A Comparison of Physical Therapist Educational Outcomes Before and During the COVID-19 Pandemic: A Multicenter Study.

Humans COVID-19 / epidemiology Retrospective Studies Male Female Physical Therapists / education Adult Pandemics Educational Measurement SARS-CoV-2 Physical Therapy Specialty / education

Journal

Journal, physical therapy education
ISSN: 1938-3533
Titre abrégé: J Phys Ther Educ
Pays: United States
ID NLM: 9306054

Informations de publication

Date de publication:
01 Jun 2024
Historique:
received: 09 06 2023
accepted: 22 10 2023
medline: 17 5 2024
pubmed: 17 5 2024
entrez: 17 5 2024
Statut: ppublish

Résumé

The purpose of this study was to analyze and compare educational outcomes of Doctor of Physical Therapy (DPT) graduates before and during the COVID-19 pandemic. Reports show increased stress, anxiety, and burnout during the COVID-19 pandemic, which may have negatively affected academic performance. Historically, academic performance is predictive of National Physical Therapy Examination (NPTE) scores. Yet, there is little evidence analyzing student outcomes during the pandemic. Doctor of Physical Therapy graduate records (N = 1,897) were retrospectively collected from a multicenter convenience sample consisting of 5 blended programs. Records were sampled from existing "prepandemic" graduates of Fall 2018-2019 (n = 988) and "pandemic" graduates of Fall 2021-2022 (n = 909). A causal comparative and correlational study design was used. Grade point average (GPA) and NPTE scores were collected. A general linear model examined differences between groups, and a multiple linear regression examined predictors of NPTE performance. Grade point average was a significant predictor of NPTE score (r2 = 0.56; P < .01) for the overall sample and for the prepandemic and pandemic cohorts (r2 = 0.38, P < .01; r2 = 0.45, P < .01, respectively). Grade point average was not significantly different between the groups (P = .09), nor did it significantly influence differences in NPTE scores (P = .13). Pandemic graduates displayed a significantly lower NPTE pass rate (85.1%) compared with prepandemic graduates (89.7%; P < .01). Pandemic graduates experienced higher rates of academic difficulty (20%; P < .01) and had a approximately 5 times higher likelihood of not passing the NPTE. This is the first study to report on DPT graduate outcomes spanning the COVID-19 pandemic. Similar to previous studies, GPA remained the most significant predictor of NPTE scores. Pandemic graduates demonstrated significantly lower NPTE scores and higher rates of academic difficulty (GPA < 3.0). Continued monitoring of NPTE performance is warranted between prepandemic, pandemic, and postpandemic cohorts across modes of program delivery.

Identifiants

DOI: 10.1097/JTE.0000000000000327 PMID: 38758176
pubmed: 38758176
doi: 10.1097/JTE.0000000000000327
pii: 00001416-202406000-00005
doi:

Types de publication

Journal Article Multicenter Study Comparative Study

Langues

eng

Sous-ensembles de citation

IM

Pagination

116-124

Informations de copyright

Copyright © 2024 Academy of Physical Therapy Education, APTA.

Déclaration de conflit d'intérêts

The authors report no conflict of interest.

