Factors Influencing Physical Therapist Assistant Licensure Examination Success

Abstract

Background and Purpose. While there is considerable research regarding the predictability of various admission criteria and cognitive and noncognitive variables on licensure examination pass rates and other outcome measures in physical therapy and other health and nursing programs, minimal published attention has been given to these issues in physical therapist assistant programs. The purpose of this retrospective study was to examine the relationship between scores on the national licensure examination for physical therapist assistants (NPTE-PTA) and anatomy and physiology grades (A&P), grade point average in physical therapist assistant coursework (PTA GPA), and scores on the Physical Therapist Assistant Clinical Performance Instrument (PTA CPI). Subjects. Data of 72 students from the years 2003-2005 were collected from 7 New England-based physical therapist assistant programs (all 2-year academic institutions) and from the Federation of State Boards of Physical Therapy (FSBPT). Methods. Bivariate correlation values were examined among the variables, including PTA GPA, PTA CPI scores, A&P grades, and NPTE-PTA scores. Linear regression was explored to determine the predictive value of the independent variables in accounting for variance in NPTE-PTA score. Results. The correlation coefficient between PTA GPA and licensure examination scores (r = .48) was stronger than the previously reported values of between (r = .317 and .367). Discussion and Conclusion. PTA GPA was the best predictor for success on the NPTE-PTA based on higher examination scores. Likewise, this study also confirmed that CPI scores did not predict success on the licensure examination. While A&P grades appear to be valid with a positive, though weak, correlation-they are far less predictive for licensure examination scores than PTA-GPA. A predictive formula for licensure examination success has been proposed. Key Words: Academic administration, Higher education, Evaluation research, Student outcomes. BACKGROUND AND PURPOSE The physical therapist assistant (PTA) has been recognized by the American Physical Therapy Association (APTA) since 1964 as a paraprofessional in the field of physical therapy1 APTA subsequently authorized the training of PTAs at its 1967 Annual Conference.1 The majority of physical therapist assistant education programs are offered in community colleges, consist of approximately 2 years of academic and clinical education, and result in an associate's degree. In order to practice, a PTA must graduate from an accredited educational program. The Commission on Accreditation in Physical Therapy Education (CAPTE) is responsible for accrediting both physical therapist and physical therapist assistant education programs. Educational institutions provide annual data and outcome measures to CAPTE as part of the accreditation process.2 The range of outcome measures examined by CAPTE is similar for both physical therapist and physical therapist assistant education programs, and include graduation rates, licensure examination pass rates, and employment rates at 6 months post-graduation. In addition to graduation from a CAPTEaccredited educational program, 42 jurisdictions also require a passing score on a criterion-referenced licensing examination constructed and administered by the Federation of State Boards of Physical Therapy (FSBPT).3 The FSBPT assists licensing jurisdictions by identifying and promoting uniformity in physical therapy regulatory practices and standards. The same minimum passing score (600) for the Physical Therapist Assistant National Physical Therapy Examination (NPTE-PTA) is required in all of these jurisdictions. CAPTE requires that programs in such jurisdictions demonstrate an NPTE-PTA ultimate passing rate that averages at least 80% for the most recent 3 years.2 Ultimate passing rate is determined by the number of candidates who pass the exam, regardless of the number of attempts required. …