Abstract
Using 6 exemplars the authors describe and advocate for experiential learning in pediatrics for professional physical therapist students. Models for providing this experience and barriers that faculty might encounter are addressed. Research questions are put forth for future study. Purpose: The Section on Pediatrics of the American Physical Therapy Association has developed a number of resources to support and improve the consistency of professional pediatric physical therapy education, including a set of core competencies that all graduates must attain. The purpose of this article is to advocate for the inclusion of experiential learning activities with children, including children with participation restrictions, as a necessary component to achieve the core competencies. Key Points: Experiential learning is a form of practice-based education that provides exposures and opportunities for students to explore the work, roles, and identities they will encounter as future professionals. Experiential learning is learning by doing, and occurs within a relevant setting. Six representative curricular exemplars are presented to provide readers with a variety of suggestions for development and integration of experiential learning. Summary: Recommendations for future research are provided and 4 key recommendations are provided.
| Original language | English |
|---|---|
| Pages (from-to) | 356-367 |
| Number of pages | 12 |
| Journal | Pediatric Physical Therapy |
| Volume | 27 |
| Issue number | 4 |
| DOIs | |
| State | Published - Sep 25 2015 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Physical Therapy, Sports Therapy and Rehabilitation
- Pediatrics, Perinatology, and Child Health
Cite this
Experiential Learning with Children : An Essential Component of Professional Physical Therapy Education. / Schreiber, Joseph; Moerchen, Victoria A.; Rapport, Mary Jane; Martin, Kathy; Furze, Jennifer; Lundeen, Heather; Pelletier, Eric.
In: Pediatric Physical Therapy, Vol. 27, No. 4, 25.09.2015, p. 356-367.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Experiential Learning with Children
T2 - An Essential Component of Professional Physical Therapy Education
AU - Schreiber, Joseph
AU - Moerchen, Victoria A.
AU - Rapport, Mary Jane
AU - Martin, Kathy
AU - Furze, Jennifer
AU - Lundeen, Heather
AU - Pelletier, Eric
PY - 2015/9/25
Y1 - 2015/9/25
N2 - Using 6 exemplars the authors describe and advocate for experiential learning in pediatrics for professional physical therapist students. Models for providing this experience and barriers that faculty might encounter are addressed. Research questions are put forth for future study. Purpose: The Section on Pediatrics of the American Physical Therapy Association has developed a number of resources to support and improve the consistency of professional pediatric physical therapy education, including a set of core competencies that all graduates must attain. The purpose of this article is to advocate for the inclusion of experiential learning activities with children, including children with participation restrictions, as a necessary component to achieve the core competencies. Key Points: Experiential learning is a form of practice-based education that provides exposures and opportunities for students to explore the work, roles, and identities they will encounter as future professionals. Experiential learning is learning by doing, and occurs within a relevant setting. Six representative curricular exemplars are presented to provide readers with a variety of suggestions for development and integration of experiential learning. Summary: Recommendations for future research are provided and 4 key recommendations are provided.
AB - Using 6 exemplars the authors describe and advocate for experiential learning in pediatrics for professional physical therapist students. Models for providing this experience and barriers that faculty might encounter are addressed. Research questions are put forth for future study. Purpose: The Section on Pediatrics of the American Physical Therapy Association has developed a number of resources to support and improve the consistency of professional pediatric physical therapy education, including a set of core competencies that all graduates must attain. The purpose of this article is to advocate for the inclusion of experiential learning activities with children, including children with participation restrictions, as a necessary component to achieve the core competencies. Key Points: Experiential learning is a form of practice-based education that provides exposures and opportunities for students to explore the work, roles, and identities they will encounter as future professionals. Experiential learning is learning by doing, and occurs within a relevant setting. Six representative curricular exemplars are presented to provide readers with a variety of suggestions for development and integration of experiential learning. Summary: Recommendations for future research are provided and 4 key recommendations are provided.
UR - http://www.scopus.com/inward/record.url?scp=84942417559&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84942417559&partnerID=8YFLogxK
U2 - 10.1097/PEP.0000000000000195
DO - 10.1097/PEP.0000000000000195
M3 - Article
VL - 27
SP - 356
EP - 367
JO - Pediatric Physical Therapy
JF - Pediatric Physical Therapy
SN - 0898-5669
IS - 4
ER -