Abstract
Introduction: This study explored the impact of early identification and student academic advising on performance in the clinical neuroscience course using a mixed-method design. The researchers hypothesized that early identification of students experiencing academic difficulties, followed by comprehensive advising, would improve performance.
Methods: Twenty Doctor of Physical Therapy (DPT) students from the third trimester of the program participated in this mixed-methods study. Early identification was achieved through a quiz in the first week or early second week of the course, with students scoring below 70% offered voluntary enrollment. Nine students were assigned to the control group, while 11 received early academic advising. Qualitative data on factors influencing performance and quantitative quizzes and exam scores were analyzed using Dedoose® and SPSS, respectively.
Results: Quantitative analysis showed significant improvements in Quiz 2 (p
Discussion: The mixed-methods design provided insights into factors affecting student performance. Early academic advising positively influenced student success in the neuroscience course, underscoring the importance of structured academic support in physical therapy education.
Recommended Citation
Balakrishnan, Bindu; Mathews, James; DeLuca-Berg, Elizabeth; and Ganesan, Mohan
(2025)
"Exploring Student Success in a Clinical Neuroscience Course: A Pilot Study on Early Identification and Academic Advising in Physical Therapy Training,"
Journal of Innovation in Health Sciences Education: Vol. 2:
Iss.
3, Article 3.
Available at:
https://soar.usa.edu/jihse/vol2/iss3/3
Included in
Educational Methods Commons, Educational Technology Commons, Medicine and Health Sciences Commons, Scholarship of Teaching and Learning Commons
