The efficacy of self-directed modules for clinical learning: advanced competencies in entry-level physical therapy education.

BACKGROUND: Prior to graduation, students often express an interest to advance clinical and professional skills in teaching, research, administration, and various niche practice areas. The acquisition of advanced education in selected areas of practice is believed to improve employment opportunities, accelerate career advancement including eligibility for professional certifications, and contribute to personal satisfaction in the profession. PURPOSE: The purpose of this paper is to ( 1) describe an innovative model of education, the Directed Practice Experience (DPE) elective, that incorporates a student-initiated learning process designed to achieve student-identified professional goals, and (2) report the outcomes for graduates who have completed the DPE in an entry-level program in physical therapy education. METHODS: Students who met select criteria were eligible to complete a DPE. Applicants designed a 4- to 6-week clinical education experience consisting of stated rationale for personal and professional growth, examples of leadership and service, and self-directed objectives that are beyond entry-level expectations as measured by the revised Physical Therapist Clinical Performance Instrument, version 2006. RESULTS: Twenty-six students have completed DPEs since 2005. Fifty percent resulted in new academic partnerships. At least 25% of graduates now serve as clinical instructors for the entry-level program. Those who participated in DPEs have also completed post-graduate residencies, attained ABPTS Board certifications, authored peerreviewed publications, and taught in both PT and residency programs. CONCLUSION: The DPE model allows qualified students to acquire advanced personal skills and knowledge prior to graduation in areas of professional practice that exceed entry-level expectations. The model is applicable to all CAPTE accredited physicaltherapy education programs and is especially beneficial for academic programs desiring to form new community partnerships for student clinical education. J Allied Health 2014; 43(4):e83-e9l.ENTRY-LEVEL physical therapist education programs are designed to prepare graduates to provide rehabilitation care for patients and clients of all ages across the continuum of health care. Prior to matriculation into a professional physical therapy program students' are required to obtain a balance of academic preparation in humanities, social sciences and natural sciences1 as part of undergraduate education. As a result students bring their own unique interests and life experiences to inform and enrich the knowledge, skills, values, and attitudes learned throughout a professional program.1 High-achieving and self-motivated students, however, often express interest to explore opportunities expanding beyond entry-level practice.Focused areas of practice such as teaching, research, policy-making, administration, and various clinical specialties often capture the interest of students in physical therapy education. Specific content on how to develop advanced post-graduate competencies in those areas, however, is typically lacking in entry-level programs. Despite this exclusion from curriculum, a trend in student desire to pursue advanced learning in various career avenues will most likely continue to rise as long as experts in the profession continue to explore and develop new paradigms of practice.2The advantages of completing advanced educational competencies in select areas of practice prior to graduation are multifactorial. Students will most likely experience accelerated career advancement including eligibility for professional certifications, increased marketability of skills for employment opportunities as a result of obtaining additional competencies, and increased personal satisfaction in the profession.3,4 In addition, advanced educational opportunities enable students to explore options for post-graduate residencies, board certifications offered through the American Board of Physical Therapy Specialties (ABPTS), and postdoctoral fellowships. …