Purpose: This study explored clinical instructors' perspectives regarding specific aspects of pediatric content that should be included in the curricula of entry-level physical therapist education programs.
Methods: This mixed methods sequential explanatory study was conducted using 2 groups of participants. The survey-only group consisted of 278 participants who anonymously completed a Web-based survey. The mixed-data group consisted of 9 purposively selected participants who completed the Web-based survey and participated in a one-on-one qualitative interview that explored their survey responses.
Results: Participants provided recommendations pertaining to the depth and breadth of pediatric content in entry-level curricula. A diagram was created to depict the participants' perspectives on how pediatric content in the entry-level curricula should be structured.
Conclusion: Clinical instructors offer valuable insights that can be used to guide entry-level curricular content in pediatrics. The results of this study may assist physical therapist faculty in preparing students for entry-level practice in pediatrics.
Of interest was the finding that CIs believe the professional entry-level curriculum should include opportunities for students to interact with children: both those who are developing typically and children with special needs.
Department of Physical Therapy (Dr Kenyon), Grand Valley State University, Grand Rapids, Michigan; Physical Therapy Program (Drs Tovin and Hellman), Nova Southeastern University, Fort Lauderdale, Florida.
Correspondence: Lisa K. Kenyon, PT, PhD, PCS, Physical Therapy Program, Grand Valley State University, 301 Michigan Street NE Suite 200, Grand Rapids, MI 49503 (firstname.lastname@example.org).
This study was completed in partial fulfillment of the requirements for the PhD degree for Lisa K. Kenyon.
The authors declare no conflict of interest.
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