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Evaluating Experiential Learning by Physical Therapy Students: ‘The Molly Experience’
Lauren Dietz, SPT Joseph Fiedor, PT, DPT, MS, MBA
Barbara Billek-Sawhney, PT, EdD, DPT, CGS
Slippery Rock University, Graduate School of Physical Therapy, Slippery Rock, PA
PURPOSE
A Qualitative Response from
an Alumnus in Class of 2020
The purpose of this study was to evaluate the
students‘ perspective of the effectiveness of this
experiential learning opportunity in academic
preparation for clinical education and work.
“I work in a small outpatient physical therapy clinic
BACKGROUND
Physical Therapy (PT) students at Slippery Rock
University (SRU) complete didactic and clinical
education coursework. Generally, the didactic
portion does not afford students the opportunity to
apply knowledge and skills with individuals who
present with authentic impairments, i.e., patients or
patient demonstrators. Through a collaborative
relationship, second year PT students were
mentored by 2 graduate assistants (GAs) in
examining and treating Molly, a 26-year-old female
with cerebral palsy (CP), for 4 hours over 2semesters as part of the neuromuscular curriculum.
Table 1. Survey participation and description of each cohort
including: the number invited to participate, the number of
respondents and the description of their experience
Cohort
Class of
2022
Class of
2021 In
Person
Sent
Surveys
47
18
Completed
Surveys
(Response Rate)
Description
17
(36.2%)
1 session; 2 hours in
fall semester; currently,
2nd year students at
time of survey
16
(88.9%)
Class of
2021
Hybrid
28
16
(57.1%)
Class of
2020
47
14
(30%)
Total
140
63
(45%)
2 sessions; 4 hours
total in-person, 2 hours
in each of 2 courses,
3rd year students at
time of survey
2 sessions; 2 hours
total in-person,
approximately 1 hour
via Zoom, 3rd year
students at time of
survey
4 hours total, 2 hours in
each of 2 courses,
alumni at time of
survey
All 3 cohorts combined
Figure 1. Student responses for the statement ‘Working with
Molly was a valuable experience to me’ separated by cohort and
as a collective group.
SUBJECTS
Invitation to participate in this research study was
sent to SRU PT students in the classes of 2020,
2021, and 2022 via email. A total of 140 students
were invited with 63 participating in the study See
Table 1 for cohort response rate and description.
GAs who performed the peer mentoring and
investigators of this study were excluded from
participation.
METHODS & MATERIALS
This study was approved by the SRU IRB. A
mixed methods study was employed using a
convenience sample. A peer reviewed, 26
question survey was developed by investigators
using keywords from the domains of learning, a
Likert scale, and open-ended questions.
Feedback was attained from 11 educators,
clinicians, and GAs to enhance content validity,
identify any ambiguity, and determine time
required to complete survey. Data were analyzed
quantitatively and qualitatively using frequency
and themes, collectively and by cohorts.
where we rarely see patients with cerebral palsy.
Through my clinical rotations, I worked in a nursing
facility and an outpatient PT clinic where I had not
treated a single patient with a similar level of function
as Molly. Long and behold, I had a young man contact
our clinic who was in need of skilled PT care. The initial
evaluation was scheduled with one of my coworkers
who is more experienced with PT but was not
confident with that diagnosis. Both my coworker and
the patient felt uncomfortable during evaluation and
the patient did not want to return. When the patient's
caretaker called to reschedule, she asked if there was
anyone more comfortable working with the patient in
which I volunteered. If it wasn't for Molly, her family
and their willingness to be both our patient and
educators, I would not have been comfortable to work
with my patient. With that being said, he now loves
coming to PT to hang out with his buddy (me) and he
works hard and is becoming less and less dependent
for his care givers. Molly has helped make me a better
physical therapist and more comfortable working with
patients with her diagnosis.”
