Clinical Education Capacity of One Regional Physical Therapist Consortium: A Centralized Placement Process Case Report.

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 Oct 2024
Historique:
received: 09 01 2024
accepted: 22 07 2024
medline: 1 10 2024
pubmed: 1 10 2024
entrez: 1 10 2024
Statut: aheadofprint

Résumé

It has been suggested that capacity for physical therapy clinical education (CE) experiences is limited; however, data remain unavailable. Regional CE networks have been suggested and may facilitate data collection and management of capacity issues. The Ohio Kentucky Consortium of Physical Therapy Programs developed a Consortium Core Network (CCN) from shared partnerships and implemented a centralized placement process. The purpose of this case report is to begin to describe the capacity of one regional consortium in terms of its demand, supply, and utilization of CE experiences. A centralized placement process was implemented in 2022 using Exxat while retaining autonomy for sites and programs. Sites affiliated with 2 or more of the Consortium's 14 physical therapist academic programs (n = 364) were invited to participate, with 101 opting in. Academic programs maintained their individual processes with nonparticipants. Data obtained provide a description of regional CE capacity for 2023. Demand was 2353 CE experiences; total supply obtained was 4,193, with 19% offered on a "first-come, first-served" basis and 24% obtained through the CCN. Within the centralized process, all academic programs received offers. Outpatient (66%) and terminal experiences (42%) were most plentiful. Overall utilization of CCN offers was 54%, with greater use of inpatient (82%), first (68%), and program-specific (63%) offers. This collaborative process provided novel data valuable in understanding regional physical therapist CE capacity. Although the total supply obtained seems to exceed demand, alignment between offer type (level, setting, "first-come, first-served" designation) and needs of individual programs and students must be considered further.

Sections du résumé

BACKGROUND AND PURPOSE OBJECTIVE
It has been suggested that capacity for physical therapy clinical education (CE) experiences is limited; however, data remain unavailable. Regional CE networks have been suggested and may facilitate data collection and management of capacity issues. The Ohio Kentucky Consortium of Physical Therapy Programs developed a Consortium Core Network (CCN) from shared partnerships and implemented a centralized placement process. The purpose of this case report is to begin to describe the capacity of one regional consortium in terms of its demand, supply, and utilization of CE experiences.
CASE DESCRIPTION METHODS
A centralized placement process was implemented in 2022 using Exxat while retaining autonomy for sites and programs. Sites affiliated with 2 or more of the Consortium's 14 physical therapist academic programs (n = 364) were invited to participate, with 101 opting in. Academic programs maintained their individual processes with nonparticipants.
OUTCOMES RESULTS
Data obtained provide a description of regional CE capacity for 2023. Demand was 2353 CE experiences; total supply obtained was 4,193, with 19% offered on a "first-come, first-served" basis and 24% obtained through the CCN. Within the centralized process, all academic programs received offers. Outpatient (66%) and terminal experiences (42%) were most plentiful. Overall utilization of CCN offers was 54%, with greater use of inpatient (82%), first (68%), and program-specific (63%) offers.
DISCUSSION AND CONCLUSION CONCLUSIONS
This collaborative process provided novel data valuable in understanding regional physical therapist CE capacity. Although the total supply obtained seems to exceed demand, alignment between offer type (level, setting, "first-come, first-served" designation) and needs of individual programs and students must be considered further.

Identifiants

DOI: 10.1097/JTE.0000000000000373 PMID: 39352245
pubmed: 39352245
doi: 10.1097/JTE.0000000000000373
pii: 00001416-990000000-00132
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Informations de copyright

Copyright © 2024 Academy of Physical Therapy Education, APTA.

Déclaration de conflit d'intérêts

The authors declare no conflicts of interest.

