Fletcher J1, Saale B1, Gubler C2
1University of South Alabama, Physical Therapy, Mobile, United States, 2Rocky Mountain University of Health Professions, Physical Therapy, Provo, United States
Background: Children with Autism Spectrum Disorders are less physically active than their age-matched peers and remain at elevated risk for obesity. The vision of the profession of Physical Therapy is to transform society by optimizing movement to improve the human experience. These two relevant facts converge in a dynamic first year Doctor of Physical Therapy (DPT) student service learning experience aimed to
1) actively engage first year physical therapy students in the vision of the profession and
2) reflect on their ability to overcome barriers to communication.
Purpose: A cohort of 36 students enrolled in PT 680, Professional Issues in PT Practice, were assigned a 2 hour block of time to serve as a volunteer dance partner to a child with Autism and other related disorders. Dance without Limits, a Mobile, Alabama area dance program developed to meet the unique physical challenges of children with Autism and other related disorders provided the dancing partners.
Methods: A cohort of 36 students enrolled in PT 680, Professional Issues in PT Practice, were assigned a 2 hour block of time to serve as a volunteer dance partner to a child with Autism and other related disorders. Prior to their attendance, students were given a 2 hour module on health care communication within the context of the patient and provider relationship. After the encounter, students completed a reflection paper to
1) identify the level of communication used during the encounter,
2) consider if/how you were able to establish rapport, and
3) determine any barriers to communication.
Students were given guiding questions to consider that included the following areas:
a) establishing rapport,
b) communication techniques,
c) barriers to communication,
d) non-verbal communication, and
e) areas of self improvement.
Results: Of the 20 papers analyzed, barriers to communication, active listening, verbal communication, and nonverbal communication were present in greater than 90% of the sample. Levels of communication and establishing a rapport were present in 75% and 70% of the papers, respectively. Conflict resolution and professionalism or professional behavior were less than 20%. Of the papers that did express a coded item, the average number of times each item was reported within each paper was also calculated. Active listening, non-verbal communication, barriers to communication, and rapport appeared greater than 4 times per paper.
Conclusion(s): This experience allowed first year DPT students to critically reflect on establishing rapport, being an active listener, assessing barriers to communication, and understanding nonverbal behavior. All of these elements are essential for competent health care providers. Given the stated objective, the experience was not effective in engaging a majority of learners in conflict resolution or professionalism. Overall, this service learning experience was effective in generating reflective thoughts and ideas related to the learning objectives. Further research should attempt to measure perceived and real benefits of this natural collaboration among each stakeholder.
Implications: Service learning provides students with a unique civic-minded, learning experience while simultaneously meeting a community need.
Keywords: Service Learning, Students, Communication
Funding acknowledgements: N/A
1) actively engage first year physical therapy students in the vision of the profession and
2) reflect on their ability to overcome barriers to communication.
Purpose: A cohort of 36 students enrolled in PT 680, Professional Issues in PT Practice, were assigned a 2 hour block of time to serve as a volunteer dance partner to a child with Autism and other related disorders. Dance without Limits, a Mobile, Alabama area dance program developed to meet the unique physical challenges of children with Autism and other related disorders provided the dancing partners.
Methods: A cohort of 36 students enrolled in PT 680, Professional Issues in PT Practice, were assigned a 2 hour block of time to serve as a volunteer dance partner to a child with Autism and other related disorders. Prior to their attendance, students were given a 2 hour module on health care communication within the context of the patient and provider relationship. After the encounter, students completed a reflection paper to
1) identify the level of communication used during the encounter,
2) consider if/how you were able to establish rapport, and
3) determine any barriers to communication.
Students were given guiding questions to consider that included the following areas:
a) establishing rapport,
b) communication techniques,
c) barriers to communication,
d) non-verbal communication, and
e) areas of self improvement.
Results: Of the 20 papers analyzed, barriers to communication, active listening, verbal communication, and nonverbal communication were present in greater than 90% of the sample. Levels of communication and establishing a rapport were present in 75% and 70% of the papers, respectively. Conflict resolution and professionalism or professional behavior were less than 20%. Of the papers that did express a coded item, the average number of times each item was reported within each paper was also calculated. Active listening, non-verbal communication, barriers to communication, and rapport appeared greater than 4 times per paper.
Conclusion(s): This experience allowed first year DPT students to critically reflect on establishing rapport, being an active listener, assessing barriers to communication, and understanding nonverbal behavior. All of these elements are essential for competent health care providers. Given the stated objective, the experience was not effective in engaging a majority of learners in conflict resolution or professionalism. Overall, this service learning experience was effective in generating reflective thoughts and ideas related to the learning objectives. Further research should attempt to measure perceived and real benefits of this natural collaboration among each stakeholder.
Implications: Service learning provides students with a unique civic-minded, learning experience while simultaneously meeting a community need.
Keywords: Service Learning, Students, Communication
Funding acknowledgements: N/A
Topic: Education: methods of teaching & learning; Health promotion & wellbeing/healthy ageing; Paediatrics
Ethics approval required: No
Institution: University of South Alabama
Ethics committee: University of South Alabama Institutional Review Board
Reason not required: This was a class project. No IRB approval was required
All authors, affiliations and abstracts have been published as submitted.
