Accreditation In Physical Therapy Education Research Articles

Visibility of Entry-Level Doctor of Physical Therapy Program's Mission, Vision, and Value Statement and Alignment with Professional Values

Introduction: This study aimed to assess the accessibility and alignment of core statements (mission, vision, and values) in entry-level Doctor of Physical Therapy (DPT) programs across the United States with the core beliefs of the American Physical Therapy Association (APTA). Methods: Two independent reviewers searched publicly available resources for the core statements of 271 Commission on Accreditation in Physical Therapy Education accredited DPT programs. The statements were cross-referenced against APTA Standards of Practice and Core Values. Descriptive statistical analysis assessed the public availability of program statements and their alignment with APTA core beliefs. Results: Among the programs, 95.6% had mission statements, 63.5% had assessable vision statements, and 58.7% had easily assessable value statements. The most common APTA core beliefs were Education, Excellence, Responsibility, and Evidence-Based Practice. Altruism, Advocacy, Duty, and Patient and Client Management were less prevalent. Discussion: The visibility and accessibility of core statements in DPT programs across the United States are low. Given their role in program accreditation, promoting transparency is crucial. Limited visibility hindered the concluding alignment of core statements and APTA core beliefs. Nonetheless, this information can motivate schools to enhance core statements for better alignment. Our study emphasizes the need for increased transparency of core statements in DPT programs, fostering informed decision making. Addressing these issues can facilitate better alignment with APTA principles in physical therapy education and practice.

Learning Experiences for Addressing Financial Management Knowledge, Skills, and Attitudes in Entry-Level Physical Therapy Education: A Systematic Review

Background and Purpose. Financial management (FM) knowledge, skills, and attitudes (KSAs) are essential components of contemporary physical therapist (PT) practice. The Commission on Accreditation in Physical Therapy Education requires that FM content is included in professional PT education program (PTEP) curriculums but provides freedom in how the content is delivered. The purpose of this systematic review is to identify learning experiences PTEPs used to educate students regarding FM KSAs that are necessary for entry-level PT practice in the United States. Methods. Articles were eligible for inclusion if they were 1) published in a peer-reviewed scholarly journal, 2) written in English, and 3) described a learning experience used to deliver FM content. Articles describing didactic education, clinical education, or service-learning activities that were a required or voluntary component of professional PTEPs in the United States were included if they reported on objectives or outcomes related to FM. Electronic databases and relevant journals were searched. Search results were subjected to title, abstract, and full-text review. Selected articles were evaluated for methodological rigor. Pertinent data were extracted, analyzed, and synthesized. Results. Eighteen articles were included. Four categories were identified: 1) classroom learning 2) clinical education 3) pro bono clinics, and 4) service learning. Discussion and Conclusion. Student PTs were exposed to FM content in several ways. There was variability in whether participation was required or voluntary, the time commitment required by the student, and the concepts to which students were exposed. There are many opportunities for future research in this area from operationally defining FM, determining necessary FM KSAs for entry-level PTs, and to identifying the most effective learning experiences to ensure that new clinicians are prepared to effectively engage in this aspect of clinical practice.

A Continuous Quality Improvement Framework for Sustainable Action and Advancement of Diversity, Equity, Inclusion, and Belonging in Physical Therapy.