Références

American Physical Therapy Association Best Practice for Physical Therapist Clinical Education Task Force. Best Practice for Physical Therapist Clinical Education Annual Report to the 2017 House of Delegates. https://acapt.org/docs/default-source/default-document-library/best-practice-for-physical-therapist-clinical-education-(rc-13-14)-report-to-2017-house-of-delegates.pdf?sfvrsn=0. Accessed October 17, 2023.
McCallum CA, Mosher PD, Howman J, Engelhard C, Euype S, Cook CE. Development of regional core networks for the administration of physical therapist clinical education. J Phys Ther Educ. 2014;28:39-47.
Rindflesch A, Flom-Meland C, McCallum C, et al. Toward standardization of the placement process used in full-time clinical education experiences: Findings and recommendations of the placement process task force. J Phys Ther Educ. 2021;35:171-181. doi. 10.1097/JTE.0000000000000193
doi: 10.1097/JTE.0000000000000193
Commission on Accreditation in Physical Therapy Education. Aggregate program data–2022 physical therapist education programs fact sheet; 2023. https://www.capteonline.org/globalassets/capte-docs/aggregate-data/2022-pt-aggregate-data.pdf. Accessed October 17, 2023.
Commission on Accreditation in Physical Therapy Education. Developing PT programs. https://www.capteonline.org/programs/developing-physical-therapy-programs/developingPT. Accessed October 11, 2023.
Commission on Accreditation in Physical Therapy Education. CAPTE accreditation handbook: Standards and required elements for accreditation of physical therapist education programs; 2020. https://www.capteonline.org/globalassets/capte-docs/capte-pt-standards-required-elements.pdf. Accessed October 17, 2023.
Strohschein J, Hagler P, May L. Assessing the need for change in clinical education practices. Phys Ther. 2002;82:160-172. doi. 10.1093/ptj/82.2.160
doi: 10.1093/ptj/82.2.160
Jensen GM, Mostrom E, Gwyer J, Hack L, Nordstrom T. Learning for practice: Early, integrated workplace experiences matter. Paper Presented at: 2015 Annual Meeting of the American Educational Research Association, Chicago, IL; 2015. Accessed October 17, 2023, from the AERA Online Paper Repository.
Smith B, Robson K, Robinson C, Patton N. Factors influencing provision of clinical placements for health students: A scoping review. Focus Health Prof Educ. 2023;24:63-103. doi. 10.11157/fohpe.v24i2.562
doi: 10.11157/fohpe.v24i2.562
Wetherbee E, Palaima M, McSorley O. New england consortium focus groups: Identification of economic factors in clinical education. J Phys Ther Educ. 2015;29:52-59.
American Council of Academic Physical Therapy, APTA Academy of Education. Clinical Education Placement Process Task Force Final Report; 2020. https://acapt.org/docs/default-source/consortium-(ncce)/clinical-education-placement-process-taskforce-final-report-rev10-23.pdf?sfvrsn=4a8982d8_2. Accessed October 11, 2023.
Siles A, Howman J, Apke T, McCallum CA, Gallivan S, Giuffre S. Grassroots initiatives in clinical education to discover collaborative strategies. Presented at: American Physical Therapy Association Combined Sections Meeting; January 21–24, 2013; San Diego, CA.
APTA Academy of Education Clinical Education Special Interest Group. Voluntary uniform mailing date 2017 update; 2017. https://assets-002.noviams.com/novi-file-uploads/apta-aoe/CESIG/CESIG_Update_on_Voluntary_Uniform_Mailing_Date.pdf. Accessed October 17, 2023.
Smith PM, Corso LN, Cobb N. The perennial struggle to find clinical placement opportunities: A Canadian national survey. Nurse Educ Today. 2010;30:798-803. doi. 10.1016/j.nedt.2010.02.004
doi: 10.1016/j.nedt.2010.02.004
McBride LJ, Fitzgerald C, Costello C, Perkins K. Allied health pre-entry student clinical placement capacity: Can it be sustained? Aust Health Rev. 2020;44:39-46. doi. 10.1071/AH18088.
doi: 10.1071/AH18088
Burns P, Williams SH, Ard N, Enright C, Poster E, Ransom A. Academic partnerships to increase nursing education capacity: Centralized faculty resource and clinical placement centers. J Prof Nurs. 2011;27:e14-e19. doi. 10.1016/j.profnurs.2011.07.004
doi: 10.1016/j.profnurs.2011.07.004
Queensland Government. Queensland health. https://www.health.qld.gov.au/. Accessed February 24, 2024.
Queensland Health clinical placement capacity and offers of clinical placements for allied health professions–A guide for Hospital and Health Services. State of Queensland (Queensland Health). 2021. https://www.health.qld.gov.au/__data/assets/pdf_file/0012/151032/placement-guide.pdf. Accessed February 21, 2024.
Queensland Physiotherapy Central Allocation Process Procedure Manual: Version 3.1. 2013. https://www.clinedaus.org.au/files/resources/queensland_physiotherapy_central_allocation_process_v3.1_040913.pdf. Accessed February 21, 2024.
Canadian Council of Physiotherapy University Programs (CCPUP). Clinical education. https://www.physiotherapyeducation.ca/c_education.php. Accessed February 24, 2024.
Waneka R, Spetz J, Kaiser J. Evaluation of the Centralized Clinical Placement System (CCPS) and the Centralized Faculty Resource Center (CFRC). San Francisco, CA: Center for the Health Professions at the University of California; 2009. https://healthforce.ucsf.edu/publications/evaluation-centralized-clinical-placement-system-ccps-and-centralized-faculty-resource. Accessed February 21, 2024.
Centralized clinical placement system. Our Story. https://centralizedplacements.org/our-story/. Accessed February 26, 2024.
Health Sciences Placement Network (HSPnet). Home. https://hspcanada.net/. Accessed February 24, 2024.
Barnett T, Cross M, Jacob E, et al. Building capacity for the clinical placement of nursing students. Collegian. 2008;15:55-61.
Applebaum D, Portney LG, Kolosky L, et al. Building physical therapist education networks. J Phys Ther Educ. 2014:28-30.
Ohio Kentucky Consortium of Physical Therapy Programs. Consortium Core Network Operational Definitions; 2024. https://www.okptce.com/ccn-definitions. Accessed July 18, 2024.
American Council of Academic Physical Therapy. 2014 clinical education summit report and recommendations; 2021. https://acapt.org/docs/default-source/pdfs/clinical-education-summit-2014-final-report-1.pdf. Accessed October 17, 2023.
American Council of Academic Physical Therapy. APTA academy of education. Physical Therapy Clinical Education Glossary; 2022. https://acapt.org/glossary. Accessed October 17, 2023.
Exxat. Exxat website. https://exxat.com/. Accessed July 16, 2024.
Bayliss J, Berg-Carramusa CA, Both A, Knettle M, Reynolds E. A new model to advance a collaborative clinical education placement process: A consortium core network. J Phys Ther Educ.
Recker-Hughes C, Padial C, Becker E, Becker M. Clinical site directors' perspectives on clinical education. J Phys Ther Educ. 2016;30:21-27.
American Council of Academic Physical Therapy. 2022 institutional profile survey report; 2022. https://acapt.org/resources/excellence/institutional-profile-survey/2022-institutional-profile-survey-report-from-acapt-center-for-excellence-in-academic-physical-thearpy. Accessed October 11, 2023.

