2021 Volume 48 Issue 1 Pages 19-28
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.
Method: The subjects of this study were 3 highly skilled PTs. Qualitative research methods and the Matsuo experiential learning framework were utilized.
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.”
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.
