Division of Biokinesiology and Physical Therapy, Herman Ostrow School of Dentistry, University of Southern California (Dr Sargent), Los Angeles, California; Orthotics and Prosthetics Department (Drs Coulter and Cannoy), Children's Healthcare of Atlanta, Atlanta, Georgia; Department of Rehabilitation and Movement Sciences, Rutgers (Dr Kaplan), The State University of New Jersey, Newark, New Jersey.
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 th...
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...
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...
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 ...
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 imbalan...
To promote rural practice and increase enrollment in the entry-level Master of Science Physical Therapy program at the University of Alberta, the Department of Physical Therapy developed a rural physi...
Physical Therapy students in the first three years (2012-2015) of commencing the rural satellite program (n = 280) were surveyed, and six focus groups were held to capture student experiences, satisfa...
Survey results suggested comparable levels of satisfaction and engagement for all physical therapy students regardless of campus. Focus group data revealed that students quickly accepted the distribut...
Regardless of campus, students were satisfied and equally engaged in the physical therapy program. Students who completed the physical therapy program in a rural setting tended to work rurally after g...
The Association of American Medical Colleges suggests an Experiences-Attributes-Metrics framework for holistic review, but there is minimal research on demographic and personal characteristic attribut...
Three cohorts of first-year Doctor of Physical Therapy students at a single institution were invited to participate in this prospective, observational study. Participants completed six surveys: PROMIS...
One Hundred and Forty Five students participated (80.7% female, 77.9% < 25 years old, 51% 0 diversity characteristics). Students with more diversity characteristics and males reported higher self-effi...
Underrepresented students demonstrated higher self-efficacy and resilience than their represented peers, qualities that may be important to overcome challenges prior to and during graduate school. Mal...
Health equity is a common theme discussed in health professions education, yet only some researchers have addressed it in entry-level education....
The purpose of this study is to serve as an educational intervention pilot to 1) evaluate students' perception of the effectiveness of the DPT program in providing a foundation for health equity educa...
A three-staged sequential mixed methods study was conducted. Stage 1 began with quantitative data collection after completing the DEI Bundle utilizing the Tripod DEI survey. Stage 2 involved identifyi...
A total of 78 students completed the Tripod DEI survey upon completing 70% of the curriculum. Thirty-five students, eight core faculty, 13 associated faculty, and four clinical instructors completed t...
This study highlights the value of incorporating health equity and DEI topics into curricula while fostering an incluse program culture....
Despite a long history of using human donor dissection (HDD) for physical therapy (PT) anatomy education, there are no PT guidelines that require HDD. The purpose of this quantitative causal-comparati...
Numerous factors affect the decision to use HDD within PT anatomy, and few PT studies have compared the effectiveness of VAS to HDD....
All students who took anatomy in an entry-level PT program from 2018 to 2021 (232 total students, 115 who used HDD in 2018-2019 and 117 who used VAS in 2020-2021)....
Mann-Whitney tests were used to compare anatomy grades (course, written examination, and practical examination) and future grades in kinesiology and a foundational musculoskeletal course for students ...
Physical therapy students who used VAS had statistically significant higher anatomy course grades (VAS 93.81% ± 4.99% to HDD 92.20% ± 4.53%) and higher practical examination grades (VAS 97.43% ± 2.91%...
The causal-comparative study design prevents concluding that PT student grade differences were due exclusively to either anatomy laboratory method. It does provide preliminary evidence that the PT ana...
Evidence-based practice (EBP) is a foundational process taught in health professional education, yet it is unclear when EBP confidence and skills are obtained. Increases in EBP confidence and behavior...
One hundred and eighty-one students from a potential pool of 269 (67.3%) consented to participate. Students completed the Evidence-Based Practice Confidence (EPIC) Scale and the Evidence-Based Practic...
There were significant changes in EPIC scores (p < 0.001) from enrollment (Mdn 50.0, P...
EBP confidence increased significantly after classroom instruction but remained the same after clinical experiences and at one year post graduation. EBP behavior significantly increased only after the...
The definition of excellence in physical therapy (PT) education is evolving, yet the role of postprofessional residency education remains uncertain. Arguments in favor of required residency have emerg...
Previous studies have explored the development of the novice physical therapist in the first 2 years of practice; however, there is little evidence about the outcomes of PT residency education. Thus, ...
Eleven PT residency programs and 13 residents participated in a qualitative study to explore the learner development through residency. Each residency program consisted of a residency program director...
Using a purposeful sample of convenience, an exploratory, multiple-site/specialty area qualitative case study design was conducted....
Three emerging themes were identified including growth of self, becoming a member of the community of practice, and facilitation of learning through mentoring. Through the transformative journey of re...
The intentional design of the community of practice through residency education facilitates the development of the novice clinician to experienced clinician in an accelerated period of time. In additi...
An analysis of practice is conducted by the American Board of Physical Therapy Specialties (ABPTS) every 10 years to revalidate, update, and revise the description of specialty practice (DSP) for each...
The purpose of this article is threefold: first, to describe the process of the most recent practice analysis; second, to report revisions to the description of specialty practice based on the analysi...
A 10-member committee of subject matter experts (SMEs) and a psychometric consultant developed a survey instrument addressing geriatric physical therapy specialty practice areas. The survey was initia...
A total of 372 respondents fully or partially completed the survey, resulting in a response rate of 46.4%. Based on a priori decision rules regarding survey data, consensus of the group of SMEs, and i...
The revised DSP will be used as the basis for the development of the examination blueprint for the specialist examination in geriatric physical therapy and the curricula for residency programs in geri...
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 ...
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 "prepa...
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 linea...
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, respecti...
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 d...
In May 2022, the American Council of Academic Physical Therapy announced a "nationwide shortage of faculty" in entry-level Doctor of Physical Therapy (DPT) programs across the country. As the number o...
Research on reasons faculty stay in entry-level DPT programs is limited. With a nation-wide shortage of faculty and the continued growth of DPT programs across the country, more investigation into fac...
Two hundred forty-four participants responded to the quantitative survey. Ten program directors (PD) and 10 faculty members (FM) completed a qualitative interview through Zoom....
This mixed-methods design included a quantitative survey across 264 accredited DPT programs followed by 20 qualitative online interviews. Multiple regression was completed for the data analysis, and a...
Two hundred thirty-six subjects (mean age = 50.04 ± 9.54 years; males = 63, females = 173; PD = 55, FM = 180) were included in the analysis. The multiple regression model significantly predicted inten...
Encouraging leadership to focus on structural factors such as striving to establish FMs as part of the departmental team, allowing autonomy and flexibility in the teaching role, building transparency ...
