Analysis of a model for pediatric physical therapy and clinical education via telehealth

Abstract

A novel entry-level collaborative clinical learning experience (CLE) in pediatric physical therapy (PT) delivered via telehealth was implemented involving 12 families, 54 DPT students, and 12 clinical instructors (CIs). Children of various ages, a wide range of home environments, and diagnoses received individualized PT via telehealth during a four-week CLE. Retrospective quantitative and qualitative analyses of student documentation, video recordings of sessions, and CI, student, and caregiver survey responses were performed. All children demonstrated qualitative improvements and 73% demonstrated quantitative improvements. CIs, students, and caregivers believed the children benefited from the experience and 98% believed the children were able to work toward their goals. Most students (95%) and CIs (100%) felt that it was a valuable and effective learning experience. Most (>71%) CIs and students believed students were able to learn in all relevant domains of the clinical performance instrument. This model provides a unique CLE for students in both pediatric PT and telehealth.

Keywords: Clinical education; experiential learning; pediatrics; telehealth; telerehabilitation.

Fig. 1

Perspectives of the students (A), CIs (B), and caregivers (C) on the telehealth PT and learning experience from questionnaires. The percentage of students (A), CIs (B), and caregivers (C) who agreed/ disagreed with statements regarding the ability to benefit from the experience in regards to physical therapy intervention and student learning.

Fig. 2

Perspectives of the students (A) and CIs (B) on the student ability to learn clinical skills in the 15 relevant CPI domains. The percentage of students (A) or CIs (E) who agreed/ disagreed with the statement “I feel that I was able to effectively learn clinical skills in the area of () through telehealth” is depicted. CPI: Clinical Performance Instrument.