Student Outcomes in a Pathophysiology Course Based on Mode of Delivery: Distance Versus Traditional Classroom Learning:

Perspectives on pediatric physical therapy education

PURPOSE

The Section on Pediatrics convened an Education Summit in July 2012 to examine, discuss, and respond to documented inconsistencies and challenges in teaching pediatric physical therapy content in entry-level professional education programs. This lecture was designed to provide attendees with the history of pediatric physical therapy education, stemming from the author's early involvement with the Section on Pediatrics and as a long-standing academician.

SUMMARY OF KEY POINTS

The limited literature on pediatric physical therapy education was reviewed and used to highlight the continued variability across programs. The challenge was presented to build upon attendees' scholarship of teaching and learning.

STATEMENT OF CONCLUSIONS

These remarks were designed to help understand the growth and development in pediatric physical therapy education over the past 40 years and to encourage others to use what has been learned to build a stronger foundation for the future.

What can faculty members and programs do to improve students' learning?

Purpose. To understand what faculty members can do to improve students' learning, we explored (1) program and course characteristics important to students, (2) choices within courses students feel are important, and (3) students' perceptions of learning online. Background. Web delivery alters interactions among students and faculty, thereby changing the learning environment. Methods. Master of Nursing students currently enrolled in one graduate program were invited to participate in a web-based survey. Findings. The students valued (1) frequent feedback and interaction with the instructor, (2) organized, structured, and current content, (3) flexibility in deadlines and participation, (4) seamless navigation and technical support, and (5) choices in assignments. Students perceived their learning in online courses as less than if they had taken the course on campus. Conclusions. Professors can address some of the items identified by students as important, such as being flexible with due dates and expectations for participation in online discussion.