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Experiential learning in physical therapy education

Overview of attention for article published in Advances in Medical Education and Practice, June 2017
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Mentioned by

4 tweeters
1 Facebook page


5 Dimensions

Readers on

55 Mendeley
Experiential learning in physical therapy education
Published in
Advances in Medical Education and Practice, June 2017
DOI 10.2147/amep.s140373
Pubmed ID

Susan N Smith, Amy F Crocker


Experiential learning can provide students in entry-level physical therapy (PT) education programs the opportunity to practice skills and techniques, learned in the classroom, in a real-world setting. Experiential learning is currently being utilized in all entry-level PT programs in the form of professional practice experiences but may be integrated throughout the curriculum to enhance student engagement and knowledge application and retention. The purpose of this paper is to express the need for increased integration of experiential learning into entry-level PT education curricula. Experiential learning can effectively replace a portion of in-class laboratory time in entry-level PT education programs. Several methods of experiential learning exist, including simulation, integrated clinical experiences, service learning, community patient resource groups, and professional practice opportunities. Students benefit from the ability to practice hands-on skills in a safe, nonjudgmental environment. Students can still experience consequences of poor decisions but can have multiple opportunities to master the skill without the fear of negative outcomes. Incorporation of high-risk age ranges and diagnoses can be achieved through simulation. Experiential learning can be integrated into any PT curriculum if faculties are committed and flexible. Experiential learning may be particularly useful in specialty practice areas where there are fewer opportunities for students to practice skills. The practice of reflection upon experiences that is commonly performed in conjunction with experiential learning will help prepare students for the type of reflective practice that is essential to transition from novice to expert practitioners.

Twitter Demographics

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Mendeley readers

The data shown below were compiled from readership statistics for 55 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 55 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 9 16%
Researcher 6 11%
Student > Postgraduate 6 11%
Professor 5 9%
Student > Bachelor 5 9%
Other 17 31%
Unknown 7 13%
Readers by discipline Count As %
Nursing and Health Professions 18 33%
Medicine and Dentistry 13 24%
Social Sciences 6 11%
Sports and Recreations 3 5%
Psychology 2 4%
Other 3 5%
Unknown 10 18%