Considering Domain-Specific Experiential Learning: Self-Efficacy in Pediatric Physical Therapy Education.

This was one physical therapy program and one cohort, so it may not apply to other programs. There was no randomization or control group, so the curriculum cannot be proven to be the cause of higher confidence. The outcome was self-rated confidence, not observed clinical skill, patient outcomes, or practice after graduation. Three students had incomplete follow-up data and were removed from analyses that included follow-up measures. Because the curriculum included didactic lectures, laboratory activities, and clinical experience, the study cannot show which part raised confidence. Students pursuing pediatric specialization completed more clinical hours, which may have influenced the results. The findings are specific to pediatric confidence and may not apply to other practice areas.

The authors declared no conflicts of interest. The article metadata lists research support from N.I.H., Extramural.

Do not read the confidence gains as proof that graduates will provide better pediatric care. The study measured self-rated confidence in one group of students, not later clinical performance, and had no control group.