Références

Thibault GE. The future of health professions education: Emerging trends in the United States. FASEB BioAdvances. 2020;2:685-694.
Nordstrom T, Jensen GM, Altenburger P, et al. Crises as the crucible for change in physical therapist education. Phys Ther. 2022;102:pzac055.
Lucey CR, Johnston SC. The transformational effects of COVID-19 on medical education. JAMA. 2020;324:1033-1034.
Rose S. Medical student education in the time of COVID-19. JAMA. 2020;323:2131-2132.
Savage DJ. The COVID-19 pandemic as a catalyst for medical education innovation: A learner's perspective. FASEB BioAdvances. 2021;3:449-455.
Ge W, Ball M, Balog-Bickerstaff N, Kerns L. The impacts of the COVID-19 pandemic on doctor of physical therapy students: A national survey. J Phys Ther Educ. 2023;37:38-42.
Majsak MJ, Hall CA, Kirsch NR, Krencicki DB, Locke E, Hyland N. Physical therapy education program faculty challenges, concerns, and priorities during the COVID-19 pandemic: Looking back and moving forward. J Phys Ther Educ. 2022;36:97-106.
Felter CE, Cicone J, Mathis L, Smith DL. Identifying and addressing social determinants of learning during the COVID-19 pandemic. Phys Ther. 2021;101:pzab210.
Ng L, Seow KC, MacDonald L, et al. eLearning in physical therapy: lessons learned from transitioning a professional education program to full eLearning during the COVID-19 pandemic. Phys Ther. 2021;101:pzab082.
Commission on Accreditation in Physical Therapy Education. Aggregate Program Data 2021-2022: Physical Therapist Education Program Fact Sheet; 2012:1-38. https://www.capteonline.org/about-capte/data-and-research/aggregate-program-data. Accessed February 1, 2023.
Commission on Accreditation in Physical Therapy Education. Aggregate Program Data 2021-2022: Physical Therapist Education Program Fact Sheet; 2023:1-25. https://www.capteonline.org/about-capte/data-and-research/aggregate-program-data. Accessed February 1, 2023.
Gagnon K, Young B, Bachman T, Longbottom T, Severin R, Walker MJ. Doctor of physical therapy education in a hybrid learning environment: Reimagining the possibilities and navigating a “new normal.” Phys Ther. 2020;100:1268-1277.
Gagnon K, Bachman T, Beuning B, et al. Doctor of physical therapy education in a hybrid learning environment: A case report. Phys Ther. 2022;102:pzac074.
Lazinski MJ. Psychomotor skills, physical therapy, and a hybrid course. Q Rev Distance Educ. 2017;18:57-69.
Pucillo EM, Perez G. Metacognition and self-regulation influence academic performance in occupational and physical therapy students. J Occup Ther Educ. 2023;7:4.
Balaraman T, Swaminathan N, Sliwinski Z, Kiljanski M. Blended learning in physiotherapy education: Magic mix that improves quality of student learning. Polish J Physiother. 2016;16:24-28.
Veneri DA, Gannotti M. A comparison of student outcomes in a physical therapy neurologic rehabilitation course based on delivery mode: Hybrid vs traditional. J Allied Health. 2014;43:75E-81E.
Ødegaard NB, Myrhaug HT, Dahl-Michelsen T, Røe Y. Digital learning designs in physiotherapy education: A systematic review and meta-analysis. BMC Med Educ. 2021;21:48-8.
Unge J, Lundh P, Gummesson C, Amnér G. Learning spaces for health sciences–what is the role of e-learning in physiotherapy and occupational therapy education? A literature review. Phys Ther Rev. 2018;23:50-60.
Alsoufi A, Alsuyihili A, Msherghi A, et al. Impact of the COVID-19 pandemic on medical education: Medical students' knowledge, attitudes, and practices regarding electronic learning. PLoS One. 2020;15:e0242905.
Tasso AF, Hisli Sahin N, San Roman GJ. COVID-19 disruption on college students: Academic and socioemotional implications. Psychol Trauma Theor Res Pract Pol. 2021;13:9-15.
Garris CP, Fleck B. Student evaluations of transitioned-online courses during the COVID-19 pandemic. Scholarship Teach Learn Psychol. 2022;8:119-139.
Gonzalez-Ramirez J, Mulqueen K, Zealand R, Silverstein S, Mulqueen C, BuShell S. Emergency online learning: College students' perceptions during the COVID-19 pandemic. Coll Student J. 2021;55:29-46.
Rossettini G, Geri T, Turolla A, et al. Online teaching in physiotherapy education during COVID-19 pandemic in Italy: A retrospective case-control study on students' satisfaction and performance. BMC Med Educ. 2021;21:456-457.
Rotondo AL. Financial impact of COVID-19 on DPT students in the United States. J Clin Educ Phys Ther. 2022;4.
Anderson CE, Dutton LL. Physical therapy student stress during the COVID-19 pandemic: A qualitative study. J Phys Ther Educ. 2022;36:1-7.
Plack MM, Healey WE, Huhn K, Costello E, Maring J, Hilliard MJ. Navigating student challenges: From the lens of first-year doctor of physical therapy students. J Phys Ther Educ. 2022;36:76-86.
Smith A, Ellison J, Bogardus J, Gleeson P. Development of burnout in physical therapist students and associated factors: A study during COVID-19. J Phys Ther Educ. 2022;36:210-216.
Ellison J, Mitchell K, Bogardus J, Hammerle K, Manara C, Gleeson P. Mental and physical health behaviors of doctor of physical therapy students. J Phys Ther Educ. 2020;34:227-233.
Smith A, Ellison J, Bogardus J, Gleeson P. Factors contributing to burnout and well-being in physical therapist students. J Phys Ther Educ. 2022;36:217-224.
Kee CE. The impact of COVID-19: Graduate students' emotional and psychological experiences. J Hum Behav Soc Environ. 2021;31:476-488.
Abdulghani AH, Ahmad T, Abdulghani HM. The impact of COVID-19 pandemic on anxiety and depression among physical therapists in Saudi Arabia: A cross-sectional study. BMC Med Educ. 2022;22:751-752.
Trimble R, Papa E, Santurri L, et al. Sleep quality, perceived stress, and doctor of physical therapy students. Texas Digital Library. 2020. Abstract. https://unthsc-ir.tdl.org/handle/20.500.12503/30279. Accessed February 1, 2023.
Richardson MV, Miller H, Papa E, Santurri L. Perfectionism, stress, and the entry-level doctor of physical therapy student: A cross-sectional, observational study. J Phys Ther Educ. 2022;36:9-16.