To address racial and ethnic disparities, physical therapy organizations, educational institutions, and clinical practices seek to advance diversity, equity, inclusion (DEI), and social justice in health care. Although our professional organizations have crafted proclamations, resource lists, developed new accreditation standards, and strategic plans, we lack a unifying framework and action tools for substantial and sustained progress. In addition, the DEI acronym is missing the essential element of belonging (B), that is, sharing a sense of purpose and feeling safe to contribute opinions as a valued member of an organization. Therefore, the purpose of this position paper is to propose the utilization of a continuous quality-improvement (CQI) framework using Plan-Do-Study-Act (PDSA) cycles to advance DEI-B in physical therapy education and practice. The CQI framework and PDSA cycles are data-driven, iterative approaches for identifying areas for improvement, implementing interventions, collecting data, analyzing outcomes, and taking evidence-based next action steps. Application of this framework can enhance sustainability of DEI-B goals and foster progress toward the proposed accreditation criteria of the Commission on Accreditation in Physical Therapy Education in this critical area. Tenants for PDSA team success are presented, and PDSA cycles are described. Addressing racism and advancing DEI-B efforts in the physical therapy profession requires bold, sustained, and intentional action that incorporates standards, strategies, and methods for measuring change. Examples of PDSA DEI-B initiatives, interventions, and outcomes are provided to illustrate how this approach can be implemented within a physical therapy education program. Using this CQI framework provides our profession with a DEI-B roadmap for advancing incremental and sustained progress.

Building the Science of Physical Therapy: Conundrums and a Wicked Problem.

Producing science that supports the physical therapy profession in all its endeavors is critical to ensure that the best evidence is used in practice and education. In this Perspective, numerous conundrums are discussed that can constrain efforts to be productive in research in the academic institutions that serve as the intellectual centers of the discipline. Taken together, these conundrums and the conditions that create them collectively contribute to the wicked problem of how to generate sufficient evidence to support the practice of physical therapy. In response, this Perspective recommends changes in the Standards and Elements of the Commission on Accreditation in Physical Therapy Education (CAPTE) to support the importance of faculty research, reconfigure the rules for faculty composition, and introduce a new metric of productivity that reinforces the need of all programs to produce evidence for the profession, while still allowing flexibility and institutional prerogative to govern how this need is expressed.

Practical Applications of Intangible Ironies: Investor Mispricing of Company Assets on and off Its Balance Sheet

<b>Background and Purpose:</b> The peer-reviewed journal article is the basic unit by which scholarship is defined. Few studies have examined peer-reviewed publication productivity in academic physical therapy programs. In this study, the publication productivity in academic physical therapy programs in the United States and Puerto Rico from 1998 to 2002 was documented, and publication productivity was examined in the context of selected program characteristics. <b>Subjects and Methods:</b> A total of 194 programs listed on the Commission on Accreditation in Physical Therapy Education (CAPTE) Web site in the spring of 2004 were examined. The databases were searched for bibliographic citations of journal articles attributed to particular programs. The program characteristics of faculty size, offering of a research doctorate, and listing in the Carnegie Classification of Institutions of Higher Education (Carnegie Classification) were compared with the number of citations. <b>Results:</b> A total of 169 programs had at least 1 attributed citation, 50.3% of the programs had fewer than 5 citations, and 3% had 44 or more citations. Rankings based on the number of citations changed when adjusted for faculty size. Of the 38 programs offering a research doctoral degree, 16 had 20 or more citations. Five programs with 44 or more citations were all categorized by the Carnegie Classification as doctoral intensive or extensive. <b>Discussion and Conclusion:</b> A few programs had a large number of attributed bibliographic citations, but the majority of programs had limited publication productivity in the 5 years studied. These results may provide a baseline for studying the effectiveness of the relatively new CAPTE standards mandating scholarship by physical therapy faculty over time and the impact of the Doctor of Physical Therapy degree on research in physical therapy.

Quality Delivered: How a Pandemic Fostered Innovation and Creative Solutions in Clinical Education

