An Investigative Study on the Experiential Learning Process of Physical Therapists (PT) and the Development of Support Methods

DOI Open Access
  • IKEDA Koji
    Division of Physical Therapy, Department of Rehabilitation, Faculty of Health Science, Naragakuen University
  • TASAKA Atsushi
    Department of Rehabilitation Science, Osaka Health Science University
  • KASUBUCHI Kenji
    Department of Physical Therapy, Faculty of Health Science, Osaka Yukioka College of Health Science
  • JONO Yasutomo
    Division of Physical Therapy, Department of Rehabilitation, Faculty of Health Science, Naragakuen University
  • MATSUDA Junko
    Department of Physical Therapy, Faculty of Health Science, Osaka Yukioka College of Health Science

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Other Title
  • 理学療法士の経験学習プロセスの解明と支援方法の開発に向けた探索的研究
  • Experiences that Promoted the Development of Highly Skilled PTs, the Knowledge Gained, and Lessons Learned from those Experiences
  • ─熟達理学療法士の成長を促す経験とそこから得る知識や教訓等─

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Abstract

<p>Objective: The purpose of this study was to use the experiential learning process theory to identify specific experiences that promote the development of highly skilled physical therapists (PTs) and to determine the particular knowledge gained from those experiences. This information will then be used to suggest experiential learning support methods for PTs.</p><p>Method: The subjects of this study were 3 highly skilled PTs. Qualitative research methods and the Matsuo experiential learning framework were utilized.</p><p>Results: At the beginning of their careers, accomplished PTs developed their “attitudes regarding topics such as interpersonal relationships, society, and lifestyle” from their hands-on experience of promoting social participation in patients with disabilities. From the beginning to the middle of their careers, their “unpredictable, negative experiences” exposed them to topics such as the “harsh reality of the field of medicine.” They also obtained a better understanding of “the effectiveness of using fundamental physical therapy techniques to improve the condition of critically ill patients.” Finally, from the middle to the end of the careers, their “experience supporting trainees and newcomers” “reinforced their knowledge and skills after self-reflection.” Additionally, they gained more knowledge about topics such as “communication” from their “experience of conducting interventions with a multidisciplinary team of health care professionals.”</p><p>Conclusion: We consider that highlighting the experiences that promote the success of highly skilled PTs, and allowing less skilled PTs to gain that experience, can help support their experiential learning.</p>

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