Location
Suwanee, GA
Start Date
11-5-2023 1:00 PM
End Date
11-5-2023 4:00 PM
Description
Purpose/Hypothesis: Guided by the theory of social constructivism, the purpose of this study was to investigate the overall impact of an experiential summative group assignment, The Great Toe Assignment (TGTA), on Doctor of Physical Therapy students’ perceptions of their level of self-confidence in applying sensory neuroscience concepts learned during an academic term. This study’s research questions were: What is the overall impact of an experiential summative group assignment on students’ perceptions of self-confidence in applying neuroscience concepts learned during an academic term? Are there any statistically significant differences in measurements of perceptions of students’ level of self-confidence measured at Week 1 (baseline) and Week 12 (posttest)?
Number of Subjects: A convenience sample of 36 first-year DPT students enrolled in a clinical neuroscience course.
Materials and Methods: A within group, pretest-posttest quasi-experimental study was used to examine changes in students’ perceived levels of self-confidence in applying sensory neuroscience concepts after participating in TGTA. The data measurement instrument was the Student Perceived Level of Self-Confidence Scale for the Application of Neuroscience Concepts (SPLSC – Neuroscience) survey, developed from student learning objectives. Data were collected at Week 1 (baseline) and Week 12 (posttest) using the SPLSC—Neuroscience survey. A pilot study established a Cronbach Alpha of 0.954 and 0.956 for the SPLSC—Neuroscience survey. A sign test model was used to measure any changes in perceived confidence levels in five sensory neuroscience content areas.
Results: The results of this study indicate that there was an overall positive impact on the students’ perceptions of self-confidence in applying sensory neuroscience concepts learned over the academic term, and a statistically significant median difference between the pre- and post-TGTA surveys for all five sensory variables on the survey, p
Conclusions: Students’ perceived levels of self-confidence to apply sensory neuroscience concepts positively changed post TGTA, which incorporated tenets of social constructivism. Students enrolled in a neuroscience course might benefit from educators creating assignments that foster collaboration and practical application of material to assist them in improving their perceived self-confidence to apply neuroscience concepts.
Clinical Relevance: Physical therapy students who have self-confidence in applying neuroscience concepts in the classroom can possibly transfer this skill to the clinical setting, influencing their ability to care for patients with neurological impairments as future practicing clinicians.
Embargo Period
12-26-2023
Included in
Investigating Physical Therapy Students’ Perceived Levels of Self-Confidence to Apply Sensory Neuroscience Concepts
Suwanee, GA
Purpose/Hypothesis: Guided by the theory of social constructivism, the purpose of this study was to investigate the overall impact of an experiential summative group assignment, The Great Toe Assignment (TGTA), on Doctor of Physical Therapy students’ perceptions of their level of self-confidence in applying sensory neuroscience concepts learned during an academic term. This study’s research questions were: What is the overall impact of an experiential summative group assignment on students’ perceptions of self-confidence in applying neuroscience concepts learned during an academic term? Are there any statistically significant differences in measurements of perceptions of students’ level of self-confidence measured at Week 1 (baseline) and Week 12 (posttest)?
Number of Subjects: A convenience sample of 36 first-year DPT students enrolled in a clinical neuroscience course.
Materials and Methods: A within group, pretest-posttest quasi-experimental study was used to examine changes in students’ perceived levels of self-confidence in applying sensory neuroscience concepts after participating in TGTA. The data measurement instrument was the Student Perceived Level of Self-Confidence Scale for the Application of Neuroscience Concepts (SPLSC – Neuroscience) survey, developed from student learning objectives. Data were collected at Week 1 (baseline) and Week 12 (posttest) using the SPLSC—Neuroscience survey. A pilot study established a Cronbach Alpha of 0.954 and 0.956 for the SPLSC—Neuroscience survey. A sign test model was used to measure any changes in perceived confidence levels in five sensory neuroscience content areas.
Results: The results of this study indicate that there was an overall positive impact on the students’ perceptions of self-confidence in applying sensory neuroscience concepts learned over the academic term, and a statistically significant median difference between the pre- and post-TGTA surveys for all five sensory variables on the survey, p
Conclusions: Students’ perceived levels of self-confidence to apply sensory neuroscience concepts positively changed post TGTA, which incorporated tenets of social constructivism. Students enrolled in a neuroscience course might benefit from educators creating assignments that foster collaboration and practical application of material to assist them in improving their perceived self-confidence to apply neuroscience concepts.
Clinical Relevance: Physical therapy students who have self-confidence in applying neuroscience concepts in the classroom can possibly transfer this skill to the clinical setting, influencing their ability to care for patients with neurological impairments as future practicing clinicians.