A model for integrative learning: Bringing the clinic into a subject-centred curriculum

Abstract

Integration between the academic setting and the clinical community is identified in the literature as critical to successful learning experiences and to the development of desirable behavioural attributes. This paper describes the development and preliminary evaluation of an integrative model of education in the undergraduate programme of the Department of Physical Therapy, University of Toronto. The model involves a planned approach to integration with pre-clinical meetings and 20 h of structured clinical time systematically placed into a full 160 h course. This model has allowed for the modification of a traditional subject-centred curriculum to reflect certain benefits, as identified in educational theory: problem-based, integrated and systematic. The goals of the new programme target the needs of both students and clinicians. Evaluation has shown a positive outcome with regard to student comfort levels, improved student performance and behaviours, and clinician satisfaction.