Community Experiential Learning Opportunities In the Drexel University Professional Doctor of Physical Therapy Program

Abstract

Background and Purpose. Community experiential learning opportunities culminating in service learning activities provide Doctor of Physical Therapy (DPT) students with knowledge and skills that enhance their understanding of patient-centered care in the context of the patient's environment (community, home, family, and individual). Students who engage in community experiential learning opportunities interact with patients in the “real world.” These students may strengthen their problem-solving and clinical skills and learn to be flexible as they address reallife issues that affect health outcomes for their patients. Method/Model Description and Evaluation. The purpose of this brief report is to describe a model that integrates community experiential learning opportunities and service learning activities by threading the experiences across a DPT curriculum. The goal at Drexel University is to provide students with opportunities that match their developing knowledge base and clinical skills. Through community experiences provided in 3 phases, students are able to gradually gain mastery and confidence in community-based health care. Outcomes. Course evaluations, reflection reports, and focus group discussions indicate that students value community-based learning experiences. These experiences enrich professional development and personal growth. Furthermore, the activities help students understand patients' life situations, an understanding that in turn may improve patientcentered care and help build respectful relationships between patients and future health care professionals. Discussion and Conclusion. Partnership building among clinical and public health care professionals, community health care providers, and faculty is essential for the future development of these student experiences.