Julie A. Peterson is an associate professor in the Department of Physical Therapy at the Creighton University, 2500 California Plaza, Omaha, NE 68178 (
Lisa Black is a professor in the Department of Physical Therapy at the Creighton University.
J Phys Ther Educ. 2024 Sep 1;38(3):231-238. doi: 10.1097/JTE.0000000000000335. Epub 2024 Mar 7.
The definition of excellence in physical therapy (PT) education is evolving, yet the role of postprofessional residency education remains uncertain. Arguments in favor of required residency have emerged through the re-visioning of PT education across the continuum. Yet, little evidence exists whether residency education further develops clinical skills, clinical knowledge, and clinical reasoning abilities.
Previous studies have explored the development of the novice physical therapist in the first 2 years of practice; however, there is little evidence about the outcomes of PT residency education. Thus, this study looked to explore the development of learners through their residency education and to identify the critical elements of the teaching and learning environment in residency education.
Eleven PT residency programs and 13 residents participated in a qualitative study to explore the learner development through residency. Each residency program consisted of a residency program director, one or more mentors identified by the residency program director, and at least one physical therapist resident. Semistructured interviews were conducted with program participants, and journal entries were collected from residents.
Using a purposeful sample of convenience, an exploratory, multiple-site/specialty area qualitative case study design was conducted.
Three emerging themes were identified including growth of self, becoming a member of the community of practice, and facilitation of learning through mentoring. Through the transformative journey of residency education, there are critical elements of the learning environment supporting deep learning within the community of practice. These elements include the provision of opportunities and adequate time and space for learning to occur.
The intentional design of the community of practice through residency education facilitates the development of the novice clinician to experienced clinician in an accelerated period of time. In addition, residency graduates develop characteristics similar to adaptive learners through planned teaching and learning opportunities. Finally, the structure of residency education mattered to the resident participants such that the learning environment enhanced peer learning and the development of professional relationships.
物理治疗（PT）教育卓越的定义正在不断发展，但专业后教育的作用仍不确定。随着整个连续体中 PT 教育的重新构想，出现了支持强制性住院医师实习的论点。然而，几乎没有证据表明住院医师教育是否进一步发展了临床技能、临床知识和临床推理能力。
以前的研究探讨了新手物理治疗师在实践的头 2 年中的发展；然而，关于 PT 住院医师教育的结果几乎没有证据。因此，本研究旨在探讨学习者通过住院医师教育的发展，并确定住院医师教育中的教学和学习环境的关键要素。
11 个 PT 住院医师培训计划和 13 名住院医师参加了一项定性研究，以探索通过住院医师培训的学习者发展。每个住院医师培训计划都由一名住院医师培训计划主任、一名或多名由住院医师培训计划主任指定的导师以及至少一名物理治疗师住院医师组成。对计划参与者进行了半结构化访谈，并从住院医师那里收集了日记条目。
使用便利的目的抽样，进行了探索性、多地点/专业领域定性案例研究设计。
确定了三个新出现的主题，包括自我成长、成为实践社区的一员以及通过指导促进学习。通过住院医师教育的变革之旅，实践社区中有支持深度学习的学习环境的关键要素。这些要素包括提供机会和充足的时间和空间来学习。
通过住院医师教育有目的地设计实践社区，在短时间内促进新手临床医生向经验丰富的临床医生的发展。此外，住院医师毕业后通过有计划的教学和学习机会发展出类似于适应性学习者的特征。最后，住院医师教育的结构对住院医师参与者很重要，使学习环境增强了同伴学习和专业关系的发展。
