By: Hidelisa Manibusan
As the culture of education has changed, technology has increased, and the status of the economy has declined, more and more students are now vacating the idea of “traditional education” in favor of a more flexible hybrid program, which allows them to continue to work and pursue higher education. While online education has increased vastly in other settings, there has been a steady increase in hybrid programs in the realm of physical therapy. Programs have been introduced over the past 5 years or so, that have primarily had classes online, while meeting on selected weekends for seminars and clinical evaluation. In that mix, physical therapy falls into 17 of the 20 fastest growing occupations are in key focus areas (Schnittman, 2010). The question that arises now is how effective this style of program in what many consider to be a face-to-face profession.
Physical therapy schools typically consist of a year of heavy sciences, including anatomy and physiology, cadaver lab, biomechanics, neurology, pathology, and human development. Once physical therapy based courses begin, traditionally there is quite a bit of lab time, practice, and practical examination. The question arises on whether the time spent in lab with traditional studies can equate those who come onto campus for weekend seminars. In my experience, the collaboration between students and bonding that happens in the classroom was essential to my success in the program. I personally needed the constant feedback and practice with someone who could give me feedback. Although an online format may be more convenient, the question arises as to its effectiveness. Bergquist and Pawlack state that higher education should focus on four premises: we live in an inevitable ever-changing environment; this ever-changing environment provides the opportunity for creative and transformative learning; learning opportunities are readily available in this ever-changing environment; and a true learning culture can be established in which “learning is valued and designed to bring all members of the institution and society to the fullest development of their powers” (as cited in Link, 2002, p.29). In true fashion with a developmental culture, these schools have seemed to relish this ever-changing phenomenon.
While the school that I went to has ventured to create such a program as well as another school here in the Tampa area, I do understand the institutions’ attempts to change their view of culture in higher education. Both institutions that I know of with such programs are both for-profit universities. They both must adapt their programs to fit the needs of the students and their own desires to ensure profitability and accountability within their systems. Both schools have a good reputation in the realm of physical therapy, but it would be interesting to find what the feedback is for these students when it is time for them to perform their clinicals. Do they live up to the same standards that the traditional students impart? My first gut feeling would be no. Another problem arises when in a program of such increased vigor, are the hybrid students able to sustain themselves through the program at the same intensity? Many of the students that are attracted to such programs are already working full time and may or may not have families. The cost is great and time away is even higher. I myself am unsure if I can go through such a program, or if I can remove myself from working full-time, the pay check, and the amount of free time when returning to school in such a format. Based upon each setting, I would imagine the institutions may have to set a timeline for course completion and graduation. This would fall in line with Ernest Boyer’s Scholarship Reconsidered (1990) to address the emphasis in faculty development, instructional improvement, and instructional efficacy (Bergquist and Pawlak p. 94). Are we designing a program for student success?
Other settings, such as business may be more suitable for such a format. But, how do you tell a patient that her nurse or doctor completed their studies online with weekend seminars. I personally wouldn’t go to such a doctor. Physical therapy schools are now putting out students with clinical doctorates, Doctor of Physical Therapy (DPT). In order to remain relevant and respected in the healthcare industry, we must examine our abilities to educate these students well and figure out a good way to assess them, not just on paper but clinically as well. In a dissertation study presented by Hoogenboom (2005), a mixed-method, cross-sectional study, took a look at first year physical therapy students involved in a mixed design curriculum. Outcome measures included self-directed learning, critical learning, and student-described satisfaction. Lecture, memorization, and hands on laboratory experiences matched their learning styles the best. The students also suggested a preference for traditional formats and discomfort with problem-based learning, and unstructured self-directed learning experiences. Students most valued guidance, feedback, and applied content from instructors. The debate then arises if it is the culture of the school or students that impact the effectiveness of learning and readiness after graduation.
Someone once told me, “ It doesn’t matter how you get there. At the end of the day, you still all have the same degree.” Does this hold true in clinical professions, or should it hold true? There is much to be said for clinical and laboratory experiences in physical therapy, nursing, and medical doctoring programs. The ability of the faculty to ensure safety and interpersonal skills is important. Being a part of the faculty here, with students that struggle, there is often a pattern that we can catch and intercept. In a hybrid program, the faculty may or not be able to do this on a weekend format. I can be on my best behavior for 2 days, but this is something that is difficult to do over a semester’s period of time.
While I am not necessarily against or for hybrid programs, there is much to be learned and much growth to occur in such a program. It will be interesting the day public institutions decide to go down the route of a hybrid program, and how they would format their curriculum. Overall, it is certainly a sign of changes in the cultures of the academy and curriculum.
References
Bergquist, W.H.; Pawlak, K. (2008). Engaging the Six Cultures of the Academy. San Francisco, CA: Jossey-Bass.
Hoogenboom, B. (2005). Student perceptions in the first year of a mixed physical therapy curriculum. Eastern Michigan University, Ypsilanti, Michigan.
Schnittman, M. (2010). Higher education management group. “And now, we hear from the defense.” (For-Profit Higher Education). Retrieved from http://highereducationmanagement.wordpress.com/2010/08/22/and-now-we-hear-from -the-defense
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