Comparing Domain-Specific Self-Efficacy in Pediatric Physical Therapy Education Across Classroom-Based, Online, and Hybrid Curriculum Designs

Abstract

This study describes the pediatric curricular components with different instructional designs, quantifying change in self-reported SE after completing the pediatric curriculum for each cohort; and defining the relationships between prior pediatric experience, self-efficacy, and interest in future pediatric practice.

Developing Self-Efficacy in Doctoral Students for Treating Patients with Hand Therapy

“…Through experience and introspection on performance achievements, self-efficacy is fostered (Venskus & Craig, 2017). Self-efficacy beliefs are domain specific (Scott et al, 2021). Self-efficacy is relevant to the healthcare industry and can be assessed in domains or fields where skill performance and skill-specific selfefficacy are correlated (DaLomba et al, 2021).…”

Online Learning Self-efficacy in Cardiopulmonary Physiotherapy: Perceptions of New Graduates

“…However, Szekeres and MacDermid compared the results of in-person stake-holder-hosted, interactive, problem-based seminars versus online problem-based tutorials on self-efficacy to implement outcome measures in practice among physical and occupational therapists and found no significant difference between the two methods six months following the interventions suggesting online learning was as good as face-to-face learning for improving and retaining self-efficacy (22). Similarly, Scott et al indicated no significant difference between pediatric physical therapy curriculum delivered via classroombased, online, or hybrid instruction in promoting pediatric-specific growth in student self-efficacy (23).…”