Voices in Education: Profession Vested Partner Perspectives on Residential and Hybrid Program Models
Contact: Cara Berg-Carramusa
Contact Email: cara.carramusa@tufts.edu
Title: Voices in Education: Profession Vested Partner Perspectives on Residential and Hybrid Program Models of Teaching and Learning for Entry-level DPT Education
Ideal Participant: PTs, PTAs, SPTs, SPTAs, Supervisors/ Administrators of PTs/ PTAs.
Description: This study will seek and explore various profession vested partner perspectives of residential and hybrid program models of teaching and learning in entry-level Doctor of Physical Therapy (DPT) education using an electronically disseminated Qualtrics© (Qualtrics, Provo, UT) survey and subsequent Zoom Workplace (Zoom Video Communications, Inc) focus group interviews.
Study Aims: 1) To gather profession vested partner perspectives of residential and hybrid program models of teaching and learning in entry-level Doctor of Physical Therapy (DPT) education. 2) To understand perceived advantages, disadvantages, and assumptions within each of the models. 3) To identify opportunities to inform processes and frameworks for both models of teaching and learning.
Research Objectives: 1) Explore and examine various constructs of residential and hybrid program models of teaching and learning in entry-level Doctor of Physical Therapy (DPT) education. 2) Compare and contrast profession vested partner perspectives of residential and hybrid program models of teaching and learning in entry-level Doctor of Physical Therapy (DPT) education.