Background: Clinical education placements for students enrolled in healthcare programs were abruptly upended in March 2020 due to COVID-19. Programs were faced with decisions of how to mitigate substantive challenges due to an unforeseen pandemic within timeframes that would align with curricular sequences and graduation dates. Schools quickly modified curriculum formats, implemented alternative teaching and learning instruction and developed safety protocols to protect students, clinical faculty, and patients. Purpose: The aim of this study explored the strategies employed by one physical therapy school’s clinical education team, which resulted in successful completion of clinical course requirements and on-time graduation. Method: Data was collected on a single cohort of eighty (n=80) students who experienced changes in the timing, location, and/or progression of their clinical experiences due to COVID-19 related complications. The use of innovative clinically-oriented teaching strategies including web-based patient case simulation, virtual grand rounds, and other creative learning activities effectively supported student engagement both in and outside of clinical settings. Alternative learning strategies provided students the opportunity to progress through the clinical education curriculum, meet educational objectives, and satisfy the standard requirements by the Commission on Accreditation in Physical Therapy Education (CAPTE). Performance on the Clinical Performance Instrument (CPI) for the cohort of students affected by COVID-19 was compared to a cohort from 2019 who were not affected by COVID-19 related issues. Results: Analysis using Mann Whitney U statistics showed there were no significant differences in performance on the CPI between the groups (p=0.874). Conclusion: Looking forward, there is an opportunity for schools to build on what was learned during the pandemic and apply those strategies to other non-pandemic related situations with successful outcomes. Innovative teaching and learning strategies can help to bridge the gap of time out of clinic for any student who may experience an interruption in clinical education due to injury, illness, or other situation, and can provide a way for students to progress successfully through their physical therapy education.

Characteristics of Extracorporeal Membrane Oxygenation Education Vary in Entry-Level Doctor of Physical Therapy Programs

Background/Purpose: Extracorporeal membrane oxygenation (ECMO) with high risks of mismanagement is being used more frequently in critical care for cardiorespiratory failure. The safety and feasibility of physical therapy (PT) for patients on ECMO have been established. Little is known about ECMO education and training for entry-level physical therapist students. The purpose of this study is to determine the characteristics of ECMO education in entry-level doctor of physical therapy (DPT) educational programs and examine any correlations among these characteristics. Methods: A survey was developed on the basis of a literature search and author experience. The anonymous survey was disseminated electronically to directors of all Commission on Accreditation in Physical Therapy Education (CAPTE)–accredited DPT programs in the United States. Results: Faculty from 31 (12.8%) programs responded. Some level of ECMO-related education was included in 25 (80.65%) programs. Content of didactic education varied across programs. Other modes of ECMO education included case study discussions, simulation training, and hands-on experience. Statistically significant relationships were identified among university affiliation with an academic medical center and the presence of case studies (n = 6, P &lt; .05) and hands-on experience (n = 8, P = .001), as well as between instructor cardiovascular and pulmonary specialist credentials and the presence of hands-on experience (n = 12, P &lt; .001). Discussion/Conclusion: The extent and characteristics of ECMO-related education vary among entry-level DPT programs. Programs affiliated with academic medical centers and specialty-certified instructors may provide exposure to broader critical care content, such as ECMO. Formalized curricular guidelines may be necessary to help adequately prepare students for clinical practice. Entry-level clinicians should advocate for advanced training when appropriate.

A Survey of Human Gross Anatomy Laboratories in DPT Programs across the United States

Purpose: The purposes of this study were to 1) describe the current teaching methodology used in Doctor of Physical Therapy (DPT) human gross anatomy (HGA) labs, 2) examine the demographics and perceptions of HGA instructors and compare responses based on years of experience, 3) determine the utilization and instructor perceptions related to cadaver dissection and other methods of instruction, and 4) determine which safety/security protocols are used in HGA laboratories. Method: All DPT programs (N=250) in the United States (US) accredited by the Commission on Accreditation of Physical Therapy Education (CAPTE) were eligible to participate. The anonymous, 89-item online survey was completed by either an HGA instructor or DPT program director in March of 2020. Seventy-four individuals responded for a response rate of 29.6%. Results: Respondents represented programs from 65.2% private and 34.8% public institutions. Fifty percent of respondents dedicated 31-60% of their HGA course to face-to-face lab time, with 68% reporting an instructor to student ratio in lab of 1:15 or smaller. Seventy percent of instructors were US licensed PTs, and 78% of those PTs held an academic doctorate. The average years of anatomy teaching experience was 11.3. Ninety-six percent of programs utilized cadavers. Most programs (86%) had students perform hands-on cadaver dissection. Overall, 90% of instructors incorporated learning activities into lab beyond dissection. Ninety-four percent of instructors reported enjoyment teaching HGA, and a majority felt they had adequate teaching support and academic preparation. Sixty percent of respondents felt that cadavers were the only way to teach lab, while 90% felt that cadavers were the best way to teach lab. Regarding safety, 38% of instructors had concerns regarding chemical exposure in lab, and 11% believed their health was at risk. Comparative analyses found significant differences in instructor perceptions based on years of anatomy teaching experience (+/- 10 years). Less experienced faculty were more likely to believe that a non-cadaver approach to teaching HGA can be as effective as using cadavers given the right technology, while more experienced faculty were more likely to believe that teaching HGA with cadavers was the best way to teach lab. Conclusions: DPT program directors and instructors may find this study valuable to compare their HGA course(s) to other programs in the US. Although there is a clear preference for including cadavers in HGA laboratories, it is evident that most instructors are incorporating other learning approaches in their HGA laboratories.

