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Influence of Physical Therapist Faculty Beliefs and Conceptions of Teaching and Learning on Instructional Methodologies

Background and Purpose. The literature suggests that educators teach the way they do in part due to their belief systems related to teaching and learning. These beliefs in turn shape teachers' conceptions of teaching and learning. The purpose of this qualitative study was to examine the beliefs and conceptions of teaching and learning held by physical therapist educators and explore connections between these beliefs and conceptions and preferred instructional methods. Subjects. Seventeen core faculty members (13 female, 4 male) from 3 Midwestern physical therapist education programs (2 public, 1 private) participated in this study. Methods. Data were gathered using multiple qualitative methods, including audiotaped semistructured interviews of participants, classroom observations, and document (syllabi) review. Constant‐comparative data analysis methods were utilized. Classroom observation and syllabi review data were coded utilizing the framework of Kolb's Experiential Learning Model adapted for classroom activities. This model consists of 4 phases of learning, including concrete experience (experiencing), reflective observation (examining), abstract conceptualization (explaining), and active experimentation (applying). Patterns, categories, and themes were coded, classified, and compared across all data sources. Interview data were independently read and coded by a second peer examiner. This study was categorized as exempt from review by the University of Minnesota Institutional Review Board Human Subjects Committee. Results. The majority of physical therapist educators in this sample held beliefs and conceptions of teaching categorized as teacher‐centered (emphasizing transmission of knowledge and skills). Instructional methods were heavily concentrated in the abstract conceptualization (transmission of information) and active experimentation (transmission of skills) phases of Kolb's Learning Cycle. Instructional methods involving the reflective observation or concrete experience phases utilized by faculty in this sample were limited. Discussion and Conclusion. This study suggests that beliefs held by physical therapist faculty regarding education directly influence their conceptions of teaching and learning as well as their resultant choices of teaching methodologies. Faculty are encouraged to reflect on the explicit and implicit beliefs driving their teaching and curricular decisions to consider whether or not they are consistent with effective pedagogy. The quality of student learning may not be reaching its full potential if all phases of the Learning Cycle do not receive attention.