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Abstract

Facilitating learning in graduate programs that prepare students to enter a health profession presents unique challenges since students in these programs have completed undergraduate degrees, but are entering graduate studies in a new field. This paper describes the SoTL process used by two faculty members to facilitate independent learning and critical thinking in a course sequence in a graduate physical therapy program. Design, implementation, and outcomes of modifications to the course sequence are described. The paper includes our reflections on the SoTL process and lessons learned about strategies for facilitating learning in this student population.

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