Virtual Service Learning: An Exploration into How Physical Therapy Students Make Meaning of Professional Skill Development Online

Authors

  • Pamela Donlan Northeastern University
  • Ann Golub-Victor Northeastern University

Keywords:

physical therapy, professional skills, virtual service learning, reflection

Abstract

This study explores the perceived effect of a virtual service-learning (SL) experience upon the development of professional skills among physical therapist students. A qualitative case study approach was used to analyze reflection papers through the lens of the constructivist learning theory. Data revealed that virtual SL strengthens communication, fosters adaptability, and cultivates leadership practices. Findings suggest that virtual SL may be less likely to enhance certain affective skills that are crucial to patient centered care.

Author Biographies

Pamela Donlan, Northeastern University

Pamela Donlan is an Assistant Clinical Professor in the Department of Physical Therapy, Movement, and Rehabilitation Sciences at Northeastern University in Boston, MA. She received a bachelor's degree in physical therapy at New York University, a clinical Doctorate in Physical Therapy from Widener University, and a Doctorate in Education from Northeastern University. She is a licensed physical therapist who has practiced in diverse healthcare settings. Dr. Donlan's research interests include investigating best practices in PT education and exploring the psychosocial aspects of disease and disability and she has presented nationally and internationally on both of these topics.

Ann Golub-Victor, Northeastern University

Ann C. Golub-Victor is a Clinical Professor in the Department of Physical Therapy, Movement and Rehabilitation Sciences at Northeastern University. She received her BS and certificate in physical therapy from Simmons College, a Master of Public Health from Boston University, a transitional Doctor of Physical Therapy from Northeastern University, and she completed a fellowship with the Shriver Center/University of Massachusetts Medical School's Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program where she focused her studies on public policy and leadership in the field of developmental disabilities and community service. Her scholarship focus is in pediatric physical therapy education and service-learning.

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Published

10/03/2022

Issue

Vol. 14 No. 3 (2022)

Section

Research and Theory

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