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Abstract

Introduction: Limited evidence exists on the use of patient experiences (PE) and experiential learning (EL) in hybrid entry-level physical therapist (PT) education programs. This study explored the impact of PE and EL within immersion labs on student self-confidence and self-efficacy in a hybrid entry-level PT education program. A total of 431 surveys were completed across 8 lab immersions for 6 courses. Nine total focus group discussions occurred, with a total of 50 participants, ranging from 2 to 10 per group.

Methods: A convenience sample from one entry-level hybrid PT education program participated in this mixed-method study with surveys and focus group interviews. At the end of each lab, students were asked to voluntarily complete either a modified version of a self-confidence survey or the Physiotherapist Self-Efficacy questionnaire. Some students participated in semi-structured focus group interviews immediately following the end of lab.

Results: Surveys from all eight lab immersions demonstrated significant improvements (p<0.001) in either self-confidence or self-efficacy. The overarching theme that emerged was shaped by experience with five main themes, including shifting perspectives, understanding through PE and EL, intentional lab structure, increasing confidence and empathy, and expectations.

Discussion: PE embedded in entry-level hybrid PT lab immersions enhanced student self-confidence and self-efficacy, even in brief formats. Thoughtfully structured PE supports clinical preparation while cultivating empathy. Incorporating PE in hybrid PT education is essential for bridging the gap between didactic learning and students’ perceptions of clinical preparedness.

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