How Service-Learning Experiences Benefit Physical Therapist Studentsʼ Professional Development: A Grounded Theory Study

Background and Purpose. Service learning is a pedagogical method that combines academic learning objectives with community-based needs and priorities. The purpose of this study was to discover the educational outcomes and benefits that student physical therapists realize through participation in a service learning-based course. The primary project of this course was for the student to assist a community organization or agency that provided services to an underserved, disadvantaged, or cross-cultural population. The general objectives associated with this course included understanding individual and cultural differences, and development of social responsibility, education, communication, professional behavior, and professional development skills. At the time of the study, service learning was not typically found in physical therapy educational programs. In reviewing the students' written reflection reports, it was obvious that they were getting much more out of this course than the stated objectives. Since potential efficacy of this pedagogical method in physical therapy and all of the actual educational outcomes were unknown, the study suggested the classical qualitative research question, “What's going on here?” Subjects. The participants included 85 graduates who received their Master of Physical Therapy degree from the study's program between 1996 and 1999 and returned a signed informed consent allowing their written work to be part of this qualitative study. Methods. Grounded theory qualitative inquiry methodology was applied to the development and analysis of this study. Data sources included textual reports written by participants, participant observer data, memos and diagrams generated throughout the analysis, and summative quantitative data from the Physical Therapist Clinical Performance Instrument (CPI) for the complete cycle of one physical therapy class. Two independent researchers assisted with the verification of the category themes. Results. Qualitative data analysis resulted in identification and verification of academic course outcomes representing 14 CAPTE evaluative criteria. Summative quantitative data from CPIs demonstrated that students in the study's program had limited opportunities to meet clinical competencies in: consultation; prevention and wellness; addressing needs for services other than physical therapy; and social responsibility. Exploring the relationship between these two results yielded the summary model and substantive or explanatory theory. Discussion and Conclusions. The summary model suggests that service-learning experiences set within the context of the community organizations enhanced opportunities for physical therapist students in the study to develop and demonstrate the required competencies that were more limited in traditional clinical education. The significance of this study is the potential benefit to future practice that service-learning pedagogy offers for the educational preparation of physical therapist practitioners.