C L Graham1. 1. Department of Physical Therapy, School of Allied Health Sciences, University of Texas Medical Branch at Galveston 77555-1028, USA. cgraham%sahs@mhost.utmb.edu
Abstract
BACKGROUND AND PURPOSE: The purpose of this study was to investigate processes used by students in developing conceptual knowledge in physical therapy. SUBJECTS: The subjects were 10 first-year physical therapist students enrolled in a professional Master of Physical Therapy degree program. METHODS: Qualitative methods were used to collect data during a 15-week kinesiology course. Data were collected using open-ended interviews, observation, and journals kept by the students throughout the course. RESULTS: Several major themes emerged, including use of discussion, use of visualization, and use of experience by the students as they learned concepts in kinesiology. CONCLUSION AND DISCUSSION: The type of learning processes used by students in this study may be enhanced by educational methods such as collaboration and group learning, situated cognition and use of authentic contexts, cognitive apprenticeship, and whole-part-whole learning. Further research is needed to explore the relationship between student learning processes and teaching methods used in physical therapy education.
BACKGROUND AND PURPOSE: The purpose of this study was to investigate processes used by students in developing conceptual knowledge in physical therapy. SUBJECTS: The subjects were 10 first-year physical therapist students enrolled in a professional Master of Physical Therapy degree program. METHODS: Qualitative methods were used to collect data during a 15-week kinesiology course. Data were collected using open-ended interviews, observation, and journals kept by the students throughout the course. RESULTS: Several major themes emerged, including use of discussion, use of visualization, and use of experience by the students as they learned concepts in kinesiology. CONCLUSION AND DISCUSSION: The type of learning processes used by students in this study may be enhanced by educational methods such as collaboration and group learning, situated cognition and use of authentic contexts, cognitive apprenticeship, and whole-part-whole learning. Further research is needed to explore the relationship between student learning processes and teaching methods used in physical therapy education.