RESULTS
The ‘Molly Experience’ was perceived as a
valuable experience by 62 of the 63 (98.4%)
students quantitatively based on closed-ended
responses (Figure 1).
Qualitative findings reinforced the quantitative
findings. Twenty-seven participants expressed
positive comments on the value of the experience
with many of them stating that it prepared them
for clinical education and future careers.
The qualitative analysis of ‘what were the most
positive aspects of working with Molly’ were
enlightening and revolved around 4 themes:
simulation of clinical practice (described 41
times); the psychosocial aspects of working with
Molly (20 times); the positive learning
environment 12 times); and the benefit to Molly
(11 times).
DISCUSSION
- Quantitative and qualitative results of the survey were
extremely positive with only 1 outlier quantitatively.
- ‘The Molly Experience’ was a valuable opportunity that
provided students with an authentic and meaningful
experience which enhanced their:
• Knowledge of neurologic PT and CP
• Communication skills
• Psychomotor patient handling skills
• Documentation skills
- Zoom sessions were less effective for assessing
cardiopulmonary status and performing gait training when
comparing results from those who participated in-person
for 2 sessions to those who had 1 session via Zoom due
to the COVID-19 pandemic in-person restrictions.
- The GAs were found to be effective in mentoring peers
when working with Molly.
CONCLUSIONS
During the didactic portion of health-related professional
programs, experiential learning opportunities are often
limited. ‘The Molly Experience’ provides the opportunity
for students to work with an individual with a
developmental disorder affecting the total person. This
experiential learning activity was perceived by students
as a valuable learning experience that allows students to
apply knowledge and psychomotor skills they learned
during their didactic education to prepare for clinical
education and work. The investigators recommend
authentic educational initiatives, such as ‘The Molly
Experience’ be continued for the didactic phase of the
curriculum with exploration of other unique opportunities.
Acknowledgments: A special thanks to Molly Merhaut, Dr. Joseph and Ms. Rhonda Merhaut for their longstanding
commitment to PT education at SRU; faculty and administration for their provision of GAs; educators and clinicians
who provided input on the survey design.
Lauren Dietz, SPT Joseph Fiedor, PT, DPT, MS, MBA
Barbara Billek-Sawhney, PT, EdD, DPT, CGS
Slippery Rock University, Graduate School of Physical Therapy, Slippery Rock, PA
PURPOSE
A Qualitative Response from
an Alumnus in Class of 2020
The purpose of this study was to evaluate the
students‘ perspective of the effectiveness of this
experiential learning opportunity in academic
preparation for clinical education and work.
“I work in a small outpatient physical therapy clinic
BACKGROUND
Physical Therapy (PT) students at Slippery Rock
University (SRU) complete didactic and clinical
education coursework. Generally, the didactic
portion does not afford students the opportunity to
apply knowledge and skills with individuals who
present with authentic impairments, i.e., patients or
patient demonstrators. Through a collaborative
relationship, second year PT students were
mentored by 2 graduate assistants (GAs) in
examining and treating Molly, a 26-year-old female
with cerebral palsy (CP), for 4 hours over 2semesters as part of the neuromuscular curriculum.
Table 1. Survey participation and description of each cohort
including: the number invited to participate, the number of
respondents and the description of their experience
Cohort
Class of
2022
Class of
2021 In
Person
Sent
Surveys
47
18
Completed
Surveys
(Response Rate)
Description
17
(36.2%)
1 session; 2 hours in
fall semester; currently,
2nd year students at
time of survey
16
(88.9%)
Class of
2021
Hybrid
28
16
(57.1%)
Class of
2020
47
14
(30%)
Total
140
63
(45%)
2 sessions; 4 hours
total in-person, 2 hours
in each of 2 courses,
3rd year students at
time of survey
2 sessions; 2 hours
total in-person,
approximately 1 hour
via Zoom, 3rd year
students at time of
survey
4 hours total, 2 hours in
each of 2 courses,
alumni at time of
survey
All 3 cohorts combined
Figure 1. Student responses for the statement ‘Working with
Molly was a valuable experience to me’ separated by cohort and
as a collective group.
