Abstract
In Hong Kong, novel community-based learning experiences with older adults were created in response to educators' reports that physiotherapy students lacked confidence in professional interaction. The main theoretical foundations for the learning experiences were experiential learning and Bandura's theory of self- efficacy. The main objectives of this thesis were to evaluate the community-based learning experiences, including an assessment of students' educational needs, and to characterise self-efficacy in professional interaction. The overall research framework was action research, however a blend of research approaches was used, including naturalistic elements (e.g. grounded theory), and quasi- experimental design (e.g. pretest-posttest). The needs assessment identified students' limited prior experience with older adults and lower self-efficacy to interact with older adults with cognitive and emotional problems. A tendency towards an increase in surface learning strategies was noted in third year students compared to first year students, suggesting this curriculum may need to better facilitate students' deep learning. A negative correlation was found between students' level of self-efficacy in professional interaction and use of surface study strategy. A theoretical framework using Bigg's 3P model for teaching and learning is presented which links self-efficacy and students' learning approach within curriculum design. The evaluation of the community learning experiences revealed a significant increase in students' self-efficacy in professional interaction, along with multiple learning benefits, which highlighted the importance of direct experience. The characterisation of students' self-efficacy in professional interaction confirmed a multidimensional construct with four main dimensions; purpose of professional interaction, type of client, situation, and type of interaction. Elements within the purpose of interaction and type of interaction domains were consistent with reported dimensions of expert practice in physiotherapy. Reasons why the relatively short community-based learning experiences (12-16 hours) had a positive learning impact for beginning level Hong Kong physiotherapy students are discussed. A curriculum model for the education of professional interaction in physiotherapy is presented using the identified dimensions of self-efficacy and highlights the integration of community-based learning experiences.