A Model for Designing a Geriatric Physical Therapy Course Grounded in Educational Principles and Active Learning Strategies

Background and Purpose. The proportion of time physical therapists spend with individuals over 65 continues to grow as the population grays. Education programs must respond to this demand by preparing graduates to meet the complex needs of older persons within the productivity constraints of the current health care environment. This paper describes a model for the development of a dedicated geriatrics course in a Doctor of Physical Therapy program grounded in educational theory to optimize learning and preparedness for geriatric clinical practice. Method/Model Description and Evaluation. The geriatrics course incorporates principles of adult learning, experiential learning theory, reflective practice, and active learning strategies. Professional resources, such as A Normative Model of Physical Therapist Professional Education and Essential Competencies in the Care of Older Adults at the Completion of the Entry-level Physical Therapist Professional Program of Study described by the APTA Academy of Geriatric Physical Therapy, were used to align course content and objectives with contemporary practice expectations. Learner strategies and course content were further refined using a needs assessment as well as formative and summative feedback from students. Quantitative and qualitative data were collected related to student self-efficacy; student perceptions of their knowledge, skills, and attitudes; student perceptions of the course; and measures of attainment of course goals. Descriptive statistics were used to summarize quantitative data and the related groups. The Wilcoxon signed-rank test was used to analyze pre and posttest scores on self-efficacy scales. Qualitative data were coded and examined for clusters and patterns of meaning. Multiple researchers were used to analyze the raw data, confirm the accuracy of the findings, and search for disconfirming information. Outcomes. Student outcomes demonstrate that the process used in course design was effective. Changes in the pre- and post-test efficacy scale indicated students became significantly more confident in their ability to manage the needs of older patients. Students shared aspects of their experiences that surprised them, assumptions they made, challenges they encountered, strategies used to overcome those challenges, and future learning needs. Students passed course assessments, which were mapped to required competencies. Discussion and Conclusion. A model for designing a focused geriatric physical therapy course grounded in educational principles and active learning strategies was presented. Outcomes indicate students felt more confident and were actively engaged throughout the course. Student feedback and course outcomes indicate students mastered course competencies mapped to contemporary expectations for physical therapist practice. Although this model was applied specifically to a course on physical therapist management of the older adult, the same process can be applied to a broad range of content areas across the continuum of practice. Educational principles and active learning strategies shaped the development of a geriatric physical therapy course that optimized student self-efficacy, engagement, reflection, and competence in managing the older adult client.