Exploring physical therapy students' experience of peer learning in a student-run clinic.

BACKGROUND: Participation in a student-run pro bono clinic (SRPBC) provides opportunities for students to develop professional skills, engage with the community, and provide an often-underserved population with needed care. MATERIALS AND METHODS: This paper describes the results of a mixed-method analysis of student experiences in an SRPBC. A survey with both Likert-type and write-in elements was administered to three cohorts of students enrolled in a doctoral program of physical therapy. Students were prompted to provide their perspective on the value of the clinic experience with respect to professional development, academic relevancy, and personal growth. RESULTS: The analysis discovered that perspective value of the clinic in the areas of personal growth and academic relevancy differed by cohort. Specifically, 1st-year students reported that they benefitted immensely by learning from their peers, especially in the use of outcome measures. Second-year students did not report the same benefits. CONCLUSION: The findings suggest that even though students from different cohorts work together in the same clinic, they may experience the clinic very differently. This observation provided the basis for changes to the SRPBC to enhance leadership and conflict management skills of the 2nd-year students.

Comparison of Teaching Strategies for Cultural Humility in Physical Therapy.

UNLABELLED: Cultural competence and cultural humility are ongoing processes that healthcare professionals should continually strive for in order to provide effective and comprehensive plans of care for patients. METHODS: This 2-year, longitudinal, educational pilot study describes the levels of competency in second-year entry-level physical therapy students and compares the outcomes of three teaching strategies for cultural competence and cultural humility. All students received a standard 2-hour lecture; study volunteers were randomly assigned to one of two enriched educational groups, involving a standardized patient or a paper case enrichment. RESULTS: Students shifted from initial levels of "culturally incompetent" and/or "culturally aware" to "culturally competent" as measured by the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Revised. This shift was maintained after 1.5 yrs following the exposure. Because the enriched educational groups were underpowered, preliminary quantitative data are inconclusive, but qualitative feedback from students is strongly positive. DISCUSSION: A minimal dose of a structured 2-hr lecture with a skilled instructor, who creates a safe environment for cultural learning, produced positive shifts toward greater cultural competence. Five processes emerged for teaching cultural humility that may assist in designing comprehensive educational experiences on this topic. A framework for organizing course content is presented.