Background: While in school, Doctor of Physical Therapy (DPT) students learn the importance of prescribing an HEP to improve patient outcomes but often struggle with understanding adherence challenges and barriers. Purpose: This study explored whether participation in an experiential learning assignment increased awareness of adherence and barriers to exercise in a home exercise program (HEP). Methodology: 30 DPT students enrolled in a therapeutic exercise class participated in a six-week experiential learning assignment. A mixed methods approach was used to determine if adherence to an HEP changed when it was self-prescribed or peer-prescribed. Findings: Participants who exercised regularly before the assignment were more likely to adhere to the exercise routine during the assignment, whether they created the plan or their peers did, and to continue exercising afterward. While accountability was viewed favorably by students, it did not significantly impact adherence, and common barriers to exercise included time management, physical conditions, fatigue, stress, and limited access to equipment, which students perceived as either modifiable or nonmodifiable. Implications: The findings are intended to inform whether this approach can deepen understanding of exercise adherence, develop problem-solving skills for future clinical practice, and improve strategies for addressing HEP challenges.
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