaborative learning and enhanced student autonomy resulting in improved confidence while fostering student analytical skills, communication skills, and creativity. Telehealth PT provides unique opportunities for growth and learning in a collaborative learning experience and may also serve as a venue for clinical education experiences.