Impact of Faculty and Programmatic Resources on the Proportion of Academic Doctoral Degrees in Professional Physical Therapist Education Programs.

The Commission on Accreditation in Physical Therapy Education has introduced a requirement that 50% of core faculty members in a physical therapist education program should have an academic doctoral degree, which many programs are not currently meeting. Competition between programs for prestige and resources may explain the discrepancy of academic achievement among faculty despite accreditation standards. The purpose of this study was to identify faculty and program characteristics that are predictive of programs having a higher percentage of faculty with academic doctoral degrees. Yearly accreditation data from 231 programs for a 10-year period were used in a fixed-effects panel analysis. For a 1 percentage point increase in the number of core faculty members, a program could expect a decline in academic doctoral degrees by 14% with all other variables held constant. For a 1% increase in either reported total cost or expenses per student, a program could expect a 7% decline in academic doctoral degrees with all other variables held constant. Programs that have been accredited for a longer period of time could expect to have proportionately more faculty members with academic doctoral degrees. Programs may be increasing their core faculty size to allow faculty with academic doctoral degrees to focus on scholarly productivity. The percentage of faculty with academic doctoral degrees declines as programs increase tuition and expenditures, but this may be due to programs' tendency to stratify individuals (including part-time core faculty) into teaching- and research-focused efforts to maximize their research prowess and status. This study illuminates existing relationships between physical therapist faculty staffing, time spent in research versus teaching, and program finances. The results of this study should be used to inform higher education policy initiatives aimed to lower competitive pressures and the costs of professional education.

Case Series Comparing Physical Therapy International Clinical Education Experiences in a Developed and Developing Country and Measuring Against Professional Standards and Guidelines

Background. With a growing vision for globalization and internationalization in higher education, a number of Commission on the Accreditation of Physical Therapy Education (CAPTE)–accredited physical therapist education programs across the United States have begun to routinely place their students at international sites for one of their full-time clinical education experiences in both developed and developing countries. The purpose of this article is to compare and contrast the physical therapy international clinical education experience in both the developed and developing country and compare the experiences to professional standards and guidelines. Case Description. This case series describes the experience of 9 physical therapy students in an 8- to 10-week, full-time, international, clinical education experience. Four were placed in the developed country of Italy, and 5 were placed in the developing country of Belize. All students participated in preclinical preparation and experienced cultural immersion for the 8–10 weeks that they participated in the full-time clinical education experience. Outcomes. Evaluative materials consisted of a student weekly questionnaire, an electronic student journal, a Clinical Site Evaluation Form, and comments/ratings from the student's self-assessment on the American Physical Therapy Association's Clinical Performance Instrument. Analysis of the data demonstrated that the participants were experiencing a depth and breadth of clinical experiences commensurate with CAPTE criteria in both the developed and developing settings. Both settings afforded learning experiences in cross-cultural communication and cultural considerations with the developing country posing more cross-cultural practice challenges than the developed country. Discussion and Conclusions. Comparison of the data with a proposed model and guidelines for optimizing international clinical education experiences demonstrated alignment in both the developed and developing country experiences. Both international clinical education experiences met CAPTE standards and other professional standards and proved to be a broadening experience for the participants.

