The Ohio State University, Columbus, Ohio.
Pediatr Phys Ther. 2022 Jul 1;34(3):391-398. doi: 10.1097/PEP.0000000000000910. Epub 2022 May 25.
To describe the pediatric curriculum across 3 years when different instructional designs were used, quantify change in self-efficacy (SE) after completing the curriculum, and define relationships between pediatric experience, SE, and interest in future pediatric practice.
Students (N = 137) were included over 3 consecutive years. Instructional design varied across cohorts: classroom-based (n = 48), online (n = 44), and hybrid (n = 45). Pediatric content hours were analyzed. Measures were the Pediatric Communication and Handling Self-Efficacy Scale, pediatric experience, and interest in future pediatric practice.
Pediatric content hours met published recommendations. Significant growth in SE occurred for all cohorts, with no significant differences in SE scores based on instructional design. Experience and interest in pediatrics were significantly related to communication SE.
The pediatric physical therapy curriculum delivered via classroom-based, online, or hybrid instruction can be effective in promoting pediatric-specific growth in student SE. Remote pediatric experiential learning is a feasible option for physical therapy programs with limited direct contact with children. What this adds to the evidence : When pediatric curricula meet recommended total hours of instruction, regardless of instructional method or amount of direct laboratory time with real children, pediatric-specific student SE increases. This supports the use of alternative approaches for experiential learning activities in programs with limited access and availability for direct in-person child interactions. Programs may expand integrated clinical experiences (ICE) opportunities to include telehealth when in-person ICE is limited due to distance or availability in nearby clinical settings. Online learning activities (asynchronous or synchronous) may be viable options for laboratory activities when live child volunteers are limited or unavailable. Use of multiple methods of instruction (classroom-based, online, or hybrid) can be beneficial in covering pediatric physical therapy content and improving SE. This evidence can help programs expand their options for exposing student physical therapists to pediatric practice.
描述使用不同教学设计的 3 年儿科课程，量化完成课程后自我效能感（SE）的变化，并定义儿科经验、SE 和对未来儿科实践兴趣之间的关系。
连续 3 年纳入学生（N=137）。教学设计在队列之间有所不同：课堂（n=48）、在线（n=44）和混合（n=45）。分析儿科内容时间。措施是儿科沟通和处理自我效能感量表、儿科经验和对未来儿科实践的兴趣。
儿科内容时间符合已发表的建议。所有队列的 SE 均显著增长，基于教学设计的 SE 评分无显著差异。儿科经验和兴趣与沟通 SE 显著相关。
通过课堂、在线或混合教学方式提供的儿科物理治疗课程可以有效地促进学生 SE 中特定于儿科的增长。远程儿科体验式学习是物理治疗计划的一种可行选择，这些计划与儿童的直接接触有限。这对证据的补充：当儿科课程满足推荐的总教学时间要求时，无论教学方法或与真实儿童的直接实验室时间多少，特定于儿科的学生 SE 都会增加。这支持在直接面对面儿童互动机会有限的计划中使用替代方法进行体验式学习活动。当由于距离或附近临床环境中可用的现场 ICE 有限而限制了现场 ICE 时，计划可以扩大综合临床体验（ICE）机会，包括远程医疗。在线学习活动（异步或同步）在现场儿童志愿者有限或不可用时，可能是实验室活动的可行选择。使用多种教学方法（课堂、在线或混合）可以有益于涵盖儿科物理治疗内容并提高 SE。该证据可以帮助计划扩大暴露学生物理治疗师接触儿科实践的选择。
