Commentary on "Experiential Learning in Pediatric Physical Therapist Education: Challenges and Facilitators".

Abstract

“How could I apply this information?” This study provides context to how pediatric physical therapy faculty infuse experiential learning (EL) into didactic courses. It illuminates the barriers that exist that challenge the implementation of EL. Faculty can use the findings from this study to justify and advocate for resources (eg, time, semester course schedules, financial support, and teaching loads) needed for pediatric EL activities. Invested stakeholders were identified as a key success factor in EL. Faculty should identify engaged partners and maintain a longstanding relationship. Individual families, early intervention providers, daycares, pediatric outpatient clinics, pediatric hospitals, and public and private schools can support the implementation of EL activities. The findings from this study also provide clinicians with strategies to facilitate EL opportunities. Clinic administrators and managers can proactively identify staff willing to collaborate with academic faculty to develop and participate in EL. Clinicians work directly with children, families, and community partners, which positions clinicians as facilitators of reliable and consistent EL opportunities. Clinicians also need to be advocates within their own workplace for their participation in EL. “What should I be mindful about when applying this information?” The data collected for this study centered on faculty and did not include perspectives from other stakeholders. Further exploration of other stakeholders' perspectives beyond faculty could identify additional key factors that are needed to facilitate EL opportunities. Investigation of home and workplace facilitators and barriers experienced by other stakeholders outside the academic environment will provide guidance for faculty to address the needs of all stakeholders. Data were limited to faculty providing low or high EL opportunities and excluded faculty that provided no EL. Sampling those with the greatest barriers to EL may provide further insight into additional barriers to EL. Marisa Birkmeier, PT, DPT, PCS Department of Health, Human Function, and Rehabilitation, The George Washington University, Washington, District of Columbia Allison Elegbe, PT, MSPT, PCS Herndon, Virginia