A Student Physical Therapist’s Perspective on her Efficacy Providing Culturally Competent Care: A Reflective Case Study

Purpose: Cultural differences and personal biases can affect the way a clinician provides care and the way in which patients receive it. The Commission on Accreditation in Physical Therapy Education (CAPTE) designates cultural competence as one of the professional practice expectations for physical therapy students, although no standardized blueprint exists for Doctor of Physical Therapy (DPT) programs. This case report will illustrate how reflection can be used to facilitate a student’s growth into becoming more prepared to practice in a culturally aware and effective way. In addition, this report seeks to provide a student’s perspective on her efficacy providing culturally competent care, given her training and education through her DPT program. Method: This case report will present the interactions between a student physical therapist (SPT) and a culturally and linguistically diverse patient throughout a physical therapy plan of care. Subsequently, the reflections by the SPT on these interactions will be presented, and themes such as communication barriers, power dynamics, and patient expectations will be explored. Results: Through the student’s self-reflection, she determined both her strengths and areas needing improvement in providing an adequate cross-cultural interaction, in addition to delineating how her preparation in school affected these areas. Her strengths included 1) vulnerability to recognize her own shortcomings, and 2) a desire to create a meaningful connection with the patient. The areas needing improvement included 1) providing an open space for the patient to speak, and 2) setting patient expectations. The student’s DPT program facilitated her preparedness in cultural competence by 1) providing lecture content promoting cultural awareness, 2) encouraging reflection, and 3) hosting an event where the DPT students were able to work with international students of limited-English proficiency. Conversely, barriers to the student’s preparedness included 1) no mandatory community service reaching minority populations, and 2) no opportunity for an abroad immersion experience. Conclusions: Two main themes were drawn from the student’s reflection. First, continual self-evaluation and vulnerability are imperative to the process of becoming a culturally competent provider. Second, clinical experience dedicated to providing care to minority populations appears to be effective in fostering cultural competency in DPT students.

Exploration of Grit and Emotional Intelligence and Success in a Doctor of Physical Therapy Program

Background: Higher education programs that admit students to sequential curricula incur a substantial financial loss when an enrolled student fails to continue in the program for whatever reason. In many instances, the seat cannot be filled, and valuable tuition dollars often over $90,000 per student is lost to the institution. In addition to financial loss, Doctor of Physical Therapy (DPT) programs are required to report and explain rates to the Commission for Accreditation of Physical Therapy Education (CAPTE). Admission committees at Doctor of Physical Therapy programs seek candidates that will be successful in the program and pass the National Physical Therapy Examination (NPTE). Purpose: The purpose of this study was to explore relationships of non-cognitive characteristics (grit and emotional intelligence) and Grade Point Average (GPA) in the first year of a DPT program with the intent to potentially identify students who might benefit from remediation/intervention to prevent attrition. Methods: Forty-two students in the first year of a Doctor of Physical Therapy program completed the Grit scale and the Mayers-Salovey Emotional Intelligence test early in the fall semester of year one. Results: There were no significant relationships between grit or emotional intelligence and academic success in the first year of a DPT program. Conclusions: The current study provides preliminary information related to non-cognitive factors of grit and emotional intelligence and success in a Doctor of Physical Therapy program.

