Linking the Classroom and the Clinic: A Model of Integrated Clinical Education for First-Year Physical Therapist Students

Background and Purpose. This article describes an education model in a doctor of physical therapy (DPT) program that collaborates with multiple (15) clinical facilities to provide integrated (part-time) clinical education (ICE) experiences for first-year physical therapist students. Features of this model include: (1) clinical faculty (CF) who partner with core faculty in promoting the learning and professional development of students and (2) a financial arrangement where the academic institution reimburses the clinical site for clinical faculty time. Method/Model Description and Evaluation. Starting the second week of the program, groups of 3 students are instructed by one CF who designs learning activities that precede, coincide, or review on-campus learning. Students practice components of patient/client management; begin to apply basic medical and behavioral science to practice; and deepen their understanding of the breadth and complexities of physical therapy practice. Mechanisms used to link clinic and classroom learning and assess student performance are described. Outcomes. Survey data and feedback on the ICE component of the curriculum reveals multiple themes related to student learning using this model, including establishing context/relevance for learning; increasing motivation for learning; reinforcement of learning; improving recall/review of knowledge; enrichment from peer learning; and preparation for fulltime clinical education. Data from CF indicate multiple areas of satisfaction with this model of integrated clinical education, including professional development and growth as clinical educators. Core faculty also reported satisfaction with this model in several arenas. Discussion and Conclusion. Incorporating integrated clinical education experiences into the curriculum is one approach to adding context and relevance to learning for first-year DPT students. Early exposure to a variety of clinical settings may help DPT students to start “thinking like physical therapists” earlier rather than later in their professional education.