Student perceptions and performance in the first year of a mixed physical therapy curriculum
type: CreativeWork
description: Background: Physical Therapy (PT) is a dynamic health profession. There is a compelling need to educate physical therapists to become self-directed, lifelong learners capable of thinking critically. Mixed-design curricula utilize various teaching methods to instruct students in a variety of knowledge areas, psychomotor skills, and cognitive constructs, such as problem-solving, reflection, and critical thinking (CT). Purpose: To describe outcomes for PT students enrolled in the first year of the mixed design curriculum at Grand Valley State University (GVSU). Outcomes included the development of self-directed learning (SDL) and CT, as well as student-described satisfaction with and perceptions of the first year of the curriculum. Intervention: The Watson-Glaser Critical Thinking Appraisal (WGCTA) and The Self- Directed Learning Readiness Scale for adults (SDLRS-A) were used to assess students (n = 41) at the beginning of the GVSU PT curriculum. At the completion of their first year, the students retook the WGCTA and the SDLRS-A, completed questionnaires, and participated in structured focus groups. Differences between administrations of the WGCTA and SDLRS-A were statistically analyzed. Questionnaires and focus group data were used to assess students’ perceptions regarding their perceptions of the first year in the GVSU PT curriculum. Research Design: Mixed-method, cross-sectional, explanatory field study. Conclusions: WGCTA pre- and posttest means demonstrated a statistically significant difference (p = .05), and SDLRS-A pre- and posttest means approached a statistically significant difference (p = .06). The 1-point difference in CT scores represents little-to-no practical improvement in CT. The negative 4.63-point difference in SDL scores indicated poorer performance. End-of-course evaluation scores were most positive for a lecture and case-based course and least positive for a problem-based learning course. Students described lecture and hands-on laboratory as the…
abstract: Background: Physical Therapy (PT) is a dynamic health profession. There is a compelling need to educate physical therapists to become self-directed, lifelong learners capable of thinking critically. Mixed-design curricula utilize various teaching methods to instruct students in a variety of knowledge areas, psychomotor skills, and cognitive constructs, such as problem-solving, reflection, and critical thinking (CT). Purpose: To describe outcomes for PT students enrolled in the first year of the mixed design curriculum at Grand Valley State University (GVSU). Outcomes included the development of self-directed learning (SDL) and CT, as well as student-described satisfaction with and perceptions of the first year of the curriculum. Intervention: The Watson-Glaser Critical Thinking Appraisal (WGCTA) and The Self- Directed Learning Readiness Scale for adults (SDLRS-A) were used to assess students (n = 41) at the beginning of the GVSU PT curriculum. At the completion of their first year, the students retook the WGCTA and the SDLRS-A, completed questionnaires, and participated in structured focus groups. Differences between administrations of the WGCTA and SDLRS-A were statistically analyzed. Questionnaires and focus group data were used to assess students’ perceptions regarding their perceptions of the first year in the GVSU PT curriculum. Research Design: Mixed-method, cross-sectional, explanatory field study. Conclusions: WGCTA pre- and posttest means demonstrated a statistically significant difference (p = .05), and SDLRS-A pre- and posttest means approached a statistically significant difference (p = .06). The 1-point difference in CT scores represents little-to-no practical improvement in CT. The negative 4.63-point difference in SDL scores indicated poorer performance. End-of-course evaluation scores were most positive for a lecture and case-based course and least positive for a problem-based learning course. Students described lecture and hands-on laboratory as the…
author: Hoogenboom, Barbara J
keywords: Physical therapists Vocational guidance, Physical therapy Study and teaching, Physical therapy schools Curricula, Education
date published: 2005-01-01T08:00:00Z
date modified: 2026-07-24T02:16:24Z
provider: Eastern Michigan University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Eastern Michigan University