| The purpose of this study was to understand how students and novice clinicians learn communication and interpersonal skills integral to physical therapy practice. Underlying these interactions are the attitudes, values and beliefs fundamental to being a professional. A multi-case qualitative research study was designed to answer four major research questions: (a) what is the process by which students and novice clinicians learn to interact and communicate within a professional setting? (b) what strategies do students and novice clinicians use in learning to interact and communicate within a professional setting? (c) what do students and novice clinicians learn that enable them to interact and communicate within a professional setting? (d) what supports and impediments do students and novice clinicians experience in learning to interact and communicate within a professional setting?; Interviews and critical incidents were used to explore the experiences of students and novice clinicians. Interviews of their most recent clinical instructor or clinical supervisor, and critical incidents from their classmates, were used to corroborate and augment the data. Two summative focus groups were used to confirm and extend the findings, conclusions and recommendations. Data were coded and analyzed for themes surrounding learning from experience and mentorship relationships within a community of practice.; Findings portray a process of learning, which incorporates access to the clinical environment and all of its challenges; dialogue as a mechanism to negotiate shared meaning; and learning outcomes, which include the values, beliefs and attitudes of the profession. Optimal learning draws upon the supports of the student, clinician and community of professionals in a triadic relationship. It is this process that moves the student and novice clinician toward the development of a professional identity.; The researcher concluded that active engagement in practice and dialogue with experienced clinicians, were critical to the professional development of novice clinicians. Therefore, the researcher recommends that the complexity of this learning process be conveyed to students, clinicians, and academicians, to enable them to more effectively design and engage in clinical experiences that optimize learning for both the learner and the clinical community. |
