Exploring the role of experiential learning in shaping physical therapy student self-efficacy for neurologic practice: A mixed methods study

Introduction Self-efficacy, one’s confidence in performing specific tasks, is a theoretically grounded construct integral to learner motivation, engagement, and perceived readiness for clinical practice. As the prevalence of individuals with neurologic conditions increases, it is essential that physical therapy students develop the confidence and competence needed to meet the complex needs of this population.Objective The purpose of this study was to examine how participation in a structured experiential learning program with individuals with neurologic conditions influenced physical therapy students’ self-efficacy for neurologic practice.Methods A sequential-explanatory mixed methods design was used across three academic semesters with second-year DPT students (n = 32). Quantitative data were first collected via the Physiotherapy Self-Efficacy neurologic subscale, and a 2 × 3 repeated measures ANOVA assessed changes over time and across semesters. Qualitative narrative reflections were then thematically analyzed using deductive and inductive coding to contextualize the quantitative findings.Results Twenty-eight students completed the study; three students did not complete all instruments, and one student withdrew from the program. Students’ self-efficacy significantly improved over time (F(1, 27) = 131.14, p < .001), by semester (F(1, 38) = 71.60, p < .001), and with a time-by-semester interaction (F(1, 40) = 8.12, p = .003). Four themes helped explain these increases in self-efficacy: concrete experiences, developing confidence for practice, social modeling, and emerging professional identity.Conclusion Structured experiential learning with neurologic populations was associated with significant increases in physical therapy students’ self-efficacy for neurologic clinical practice. Findings highlight its value in fostering student confidence, professional identity, and task-specific competence. Future research should examine these outcomes across diverse programs.