Abstract
Background: Transformation in the healthcare environment prompted Emory University's Doctor of Physical Therapy Program (DPT) to revalidate its competency-based education program. The goal was to revalidate the essentialness of its curricular competencies: Provision of Patient Care, Interpersonal Relationships, Teaching and Learning, Research, Administration, and Consultation. Purpose: The purpose was to revalidate the essentialness and exhaustiveness of the curricular competencies of the Emory University DPT Program. Methods: The methods involved descriptive research, using a single observation design. Analysis of an electronic survey, comprised of forced choice and open ended questions, determined the essentialness and exhaustiveness of the competencies. The final sample consisted of 1,135 potential participants. A modified Dillman approach was used to encourage participation. Descriptive statistics were employed to analyze the frequencies for each competency. A chi-square test determined any statistically significant differences between DCE/ACCE and CCCE/CI ratings of the Administration, Research, and Consultation competencies. Results: The response rate was 56% and the majority of participants rated Provision of Patient Care (98.6%), Interpersonal Communication (97.1%), and Teaching and Learning (89.3%) as essential. Administration (96.7%), Consultation (96%), and Research (94.2%) were rated either essential, or useful, but not essential by most participants. Results from the chi-square test indicated statistically significant differences between DCE/ACCE and CCCE/CI ratings of the essentialness of the Administration, Research, and Consultation competencies (p <0.05). Discussion/Conclusions: Overall, participants rated the Emory DPT Program's curricular competencies as essential. Results suggested these competencies accurately reflect physical therapy practice expectations for the entry-level DPT graduate.
Highlights
With new evidence and scientific knowledge coming to light every day, educators in many medical disciplines are embracing a paradigm shift from structure and process-based curricula to competency-based education.[1]
Respondents had greater than 70 percent agreement on the ratings of all the competencies, with the exception of Consultation, in which their agreement was 50%.(Table 1)
Survey respondents were asked “Are the six competencies above a complete list of all competencies that of the Emory University Doctor of Physical Therapy Program should be required of the entry-level physical therapist?” The results indicate that 522 responded “yes”, while 95 responded “no” and 20 had no response. (Figure 5)
Summary
With new evidence and scientific knowledge coming to light every day, educators in many medical disciplines are embracing a paradigm shift from structure and process-based curricula to competency-based education.[1]. The goal was to revalidate the essentialness of its curricular competencies: Provision of Patient Care, Interpersonal Relationships, Teaching and Learning, Research, Administration, and Consultation. Purpose: The purpose was to revalidate the essentialness and exhaustiveness of the curricular competencies of the Emory University DPT Program. A chi-square test determined any statistically significant differences between DCE/ACCE and CCCE/CI ratings of the Administration, Research, and Consultation competencies. Results from the chi-square test indicated statistically significant differences between DCE/ACCE and CCCE/CI ratings of the essentialness of the Administration, Research, and Consultation competencies (p
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
