Abstract
Purpose: The purpose of this study is to investigate the use of standardized patients in the physical therapist assistant (PTA) curriculum as compared to paper-based case studies with regard to reaching higher order thinking in preparation for the clinical environment. Methods: Thirty-five participants were divided into 2 groups to participate in a discussion of a paper case scenario or engage with a standardized patient. Following the interaction, the students completed a survey related to their perceptions of the interventions along with open-ended questions intended to gain insight into application of clinical reasoning skills used during their respective intervention. Results: The majority of the students reported they preferred hands on learning versus discussion/lecture. Prominent themes in the open-ended questions of the standardized patient group were reflection in action, adaptability, and navigation of ambiguity. Discussion: Implementation of teaching/learning strategies, such as standardized patients, that require students to apply higher order thinking skills such as clinical reasoning and adaptability are critical in preparing students for entrance into healthcare.
Recommended Citation
Pologruto, Pamela; Jewell, Jennifer; and Cruz, Laura
(2023)
"Dynamic Adaptations: Assessing the Integration of Standardized Patients in Physical Therapist Assistant Education,"
Health Professions Education: Vol. 9:
Iss.
3, Article 5.
DOI: 10.55890/2452-3011.1046
Available at:
https://hpe.researchcommons.org/journal/vol9/iss3/5
