The Collaborative Clinical Learning Experience in Physical Therapy: Student and Instructor Perspectives

Supplemental Digital Content is Available in the Text. Introduction. A clinical collaborative learning experience (CCLE) is a viable clinical education model in physical therapy (PT). The purposes of this study were to 1) examine factors perceived to influence a successful CCLE, and 2) examine processes that make it successful. Review of Literature. Factors contributing to a successful CCLE, including teaching strategies, student characteristics, and environment, have been reported. The processes that occur during a CCLE that influence its success have not been studied. Subjects. Twenty-nine students and 18 clinical instructors (CIs) involved in CCLEs. Methods. Using a grounded theory approach, phase 1 examined perceived factors contributing to efficacy of the CCLE through surveys and focus groups. Phase 2 examined the processes involved in team building, leading to an effective CCLE through journals and focus groups. Results. Student and clinic factors were perceived to affect the success of the CCLE. The evolution of an effective team that depended on effective communication was deemed the cornerstone of a successful CCLE. The student strategies of self-reflection, idea sharing, and active observation along with clinic-driven strategies of role assignment and a positive learning environment fostered team development. All students in the CCLE were successful as measured by the Clinical Performance Instrument (full-time experiences) and the integrated clinical experience evaluation supporting the trustworthiness of the qualitative findings. Discussion and Conclusion. These findings expand the considerations for an effective CCLE and provide a basis for understanding the processes involved in a successful CCLE. This process is focused on developing an effective student–CI team. Preparation and training of students and CIs in the importance of team development and strategies to achieve this are warranted. The CCLE may address the shortage of clinical placements in PT and enhance the learning that occurs in PT clinical education.