Exploring Clinical Instructors' Views on Effective Role Modeling in Physical Therapy Education: Insights from a Qualitative Study Through the Lens of Social Cognitive Theory

Authors

Brittney M. Gunterstockman, Lincoln Memorial UniversityFollow
Kellee Harper-Hanigan, Lincoln Memorial UniversityFollow
Andrew Bartlett, California State University, NorthridgeFollow
Ian Rheault, Lincoln Memorial UniversityFollow
Karen Menard, University of St. Augustine for Health SciencesFollow

Abstract

Purpose: Acting as a role model is an essential competency and requirement for physical therapy clinical instructors. The social cognitive theory may explain how physical therapy students learn from clinical instructors during clinical education experiences. This theory suggests that individuals learn through observation of models who are competent, credible, enthusiastic, and similar to the observer. This study aimed to explore clinical instructors’ perceptions of effective role modeling. Methods: This phenomenological qualitative study used one-on-one virtual semi-structured interviews with clinical instructors (n=7) to explore effective role modeling in physical therapy clinical education. Inductive coding was used to develop codes and themes through the lens of the social cognitive theory. Peer validation, member checking, peer debriefing, and reliability testing strengthened trustworthiness and rigor. Results: Three themes identified were (a) role models are competent and credible clinicians, (b) role models foster student growth while demonstrating growth in themselves, and (c) role models are considered approachable. Conclusions: These themes depict how clinical instructors can represent themselves as role models in physical therapy clinical education. Clinical instructors can leverage these themes to enhance the student learning during clinical education experiences. Understanding the role of social cognitive theory provides insight into the learning experience of physical therapy clinical education. Recommendations: Students carefully observe clinical instructors to aid in their development into competent physical therapists. Clinical instructors should be cognizant of their responsibilities as role models and influencers on students’ clinical education experiences and career pathways.

Author Bio(s)

Brittney Mazzone Gunterstockman, PT, DPT, EdD is an Assistant Professor and the Associate Program Director in the Doctor of Physical Therapy Program at Lincoln Memorial University in Knoxville, TN. She is also a licensed physical therapist in the state of Tennessee.

Kellee Harper-Hanigan, DPT, PhD, WCC is an Associate Professor and the Program Director in the Doctor of Physical Therapy Program at Lincoln Memorial University in Knoxville, TN. She is also a licensed physical therapist in the state of Tennessee.

Andrew Bartlett, PT, PhD, MPA is an Associate Professor in the Department of Physical Therapy at California State University Northridge in Northridge, CA. He is also a licensed physical therapist in the state of California.

Ian Rheault, PT, DPT, OCS is an Assistant Professor and the Interprofessional Education Coordinator in the Doctor of Physical Therapy Program at Lincoln Memorial University in Knoxville, TN. He is also a licensed physical therapist in the state of Tennessee.

Karen Menard, OTR/L, PhD is the Program Director for the Post-Professional Doctor of Occupational Therapy at University of St. Augustine for Health Sciences in St. Augustine, FL. She is also a licensed occupational therapist in the state of Florida.

Recommended Citation

Gunterstockman BM, Harper-Hanigan K, Bartlett A, Rheault I, Menard K. Exploring Clinical Instructors' Views on Effective Role Modeling in Physical Therapy Education: Insights from a Qualitative Study Through the Lens of Social Cognitive Theory. The Internet Journal of Allied Health Sciences and Practice. 2025 Apr 15;23(2), Article 20.