Conceptual development in physical therapy students

Abstract

The purpose of this study was to investigate processes used by physical therapy students in developing conceptual knowledge in physical therapy. Qualitative methods were used to collect data during a 15-week course entitled "Kinesiology for Physical Therapists." The sample was 10 firstyear physical therapy students enrolled in an entry-level master of physical therapy program. Data were collected using open-ended interviews, concept maps, observation, and journals kept by the students throughout the course. Results revealed several major themes, including use of dialogue, use of visualization, use of experience, and integration of anatomy and kinesiology. Additional findings included experience- and age-related differences in conceptual development and two patterns of conceptual development during the kinesiology course. A model of conceptual development was also presented that depicts conceptual learning as an active, evolving process. The results of this study provide support for use of the senses, dialogue, authentic contexts, whole-part-whole learning, and the cognitive apprenticeship model in physical therapy education.