Population Health Content Within Professional Entry-Level Physical Therapist Education Programs

Introduction. Physical therapists can play an important role in improving the health of populations. However, little information exists about how physical therapists are prepared for population-based practice. The purpose of this study was to determine the current and desired coverage of population health concepts within entry-level physical therapist programs accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE). The Clinical Prevention and Population Health (CPPH) Curriculum Framework of the Association for Prevention Teaching and Research guided the study. Methods. Program directors at CAPTE-accredited physical therapist education program were invited to participate in an online survey. Sixty-three of 237 program directors (27%) responded. Results. Program directors agreed that 22 of 23 CPPH domains should be included in entry-level physical therapist education programs, although only 9 of these domains had at least moderate coverage within current curriculums. The largest gaps between current and desired coverage were for occupational health, population health informatics, counseling for behavioral change, global health issues, and organization of clinical and public health systems. Discussion and Conclusion. The CPPH Framework may be a useful tool for physical therapy faculty to use when incorporating population health into their curriculums. The identified gaps between current and desired coverage may be a useful place to start curriculum development efforts. Similarities between responses to this survey and those in a companion study of occupational therapist programs suggests that it may be useful for faculty from physical therapist and occupational therapist programs to collaborate in curriculum development efforts related to population health.

Exploring the Relationship of Race and Ethnicity to Other Characteristics Within Residency Applicants: An Analysis of RF-PTCAS Data From 2013 to 2018

Introduction. A centralized application process for applicants to physical therapy residency and fellowship education programs has been available through an online portal known as Residency Fellowship-Physical Therapy Centralized Application Service (RF-PTCAS) since 2013. None of these data have been described or analyzed to date beyond an initial internal report of applicant and application numbers. The purpose of this study was to analyze and describe applicants to physical therapist (PT) residency programs from 2013 to 2018, with a specific focus on race and ethnicity. Demographic and admissions research related to PT residency education is limited, and we are unaware of any existing data on residency applicants based on racial and ethnic identity. At present, we can look to existing data from past and current Doctor of Physical Therapy (DPT) students to inform expected racial or ethnic composition of current and future residents. Both the Commission on Accreditation in Physical Therapy Education and PTCAS provide population demographics of PT students. Methods. A data set from RF-PTCAS was obtained for analysis of applicant data for the application cycles from 2013–2014 to 2017–2018. Applicants to residency programs through RF-PTCAS between 2013 and 2018 were included in this analysis (n = 4,373). Results. This growing applicant pool has remained relatively similar in applicant demographics from year to year over this 5-year period of analysis. The data show that applicants to residency are best characterized as: 26–30 years of age, female, White, graduated with their DPT degree within the same or the previous year of applying to residency, and living in a state in the Southern, Mid-West or Pacific-Coastal regions. Discussion. Overall, the race/ethnicity of White to non-White applicants has remained constant with little change in the growth of non-White applicants. Thus, despite the “call to action” among leaders in our profession, and an increase in other related health professions, we have had little change across 5 years of admissions data. Conclusion. Thus, despite the “call to action” among leaders in our profession, and an increase in other related health professions, we have had little change across 5 years of admissions data to residency programs.

Dry needling curricula in entry-level education programs in the United States for physical therapists

ABSTRACT Objectives: The objective of this paper was to determine the extent to which dry needling is instructed in entry-level education programs for physical therapists. Methods: Program directors from 226 entry-level education programs recognized by the Commission on Accreditation in Physical Therapy Education were recruited via e-mail to participate in an anonymous 35-item electronic survey during the 2017-2018 academic year. The survey evaluated dry needling curricula, faculty qualifications, attitudes and experience, and programs' future plans for teaching dry needling. Results: A total of 75 programs responded to the survey (response rate = 33.1%). Forty (53.3%) had integrated dry needling theory and psychomotor training into their programs and 8 (10.6%) planned to include such content in their curriculum in the future. Of the 40 respondents, 28 indicated that dry needling education was integrated into a required course, 4 indicated that dry needling was an elective course, and 8 did not specify how dry needling education was integrated. Faculty teaching dry needling appear to be well qualified, with the majority having 5-10 years of experience using dry needling in clinical practice. The primary reason for programs not teaching dry needling is that it was not considered an entry-level skill. Discussion: There appeared to be variability in how dry needling was integrated into the curricula, as well as in the depth and breadth of instruction. Our research may serve as a baseline for faculty to assess existing dry needling curricula and as a guide for developing curricula in new or existing physical therapy programs.

