Workload of the Director of Clinical Education in Doctor of Physical Therapy Programs.
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 Sep 2024
01 Sep 2024
Historique:
received:
02
06
2023
accepted:
03
11
2023
medline:
16
8
2024
pubmed:
16
8
2024
entrez:
16
8
2024
Statut:
ppublish
Résumé
Directors of clinical education (DCEs) have complex roles in Doctor of Physical Therapy (DPT) programs. Workload imbalances affect the DCEs' ability to perform tasks efficiently and effectively. In this study, our purpose was to examine the DCEs' formal and actual workload, and factors that influence workload. Variations in DCE workload exist among DPT programs. The DCEs' day-to-day workload often differs from their formal workload. Programmatic and individual factors may influence workload. We did not find any large-scale studies that compared the DCEs' actual and formal workloads. We examined data from 143 DCEs for DPT programs in the United States. Subjects were recruited using email and Listserv to take a novel online survey. In this quantitative, nonexperimental study, we examined data through descriptive statistics, Wilcoxon signed-rank tests, and multiple regressions. Respondents worked significantly more hours than they were expected to work. A significant difference existed between the percentage of time formally designated and the time actually spent performing administrative, scholarship, and teaching tasks. Respondents reported lacking time in all workload categories. Collective programmatic and DCE characteristics statistically significantly affected the DCEs' scholarship and service workloads. The number of clinical education experiences independently significantly affected the DCEs' administrative and service workloads. The amount of training a DCE received independently significantly affected the DCEs' administrative, scholarship, and service workloads. A consistent method of calculating DCE workload should be developed that considers DCE and program characteristics. More time is needed for DCEs to perform their roles effectively. If workload imbalances, program variations, and time constraints are not addressed, DCEs may become dissatisfied with their jobs and leave the position.
Identifiants
pubmed: 39150259
doi: 10.1097/JTE.0000000000000324
pii: 00001416-202409000-00009
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
249-257Informations de copyright
Copyright © 2024 Academy of Physical Therapy Education, APTA.
Déclaration de conflit d'intérêts
The authors report no conflict of interest.
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