In March 2020, most physical therapy schools across the globe transitioned to online learning in response to the COVID-19 pandemic. This change posed unique challenges not only because it required adapting to new technology in a short period but, more importantly, it involved developing ways to teach hands-on psychomotor and clinical skills virtually while maintaining the quality of instruction. In response to the rapid transition, the physical therapy program at MGH Institute of Health Professions (IHP)designed and implemented a novel and effective coaching model to address the challenges. The model was developed based on experiential learning theory, constructivism, a coaching framework, and andragogical principles of feedback and reflection. Not only did the model meet its objectives of effectively teaching basic psychomotor skills in the virtual environment, but it may also have andragogical benefits that can be applied to traditional face-to-face methods. This case study describes the theoretical underpinning of the model, its development and implementation, the perceived effectiveness for learning psychomotor skills in a virtual environment, and the potential for broader relevance to future models of physical therapy education.

Introduction: The purpose of this study was to qualitatively explore the experiences of chronic dizziness diagnosis and management within the health care system. Methods: This qualitative phenomenological study used focus groups to interview a convenience sample of individuals with chronic dizziness (n = 13) and vestibular physical therapists (n = 15). Focus group data were systematically analyzed using a descriptive coding process. Results: Two major themes emerged from interviews with individuals with dizziness: (1.) complexities navigating the health system and (2.) loss of self-identity. Three major themes emerged from interviews with vestibular physical therapists: (1.) patients have a complex, multi-factorial presentation, (2.) importance of the multidisciplinary care team, and (3.) behavior influences outcomes. Individuals with chronic dizziness identified many challenges in effectively navigating the health system and receiving an effective diagnosis and management, including the patient–provider relationship, with negative impacts on quality of life. Vestibular physical therapist data concurred and validated these experiences. Conclusion: Given the complex, multi-factorial nature of dizziness, increased use of the biopsychosocial model in a multidisciplinary dizziness clinic may inform a more holistic approach for this patient population and improve future outcomes for individuals with chronic dizziness.