Professional Doctorate in Clinical Exercise Physiology

Professional Doctorate in Clinical Exercise Physiology

Moving Toward Equitable Health Care for Lesbian, Gay, Bisexual, Transgender, and Queer Patients: Education and Training in Physical Therapy Education

Introduction. Disparities in health and health care experienced by sexual and gender minorities in the United States (US) are well documented, and physical therapists (PTs) play a role in perpetuating them. This study aimed to determine to what degree lesbian, gay, bisexual, transgender, and queer (LGBTQ) health education and training is integrated into physical therapy education curricula. Studies in medicine and nursing have led to increased curricular attention to LGBTQ health topics; yet, similar physical therapy education research has not been published. Methods. A link to an anonymous Google Forms survey was emailed to Program Directors (PDs) of US physical therapist education programs accredited by the Commission on Accreditation in Physical Therapy Education for the academic years of 2015–2017. The survey gathered information on the current and optimal number of curricular hours spent on equitable care for LGBTQ patients and perceived barriers to inclusion of LGBTQ curriculum. Results. Seventy-two of 229 (31%) programs responded to the survey. Half of the respondents reported inclusion of LGBTQ-related topics in the curriculum. The average number of current hours was 1.43 per year. The average number of optimal hours was 2.82 per year. Eighty-nine percent reported that one or more curricular hours per year should be included. Barriers to LGBTQ health education and training include perceived lack of time and adequate faculty training. Discussion. Most PDs believe that more hours should be dedicated to LGBTQ health topics. Open-ended question responses reflect various perspectives held by PDs regarding the importance of including LGBTQ health topics and barriers to inclusion. The development of core competencies may facilitate the inclusion of LGBTQ-specific health education in Doctor of Physical Therapy program curricula. Conclusion. Resources to educate faculty and students on LGBTQ health topics are readily available. These topics may be effectively woven into existing curricula, making it an attainable goal to increase the competency of entry-level PTs to assist in meeting the American Physical Therapy Association's mandate to provide nondiscriminatory care.

Predictors of research productivity among physical therapy programs in the United States: an observational study

BackgroundThis study targeted the association of program characteristics of 203 Doctor of Physical Therapy (DPT) programs in the United States (US) reported by the Commission on Accreditation in Physical Therapy Education (CAPTE) in their 2017 Annual Accreditation Report (AAR) with measures of core faculty research volume. The association of institutional, program, and faculty characteristics of an institution with core faculty research volume was investigated.MethodsThis observational study analyzed data provided in the AAR about program research volume. Predictor variables included institutional, program and faculty characteristics. Research volume was measured as a ratio of 1) number of peer-reviewed publications, 2) National Institutes of Health (NIH) funding, and 3) faculty with grants, per number of core faculty. Research volume was stratified by quartiles and analyzed using logistic regression analyses. The highest 25% were analyzed against the lowest 75%.ResultsIn the multivariate logistic regression analyses, research Carnegie classification was positively associated with NIH funding (OR = 4.04; 95% CI = 1.92, 8.48) and number of peer reviewed publications (OR = 7.63; 95% CI = 3.39, 17.14). Square footage of research space was positively associated with number of peer reviewed publications (OR = 4.58; 95% CI = 2.08, 10.11). Private status was negatively associated with NIH funding (OR = 0.37; 95% CI = 0.17, 0.83) and faculty holding grants (OR = 0.38; 95% CI = 0.19, 0.76).ConclusionsThere is strong evidence that research culture (e.g., research Carnegie status and dedicated research space) is related to research productivity in DPT programs in the US. Private status was indicative of a non-research intensive environment, which may be reflective of a current trend of small, non-research based private institutions initiating DPT programs.

