Zeitschrift für neuartige Physiotherapien

Abstrakt

Professionalism Unveiled in DPT Student Monologues

Susan G Klappa, Yvonne Beth Alles and Scott P Klappa

Purpose/Hypothesis: Doctor of Physical Therapy (DPT) students who reflect on personal beliefs and perform monologues in a capstone course were able to articulate strategies for advocacy and catalyzing change. Number of subjects: 40 DPT Students completed a questionnaire and participated in a focus group after performing monologue talks. Community members (n=20) in attendance at the monologue performances completed a questionnaire about lessons learned from the students. Materials and methods: This phenomenological study investigated DPT students (n=40) in a capstone course who performed Student TED (STED) talk monologues on the topic of becoming a new professional. Phenomenological methods were used to answer the following research questions: 1) How do experiences in life shape DPT student beliefs as an emerging entry-level physical therapist? 2) What do DPT students believe about their role as a new professional after performing a STED monologue talk? 3) What did the community learn about physical therapy after attending the STED monologue talks? Results: Students were shaped by personal experiences in their lives as they began transitioning identity into entrylevel physical therapists. Roles of an advocate were embraced. Students positively viewed their role in transforming society and catalyzing change through social responsibility. Community members gained a deeper understanding of what the physical therapy profession offers society. Conclusions: Beliefs of DPT students regarding the physical therapy profession were shaped by lived experiences as student transitioned to entry-level physical therapists. Students embraced advocacy as a professional duty. The community gained a deeper understanding of physical therapy. Clinical relevance: Unveiling professional identity requires reflection and an opportunity to embody professional roles beyond clinic walls. Opportunities to engage in public discourse should be encouraged in the curriculum.