SUBJECTS
Invitation to participate in this research study was
sent to SRU PT students in the classes of 2020,
2021, and 2022 via email. A total of 140 students
were invited with 63 participating in the study See
Table 1 for cohort response rate and description.
GAs who performed the peer mentoring and
investigators of this study were excluded from
participation.
METHODS & MATERIALS
This study was approved by the SRU IRB. A
mixed methods study was employed using a
convenience sample. A peer reviewed, 26
question survey was developed by investigators
using keywords from the domains of learning, a
Likert scale, and open-ended questions.
Feedback was attained from 11 educators,
clinicians, and GAs to enhance content validity,
identify any ambiguity, and determine time
required to complete survey. Data were analyzed
quantitatively and qualitatively using frequency
and themes, collectively and by cohorts.
where we rarely see patients with cerebral palsy.
Through my clinical rotations, I worked in a nursing
facility and an outpatient PT clinic where I had not
treated a single patient with a similar level of function
as Molly. Long and behold, I had a young man contact
our clinic who was in need of skilled PT care. The initial
evaluation was scheduled with one of my coworkers
who is more experienced with PT but was not
confident with that diagnosis. Both my coworker and
the patient felt uncomfortable during evaluation and
the patient did not want to return. When the patient's
caretaker called to reschedule, she asked if there was
anyone more comfortable working with the patient in
which I volunteered. If it wasn't for Molly, her family
and their willingness to be both our patient and
educators, I would not have been comfortable to work
with my patient. With that being said, he now loves
coming to PT to hang out with his buddy (me) and he
works hard and is becoming less and less dependent
for his care givers. Molly has helped make me a better
physical therapist and more comfortable working with
patients with her diagnosis.”
RESULTS
The ‘Molly Experience’ was perceived as a
valuable experience by 62 of the 63 (98.4%)
students quantitatively based on closed-ended
responses (Figure 1).
Qualitative findings reinforced the quantitative
findings. Twenty-seven participants expressed
positive comments on the value of the experience
with many of them stating that it prepared them
for clinical education and future careers.
The qualitative analysis of ‘what were the most
positive aspects of working with Molly’ were
enlightening and revolved around 4 themes:
simulation of clinical practice (described 41
times); the psychosocial aspects of working with
Molly (20 times); the positive learning
environment 12 times); and the benefit to Molly
(11 times).
DISCUSSION
- Quantitative and qualitative results of the survey were
extremely positive with only 1 outlier quantitatively.
- ‘The Molly Experience’ was a valuable opportunity that
provided students with an authentic and meaningful
experience which enhanced their:
• Knowledge of neurologic PT and CP
• Communication skills
• Psychomotor patient handling skills
• Documentation skills
- Zoom sessions were less effective for assessing
cardiopulmonary status and performing gait training when
comparing results from those who participated in-person
for 2 sessions to those who had 1 session via Zoom due
to the COVID-19 pandemic in-person restrictions.
- The GAs were found to be effective in mentoring peers
when working with Molly.
CONCLUSIONS
During the didactic portion of health-related professional
programs, experiential learning opportunities are often
limited. ‘The Molly Experience’ provides the opportunity
for students to work with an individual with a
developmental disorder affecting the total person. This
experiential learning activity was perceived by students
as a valuable learning experience that allows students to
apply knowledge and psychomotor skills they learned
during their didactic education to prepare for clinical
education and work. The investigators recommend
authentic educational initiatives, such as ‘The Molly
Experience’ be continued for the didactic phase of the
curriculum with exploration of other unique opportunities.
Acknowledgments: A special thanks to Molly Merhaut, Dr. Joseph and Ms. Rhonda Merhaut for their longstanding
commitment to PT education at SRU; faculty and administration for their provision of GAs; educators and clinicians
who provided input on the survey design.