Tailored Learning Plans to Support Struggling Physical Therapy Students in Clinical Education: A Case Series

Background and Purpose. Doctor of Physical Therapy (DPT) students struggling in full-time clinical education often present with performance gaps. A structured learning plan process effectively targets concerns by setting clear performance objectives, providing daily feedback, and promoting accountability. The purpose of this case series illustrates how implementing a structured learning plan process addressed student performance issues and informed decision-making about outcomes. Case Description. This case series details the implementation of a learning plan to address performance deficits in 10 DPT students over 4 years in 2 DPT programs. The learning plan included identified concerns, specific deficits, performance objectives, plan duration, and a daily tracking tool, addressing challenges across cognitive, affective, and psychomotor domains. Outcomes. This case series presented 11 occurrences where a learning plan, ranging from 2 to 6 weeks, was implemented during full-time clinical education. Common concerns effectively addressed included safety, communication, critical thinking, examination/evaluation skills, documentation, and time management. Eight cases resulted in success, with 7 students passing the course. Four students were unsuccessful. Discussion and Conclusions. Collaboration was crucial in developing and implementing a structured learning plan to address student performance concerns. The learning plan process provided a flexible framework that adapted to individual student needs, varying in duration and focus based on specific deficits. This adaptability ensured targeted intervention while upholding educational standards. In addition, the learning plan functioned as a formal documentation tool, offering a clear record of concerns, interventions, and outcomes, which is vital for legal protection and due process in academic and clinical settings.