Douris PC, D'Agostino NA, Mathew SK, et al. The physiological and psychological effects of the first year of an entry-level physical therapist education program on students. J Phys Ther Educ. 2020;34:186-191.
Di̇nler E, Badat T, Kocamaz D, Yakut Y. Evaluation of the physical activity, sleep quality, depression, and life satisfaction of university students during the COVID-19. Int J Disabilities Sports Health Sci. 2020;3:128-139.
Koudela-Hamila S, Smyth J, Santangelo P, Ebner-Priemer U. Examination stress in academic students: A multimodal, real-time, real-life investigation of reported stress, social contact, blood pressure, and cortisol. J Am Coll Health. 2022;70:1047-1058.
Tajane IA. Online learning what lessons do we take to guide the future of physiotherapy education? A cross-sectional survey from teachers' perspectives. J Health Commun. 2021;6:10.
Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. The effectiveness of blended learning in health professions: Systematic review and meta-analysis. J Med Internet Res. 2016;18:e2.
Vallée A, Blacher J, Cariou A, Sorbets E. Blended learning compared to traditional learning in medical education: Systematic review and meta-analysis. J Med Internet Res. 2020;22:e16504.
Deusinger SS, Landers MR. Storm clouds on the horizon: The 3 perils of unconstrained academic growth in physical therapist education. Phys Ther. 2022;102:pzac046.
Berry JW. A national survey of student loan debt accrued by Doctor of Physical Therapy Students. J Phys Ther Educ. 2021;35:12-18.
Kinirons SA, Reddin VM. Early identification of students at risk for academic difficulty in a doctor of physical therapy program. J Allied Health. 2023;52:9E-15E.
Wolden M, Hill B, Voorhees S. Predicting success for student physical therapists on the national physical therapy examination: Systematic review and meta-analysis. Phys Ther. 2020;100:73-89.
Lazinski MJ, Rockefeller K, Cheng MS. Predictors of national physical therapy examination failure in graduates of a blended doctor of physical therapy program. J Phys Ther Educ. 2023;37:52-59.
Pucillo EM, Marinas R, Salmon C, Agrawal V. Admission variables predict success in a hybrid-online physical therapist education program. Internet J Allied Health Sci Pract. 2022;20:Art-18.
Roman G, Buman MP. Preadmission predictors of graduation success from a physical therapy education program in the southwestern United States. J Educ Eval Health Professions. 2019;16:5.
Dombkowski R, Sullivan S, Widenhoefer T, Buckland A, Almonroeder TG. Predicting first-time national physical therapy examination performance for graduates of an entry-level physical therapist education program. J Phys Ther Educ. 2023;37:325-331.
Pucillo EM, Perez G, Pilgrim LS. Faculty perceptions of health professional students' hybrid-online learning strategies: A multi-center qualitative study. Health Professions Educ J. 2023;9:1-8.
Means B, Toyama Y, Murphy R, Baki M. The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teach Coll Rec. 2013;115:1-47.
Federation of State Boards of Physical Therapy. NPTE Exam Year Reports: Pass Rates by Exam Year; 2023. https://www.fsbpt.org/Free-Resources/NPTE-Pass-Rate-Reports/NPTE-Exam-Year-Reports. Accessed February 1, 2023.
Matthews ND, Rowley KM, Dusing SC, Krause L, Yamaguchi N, Gordon J. Beyond a statement of support: Changing the culture of equity, diversity, and inclusion in physical therapy. Phys Ther. 2021;101:pzab212.
Pucillo EM, Black EL. Do learning and study strategies predict success in hybrid-online physical and occupational therapist education? Internet J Allied Health Sci Pract. 2021;19:1-6.
Wong CK, Fitzpatrick Timmerberg J. Clinical education across the physical therapy professional continuum. J Clin Educ Phys Ther. 2022;4.
Shields RK, Dudley-Javoroski S. Benchmarking in academic physical therapy: A multicenter trial using the PT-GQ survey. Phys Ther. 2021;101:pzab229.
Davis AM, LaPorta L, Mulligan NF, Carmel S, Thomas S, O'Dell D. Quality delivered: How a pandemic fostered innovation and creative solutions in clinical education. Internet J Allied Health Sci Pract. 2022;20:18.
Lowe L, Flowers M, Fletcher J, Yates C. The effects of experiential learning on perceived clinical reasoning and self-efficacy of doctor of physical therapy students. J Phys Ther Educ. 2022;36:122-127.
Rindflesch A, Barnes S, Craig H, Zebelian C, Hollman J. Do student physical therapists have grit? The self-perceived effortful persistence of students in doctor of physical therapy programs. J Allied Health. 2023;52:44-50.
Furtado M. Assessment of academic resilience as a non-cognitive variable in entry-level doctor of physical therapy students. J Allied Health. 2022;51:189-197.
Calo M, Judd B, Chipchase L, Blackstock F, Peiris CL. Grit, resilience, mindset, and academic success in physical therapist students: A cross-sectional, multicenter study. Phys Ther. 2022;102:pzac038.
Richardson M, Abraham C, Bond R. Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychol Bull. 2012;138:353-387.
Nearchou F, Douglas E. Traumatic distress of COVID-19 and depression in the general population: Exploring the role of resilience, anxiety, and hope. Int J Environ Res Public Health. 2021;18:8485.
Harmon DJ, Attardi SM, Barremkala M, et al. An analysis of anatomy education before and during Covid-19: May–August 2020. Anatomical Sci Educ. 2021;14:132-147.
Baldwin J, Schmidt C, Plummer L, et al. How doctor of physical therapy students overcome academic challenges to achieve first-attempt success on the national physical therapy examination: A mixed methods study. Educ Sci. 2023;13:430.
Pamias-Velázquez KJ, Harper B. Predictors of success in the national physical therapy examination for hispanic doctor of physical therapy students. J Phys Ther Educ. 2023;37:243-249.
Svoboda SM, Kostrna J, Pabian P. The impact of COVID-19 on physical therapy clinical education experiences in Florida. J Phys Ther Educ. 2023;37:220-226.

