| Studies have shown that students approach learning in different ways that influence the amount and quality of their learning. Although often overlooked, students' approaches to learning are influenced by many contextual and educational factors. This study examines the ways in which physical therapy teachers' and students' beliefs and conceptions about teaching and learning, teachers' instructional methods, and students' perceptions of learning experiences influence the students' approaches to learning. In addition, this study examines national trends in physical therapy students' approaches to learning.;Qualitative data collection methods including semi-structured interviews of faculty and students, classroom observations, and document (syllabi) review were utilized. In addition, a national survey employing the Adelaide Diagnostic Learning Inventory for Medical Students (ADLIMS) 2 was used to profile students' preferred approaches to learning. This study found that the majority of physical therapy faculty in this sample hold conceptions of teaching categorized as teacher-centered (emphasizing transmission of knowledge and skills) while learners' beliefs and conceptions of teaching and learning are focused on acquiring knowledge and skills with an emphasis on deeper understanding and application. The profile of physical therapy students' approaches to learning also showed preferences for deep or strategic approaches to learning. Factors that appear to move students toward a surface approach in their learning include students' inability to see relevance in the material, assessment methods focused on recall of information, overload of curriculum content, passive teaching methods, students' lack of interest in content, and environments that are not conducive to learning. Factors that appear to move students toward a deeper approach to learning include awareness of the relevance and context of learning, appropriate sequencing of learning, assessment methods focused on reflective observation and clinical reasoning, adequate time to utilize deep approaches to learning, interactive learning, environments conducive to deep learning, connections between new learning and previous knowledge, and discussion with classmates. This study suggests that there is a connection between teachers' educational beliefs, effective teaching practices, and student learning outcomes. Implications of this study relate to potential changes in physical therapy educational practices. |
