For a hands-on profession like physical therapy, it might seem unusual to receive care from someone who isn’t physically present, but DPT students — as well as patients — embraced the virtual pilot, even if it meant multiple laptops had to be positioned around a patient during a visit. 

Tara Manal, associate professor and director of clinical services and residency training, said clinicians and DPT students even managed to have a little fun in some of the virtual programs. At one site, the clinic laptop that showed the face of the UD PT student actually had a shirt placed over it and a nametag added so patients would be able to see him better. 

“The students weren't passive learners. It was almost as if the clinical instructors were just their hands,” said Eric Stewart, assistant professor and part of the clinical education team in the physical therapy department. “They would say to the instructor, ‘Put your hand here and see what this feels like’ and to the patient, ‘Can you move your arm like this? Can you move your leg like that?’ They really were engaged in the treatment as if they were there.” 

Stewart said the virtual clinical rotation was developed as a pilot similar to other virtual experiences already created to keep healthcare professionals engaged during the pandemic. The idea came from medical students who were able to participate in hospital rounds because one member of the healthcare team used a camera to record the patient interactions. 

Laura Schmitt, who recently retired as assistant professor on the clinical education team, said students learned how to communicate more actively and efficiently as part of the virtual experience. 

“There were several times I looked out and the patient would be talking and nobody was around them,” Schmitt said. “They were just talking, having a great time, connecting with the student. The patients really felt a value and that this person was invested in them getting them better.”

Recent DPT graduate Rachel Knobel completed virtual clinical hours at the UD PT Clinic and also through an external site. Although grateful to eventually transition to her in-person rotation at the UD clinic, she said the virtual rotation made her a stronger communicator and enhanced her critical thinking skills. 

“I enjoyed the experience because it allowed me more time to think through patient cases,” said Knobel. “In my previous clinic experiences, I have had to think through patient cases while completing manual techniques, exercises and documentation.” 

Creating this opportunity for students required a lot of work from faculty, clinicians and staff at the clinic, Stewart said. In addition to coordinating student schedules with patient visits, laptops and other accessories also had to be moved around almost constantly so students could interact with patients. 

Despite the challenges, Stewart said, “I never once got a complaint from a student that said, ‘They seem like they don't want me there’ or ‘You can tell I'm a burden.’ I think that speaks volumes to the clinicians, who were really doing a huge amount of work once it got organized.”