Auteurs

Evan M Pucillo (EM)

Evan M. Pucillo is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences, 1 University Blvd., St. Augustine, FL 32086 (epucillo@usa.edu). Please address all correspondence to Evan M. Pucillo.
Jennifer Crowder is the assistant professor of occupational therapy at the University of St. Augustine for Health Sciences.
Catherine M. Andrea is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Sean Brim is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Leiselle Pilgrim is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Norman Belleza is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
ORCID: 0000-0002-9082-1835

Jennifer Crowder (J)

Evan M. Pucillo is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences, 1 University Blvd., St. Augustine, FL 32086 (epucillo@usa.edu). Please address all correspondence to Evan M. Pucillo.
Jennifer Crowder is the assistant professor of occupational therapy at the University of St. Augustine for Health Sciences.
Catherine M. Andrea is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Sean Brim is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Leiselle Pilgrim is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Norman Belleza is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.

Catherine M Andrea (CM)

Evan M. Pucillo is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences, 1 University Blvd., St. Augustine, FL 32086 (epucillo@usa.edu). Please address all correspondence to Evan M. Pucillo.
Jennifer Crowder is the assistant professor of occupational therapy at the University of St. Augustine for Health Sciences.
Catherine M. Andrea is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Sean Brim is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Leiselle Pilgrim is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Norman Belleza is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.