Auteurs

Jamie Bayliss (J)

Jamie Bayliss is an associate professor and director of clinical education at School of Health Sciences in the Department of Physical Therapy at Mount St. Joseph University, 5701 Delhi Rd, Cincinnati, OH 45238 (jamie.bayliss@msj.edu). Please address all correspondence to Jamie Bayliss.
Janice Howman is a clinical professor and director of clinical education at Ohio University.
Karen McIntyre is a clinical associate professor and director of clinical education in the Department of Physical Therapy at the College of Health, Cleveland State University.
Trisha A. Renner is an assistant clinical professor and assistant director of clinical education at the School of Education and Health Sciences in the Department of Physical Therapy at the University of Dayton.
Alison Matson is a board-certified neurologic physical therapist and is a director of therapy services and residency program director at the University of Toledo Medical Center.

Janice Howman (J)

Jamie Bayliss is an associate professor and director of clinical education at School of Health Sciences in the Department of Physical Therapy at Mount St. Joseph University, 5701 Delhi Rd, Cincinnati, OH 45238 (jamie.bayliss@msj.edu). Please address all correspondence to Jamie Bayliss.
Janice Howman is a clinical professor and director of clinical education at Ohio University.
Karen McIntyre is a clinical associate professor and director of clinical education in the Department of Physical Therapy at the College of Health, Cleveland State University.
Trisha A. Renner is an assistant clinical professor and assistant director of clinical education at the School of Education and Health Sciences in the Department of Physical Therapy at the University of Dayton.
Alison Matson is a board-certified neurologic physical therapist and is a director of therapy services and residency program director at the University of Toledo Medical Center.

Karen McIntyre (K)

Jamie Bayliss is an associate professor and director of clinical education at School of Health Sciences in the Department of Physical Therapy at Mount St. Joseph University, 5701 Delhi Rd, Cincinnati, OH 45238 (jamie.bayliss@msj.edu). Please address all correspondence to Jamie Bayliss.
Janice Howman is a clinical professor and director of clinical education at Ohio University.
Karen McIntyre is a clinical associate professor and director of clinical education in the Department of Physical Therapy at the College of Health, Cleveland State University.
Trisha A. Renner is an assistant clinical professor and assistant director of clinical education at the School of Education and Health Sciences in the Department of Physical Therapy at the University of Dayton.
Alison Matson is a board-certified neurologic physical therapist and is a director of therapy services and residency program director at the University of Toledo Medical Center.

Trisha A Renner (TA)

Jamie Bayliss is an associate professor and director of clinical education at School of Health Sciences in the Department of Physical Therapy at Mount St. Joseph University, 5701 Delhi Rd, Cincinnati, OH 45238 (jamie.bayliss@msj.edu). Please address all correspondence to Jamie Bayliss.
Janice Howman is a clinical professor and director of clinical education at Ohio University.
Karen McIntyre is a clinical associate professor and director of clinical education in the Department of Physical Therapy at the College of Health, Cleveland State University.
Trisha A. Renner is an assistant clinical professor and assistant director of clinical education at the School of Education and Health Sciences in the Department of Physical Therapy at the University of Dayton.
Alison Matson is a board-certified neurologic physical therapist and is a director of therapy services and residency program director at the University of Toledo Medical Center.

Alison Matson (A)

Jamie Bayliss is an associate professor and director of clinical education at School of Health Sciences in the Department of Physical Therapy at Mount St. Joseph University, 5701 Delhi Rd, Cincinnati, OH 45238 (jamie.bayliss@msj.edu). Please address all correspondence to Jamie Bayliss.
Janice Howman is a clinical professor and director of clinical education at Ohio University.
Karen McIntyre is a clinical associate professor and director of clinical education in the Department of Physical Therapy at the College of Health, Cleveland State University.
Trisha A. Renner is an assistant clinical professor and assistant director of clinical education at the School of Education and Health Sciences in the Department of Physical Therapy at the University of Dayton.
Alison Matson is a board-certified neurologic physical therapist and is a director of therapy services and residency program director at the University of Toledo Medical Center.

Classifications MeSH