Article

The goal in studying expertise is not merely to describe ways in
which experts excel but also to understand how experts develop in order to better
facilitate the development of novices. The study of novice progression helps us
to understand what successful versus unsuccessful learning looks like. This
understanding is critical, as autonomous practice places increased demands for
advanced clinical judgments and the ability to assume professional
responsibilities. The purpose of this study was to explore the
experiences, learning, and development of promising novice therapists throughout
their first year of practice in the United States. DESIGN AND METHODS: A
longitudinal, multiple-site qualitative case study method was used for
within-case and across-case analysis. A purposive sample of 11 promising new
graduates from 4 physical therapist education programs participated.
Investigators followed the graduates throughout their first year of practice.
Data sources included: (1) semistructured interviews conducted at baseline and
every 3 months thereafter for 1 year, (2) reflective journals completed at
regular intervals, and (3) review of academic and clinical education records and
resumes. RESULTS: Four themes emerged: (1) the clinical environment influenced
the novice physical therapists' performance, (2) participants learned through
experience and social interaction and learning was primarily directed toward
self, (3) growing confidence was directly related to developing communication
skills, and (4) therapists were engaged in professional identity formation and
role transitions. CONCLUSIONS: The findings suggest there are common experiences
and themes that emerge as novice physical therapists develop. Although research
has been conducted on expertise in physical therapy, few longitudinal
investigations have explored the development of therapists across transitions
from graduate to novice to expert practitioner. This study explored and described
the learning and development of graduates during their first year of practice.

Langue : ANGLAIS