Background and Purpose.
Learning in physical therapy (PT) requires total immersion and engagement in practice. Engagement cannot begin without the sponsorship of a mentor or clinical instructor. This study sought to explore the potential supports and barriers to engagement and the role of the mentor in optimizing learning within the community of physical therapy practice from the perspectives of the student and novice clinician.
Participants.
Thirteen PT students and 6 new graduates, as well as their most recent clinical instructors (CIs) and supervisors (CSs), were interviewed. Threehundred and forty-four of their classmates submitted critical incidents for analysis. Finally, 5 additional PT students, 2 additional new graduates, and 5 additional clinicians participated in 2 separate summative focus groups.
Methods.
One-on-one semistructured interviews were used to explore the experiences of the students and new graduates, as well as their CIs and CSs. Critical incidents were used to obtain the perspectives of the participants' classmates. Once data were analyzed, 2 summative focus group interviews were completed to confirm, refute, and/or extend the findings. Qualitative methods were used to analyze the data. Triangulation of methods and subjects, use of devil's advocates, member checks, and search for negative cases ensured trustworthiness.
Results.
In the clinical environment, a learning triad emerged which was instrumental to the learning process. The triad consists of newcomer, mentor, and community. Supports and barriers emerged from all aspects of this learning triad, including the past experiences, attributes, knowledge, and skill of each.
Discussion and Conclusion.
The degree to which a learning situation is supported or hindered is uniquely defined and must be individually assessed and modified to meet the needs of students, clinicians, and the community. Past experiences, attributes, knowledge, and skills of each component of this learning triad can act to exacerbate or mitigate both barriers and supports to learning. What emerged from this study is a model of how challenges, supports, and barriers all influence the learning situation. To establish an effective triadic learning relationship, supports and barriers cannot be deconstructed and viewed in isolation; rather, each must be viewed as a component of the whole.
