CHCS - Perspectives - Summer/Fall 2014

PERSPECTIVES • SUMMER–FALL 2014 57 PHYSICAL THERAPY Tampa The following interview with Jena Tagliola, a third-year student in the HE-D.P.T. Program, provides insight into the experience of a hybrid entry-level D.P.T. student. MB: How does the Hybrid D.P.T. Program work for you and your life? JT: The program allows me to stay in my hometown of Chicago, Illinois, and has pro- vided me with many opportunities. I currently hold two part-time jobs—one as a PT techni- cian and the other as a waitress. I feel with a traditional program, I would not be able to work as many hours and gain the experience of being in the PT field. Being in the hybrid pro- gram has also allowed me to pursue and ac- complish many goals outside of class and work, such as completing a marathon. The flexibility allows me to create a schedule that REFLECTIONS from a Hybrid D.P.T. Student By Mary Tischio Blackinton, ed.D., PT, gCs Associate Director, Hybrid D.P.T. Program Continued on the next page... fits my needs. I can watch lectures, study, and complete assignments dur- ing the time of day I learn best and am most efficient. While there are many positives to this program, it requires a good deal of discipline and self-initiated learn- ing. In a traditional program, students have the opportunity to ask questions right on the spot during lecture or lab. In our hybrid program, we cannot ask questions during our lecture per se, but I have learned to email or call a professor if I have a question about the material. One nice thing about our lectures being posted and not live is the ability to pause and rewind if I missed what was said or did not un- derstand something. Group projects or assignments can present a chal- lenge as my classmates and I are in different parts of the country when we are not on campus. Sometimes communication about projects and assignments is difficult, but over time we have learned to use Skype, Google Hangout, Facebook, email, and text to communicate our roles in the proj- ect and collaborate. MB: Many applicants worry that they don’t have the time- management skills to be successful in our program. What strategies do you use to manage your time? JT: I think the biggest thing that helps me manage my time is having a desk calendar and using sticky-note apps on my computer to make to-do lists. At the beginning of each semes- ter, I take all the syllabi from all the courses and fill out the activities and due dates for the entire semester. This gives me an easy way to look at the big picture and plan ahead. For example, I am training for a marathon, so I use my calendar to see when my assignments or quizzes are due as well as my work schedule to plan my runs. My work schedule is ever-changing, so I like to see what I have to do for the week or even the week after to organize myself and minimize the stress. If the material is posted early and I know I have a crazy week ahead, I try to get ahead. I find it useful to use some free time at work or on my train rides to and from work to read or study for my classes. By utilizing my downtime in these settings, I have less to do when I get home, allowing me to fill that time with my leisure activities. Sometimes I remind myself to take a break from studying, even when there are a million things to do, to avoid burning out. Another way to manage my time is studying when I am most effective. I perform my best in the morning and at night, while during