Sean Brim (S)

Evan M. Pucillo is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences, 1 University Blvd., St. Augustine, FL 32086 (epucillo@usa.edu). Please address all correspondence to Evan M. Pucillo.
Jennifer Crowder is the assistant professor of occupational therapy at the University of St. Augustine for Health Sciences.
Catherine M. Andrea is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Sean Brim is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Leiselle Pilgrim is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Norman Belleza is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.

Leiselle Pilgrim (L)

Evan M. Pucillo is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences, 1 University Blvd., St. Augustine, FL 32086 (epucillo@usa.edu). Please address all correspondence to Evan M. Pucillo.
Jennifer Crowder is the assistant professor of occupational therapy at the University of St. Augustine for Health Sciences.
Catherine M. Andrea is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Sean Brim is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Leiselle Pilgrim is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Norman Belleza is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.

Norman Belleza (N)

Evan M. Pucillo is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences, 1 University Blvd., St. Augustine, FL 32086 (epucillo@usa.edu). Please address all correspondence to Evan M. Pucillo.
Jennifer Crowder is the assistant professor of occupational therapy at the University of St. Augustine for Health Sciences.
Catherine M. Andrea is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Sean Brim is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Leiselle Pilgrim is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.
Norman Belleza is the assistant professor of physical therapy at the University of St. Augustine for Health Sciences.

Articles similaires

[Redispensing of expensive oral anticancer medicines: a practical application].

Lisanne N van Merendonk, Kübra Akgöl, Bastiaan Nuijen
1.00
Humans Antineoplastic Agents Administration, Oral Drug Costs Counterfeit Drugs

Smoking Cessation and Incident Cardiovascular Disease.

Jun Hwan Cho, Seung Yong Shin, Hoseob Kim et al.
1.00
Humans Male Smoking Cessation Cardiovascular Diseases Female

Evaluation of Low-Value Services Across Major Medicare Advantage Insurers and Traditional Medicare.

Ciara Duggan, Adam L Beckman, Ishani Ganguli et al.
1.00
Humans United States Aged Cross-Sectional Studies Medicare Part C

Effectiveness of Virtual Yoga for Chronic Low Back Pain: A Randomized Clinical Trial.

Hallie Tankha, Devyn Gaskins, Amanda Shallcross et al.
1.00
Humans Yoga Low Back Pain Female Male

Classifications MeSH

questionsmedicales.fr › Eucaryotes › Animaux › Chordés › Vertébrés › Mammifères › Eutheria › Primates › Haplorhini › Catarrhini › Hominidae › Humains › A Comparison of Physical Therapist Educational...
questionsmedicales.fr › Maladies de l'appareil respiratoire › Infections de l'appareil respiratoire › Pneumopathie infectieuse › Pneumopathie virale › COVID-19 › A Comparison of Physical Therapist Educational...
questionsmedicales.fr › Environnement et santé publique › Santé publique › Méthodes épidémiologiques › Caractéristiques des études épidémiologiques › Études épidémiologiques › Études de cohortes › Études rétrospectives › A Comparison of Physical Therapist Educational...
questionsmedicales.fr › Établissements, main d'oeuvre et services de soins de santé › Personnel de santé › Kinésithérapeutes › A Comparison of Physical Therapist Educational...
questionsmedicales.fr › Personnes › Tranches d'âge › Adulte › A Comparison of Physical Therapist Educational...
questionsmedicales.fr › Environnement et santé publique › Santé publique › Épidémies de maladies › Épidémies › Pandémies › A Comparison of Physical Therapist Educational...
questionsmedicales.fr › Éducation › Évaluation des acquis scolaires › A Comparison of Physical Therapist Educational...
questionsmedicales.fr › Virus › Virus à ARN › Virus à ARN à brin positif › Nidovirales › Coronaviridae › Coronavirus › Betacoronavirus › Virus du SRAS › SARS-CoV-2 › A Comparison of Physical Therapist Educational...
questionsmedicales.fr › Professions de santé › Professions paramédicales › Kinésithérapie (spécialité) › A Comparison of Physical Therapist Educational...