Plack, MM; State University of New York at Stony Brook, Stony Brook, New York, USA. margaret.plack@stonybrook.edu.

PURPOSE: The purpose of this study was to understand how students and novice clinicians learn communication and interpersonal skills integral to physical therapy practice. Underlying these interactions are the attitudes, values and beliefs fundamental to being a professional. SUBJECTS: Thirteen students and six recent graduates from physical therapy programs within the New York metropolitan area were interviewed as were their most recent clinical instructors (CI) and clinical supervisors (CS). Three hundred and forty-four of their classmates submitted critical incident data. Finally, 13 additional students, recent graduates, CI’s, CS’s, and experienced clinicians participated in two summative focus groups.METHODS: This study utilized a multi-case qualitative research design. Semi-structured interviews and critical incidents were used to explore the experiences of students and novice clinicians. Interviews of their most recent clinical instructor or clinical supervisor, and critical incidents from their classmates, were used to corroborate and augment the data. Two summative focus groups were used to confirm and extend the findings, conclusions and recommendations. ANALYSIS: Qualitative data analysis methods were employed. Data were coded and analyzed for themes. Multiple mechanisms were used to ensure trustworthiness including triangulation of methods and subjects, use of devil’s advocates, member checks, and search for negative cases. RESULTS: Findings from this study depict a process of learning, which incorporates access to the clinical environment and all of its challenges; dialogue as a mechanism to negotiate shared meaning; and learning outcomes, which include identification and assimilation of the values, beliefs and attitudes of the profession. Optimal learning draws upon the supports of the student, clinician, and entire clinical community in a triadic relationship. CONCLUSIONS: The researcher concluded that learning communication and interpersonal skills is a complex process requiring active engagement in practice and dialogue with experienced clinicians. Application of all aspects of this complex process will enable students, clinicians, and academicians to more effectively design and engage in clinical experiences that optimize learning for both the learner and the clinical community.

Copyright 2004 by the American Physical Therapy Association

Reprint Information
Requests for reprints should be directed to the corresponding author of the article. Students and other academic customers may receive permission to reprint copyrighted material from Physical Therapy by contacting the Copyright Clearance Center Inc, 222 Rosewood Dr, Danvers, MA 01923. Similar inquiries by all others should be made to the APTA Editorial Office, Attn: Physical Therapy.