Learner Success Model in Physical Therapy Education

BACKGROUND AND PURPOSE: Physical therapy educators recognize the need for enhanced learner support to ensure degree completion, licensure, and high-quality, safe patient care. High costs are associated with academic difficulty for learners, educators, programs, institutions, and clinical partners. The urgency to find effective learner support methods is paramount. This paper aims to explain the importance of the affective domain and to highlight external system-level factors affecting learner success through a proposed Learner Success Model in Physical Therapy Education (LSM PTE). METHOD/MODEL DESCRIPTION AND EVALUATION: The LSM PTE captures the complexity of learner attributes and external systems. This model emphasizes the affective domain and interconnected systems in a socio-ecological model, placing learners within overlapping spheres of influence. The center represents internal attributes and essential learning domains while the spheres represent system-level factors also affecting outcomes. The model's application is explored through a case vignette for a learner needing additional support. OUTCOMES: Although outcomes of the LSM PTE are not yet known, this model provides a framework for identifying potential impacts within each sphere. DISCUSSION AND CONCLUSION: The LSM PTE illuminates a comprehensive perspective necessary to support learners in physical therapy education. This approach, which includes the affective domain and various system-level factors, extends beyond cognitive and psychomotor learning domains to promote successful learner outcomes, helping achieve program, profession, and societal goals.