PEDIATRIC EDUCATION SPECIAL SERIES: A Course of Its Own: A Stand-Alone Pediatric Course Designed to Meet the Essential Core Competencies and Program Goals

Background and Purpose. Professional physical therapist (PT) education programs must prepare graduates to effectively provide physical therapy for patients throughout the lifespan. A number of models, standards, and competencies are available to guide the development of the pediatric curricular content. However, none are prescriptive, and pediatric content and delivery vary in programs across the nation. The Academy of Pediatric Physical Therapy developed 5 essential core competencies (ECCs) foundational for entry-level pediatric PT practice. Still, challenges remain in how best to deliver pediatric content using educational principles that meet the needs of a diverse group of stakeholders. Two major strategies for delivering this content in professional PT curricula have been discussed in the pediatric physical therapy community: stand-alone pediatric courses and threading content across the curriculum. This paper presents the evaluation of a stand-alone pediatric course in a Doctor of Physical Therapy (DPT) program grounded in adult learning principles and educational theory. Method/Model Description and Evaluation. A 4-credit, stand-alone pediatric course was designed using the theoretical frameworks of adult learning principles, communities of practice, and reflective practice. Situating the course later in the DPT curriculum enables students to think critically, apply new knowledge, and adapt prior knowledge to the complex pediatric environment. To determine the efficacy of this model, quantitative and qualitative data were collected from enrolled students. Student ratings on course evaluations and assessment of student performance on the Physical Therapist Clinical Performance Instrument (PT CPI) were analyzed and summarized using descriptive statistics. Course objectives, learning activities, and exam questions were mapped to the ECCs. Two reflective assignments were analyzed using qualitative methods. Multiple methods and researchers, including peer reviewers, were used to ensure trustworthiness and confirm accuracy of the findings. Outcomes. Mapping course objectives, activities, and assessments to the ECCs demonstrated congruence, and combined with PT CPI data, mapping indicated students are well-prepared for entry-level pediatric practice. Course evaluations substantiated the diverse needs of learners were met by the course design. The qualitative analyses provided evidence of the following themes related to student learning: experiential learning activities reinforced key concepts and validated their learning; critical thinking about learning and prior knowledge was enhanced; challenges and required skills were identified; and theory and practice were linked across populations and cases including those beyond pediatric practice. Discussion and Conclusion. Outcomes of the model demonstrate that a standalone pediatric course grounded in adult learning principles and educational theory and mapped to the ECCs was effective in preparing learners for entry-level pediatric practice. The course addressed the needs of diverse learners and facilitated clinical reasoning and higher order thinking through reflective processes. The course and curriculum design facilitated the application of previously learned content and skills to the pediatric population.