Innovation Borne of Necessity

Over the past 2 months, we have all been witnessing the impact the COVID-19 has had on society, health care, higher education, and directly on our respective academic programs and students. As we talk to colleagues all over the county, we are struck by how quickly we have mobilized as an educational community to determine the best way forward for our students, programs, and institutions. In our respective academic programs, this has likely meant moving the curricular content online, removing students from clinical placements, altering curricular sequence to keep students engaged in learning, and protecting or revisiting graduation timelines. The changes have occurred within the context of delineated and revised accreditation guidelines, interpreted among evolving institutional responses and resource rearrangement to meet the needs of students and faculty. The seemingly rapid fire of challenges and decisions made within our academic programs has been guided by what is essential to ensure the integrity of instruction, learning, and assessment—primarily considering guidelines provided by Commission on the Accreditation of Physical Therapy Education (CAPTE) and fluid institutional policies and procedures—have met the immediate needs of students. Both the APTA website (http://www.apta.org/coronavirus/) and the ACAPT website (https://www.acapt.org/covid19-response) have resource pages dedicated to COVID-19. CAPTE has centralized their communicates guidelines on their webpage (http://www.capteonline.org/uploadedFiles/CAPTEorg/Homepage/CAPTEResponsetoCOVID19.pdf) as well. As noted in the discussion forums and communication from clinical education leadership on these website forums, the impact of this pandemic will continue beyond the short-term decisions made and plans implemented. Through all of this chaos, upheaval, and change, many of us look forward to returning to business as usual. As news pundits have alluded to—we will not be returning to normal, we are shifting to a “new normal”. Continuous attention by all stakeholders is necessary to determine the best way forward to meet the student and faculty needs, ensure institutional integrity and sustainability, and meet regulatory requirements. The disruption that COVID-19 caused within our respective programs made it necessary to examine our curricula designs, instructional delivery methods, depth and breadth of content covered, and methods for assessment of student learning. At some level, we have all made reactive short-term decisions to best address challenges within our programs, institutions, and regions. Framing this disruption within the Theory of Disruptive Innovation affords educators and administrators the opportunity to be forward thinking and drive innovation, beyond the short term decisions and plan implemented to date.1 If there is a silver lining to the COVID-19 pandemic in relation to physical therapy education, it is the attention that the current practices are being examined, practiced, shared, and discussed across the education community. There are numerous examples of innovation implemented in educational programs: online learning (flipped classrooms), hybrid programs, and pioneering instructional methods, and assessment of learning to name a few. These innovations have been designed to be congruent with the program mission and philosophy and meet the intended outcomes of the program. We believe that positive changes are possible in the midst of adversity and challenge all of the physical therapy educational community, individually and collectively, to use this disruption to launch action-oriented discussions focused on transforming physical therapy education in a way that, when we are able to return to the “new normal”, we will all be better at preparing practitioners of the future through innovative, evidence-based education programs.

Call for Educational Consistency: The Need to Establish Gross Anatomy Learning Objectives for the Entry Level Physical Therapist

Background and ObjectivesGross anatomy guidelines and recommendations are available for pre‐clinical medical faculty, however there is no consensus regarding anatomy student learning objectives for physical therapist education (PTE) programs. The Commission on Accreditation in Physical Therapy Education (CAPTE) requirements for gross anatomic content are vague and leave room for misinterpretation. This results in varied anatomical curricular content among PTE programs at different institutions. Faculty, whether seasoned or new, can benefit from guidelines and recommendations when making decisions during curricular reform or when prioritizing and emphasizing anatomic content for the curriculum. As such, developing recommended anatomy objectives to serve as a curricular guide may foster more consistent student outcomes, while preserving instructional autonomy.Position and RationaleAnatomy faculty in PTE, who may or may not be physical therapists, would benefit from evidence‐based, objective, and consensus‐driven curricular recommendations to ensure that the most appropriate and clinically relevant anatomy is taught. Anatomy course content is often chosen as the material core faculty (which may or may not include anatomists) deem most important. Importance may be determined due to prior training, personal experience, and pedagogical views of anatomy content. Since all students must pass the same licensure exam, determining the key anatomy content for PTE will promote consistency and reduce ambiguity among faculty. Recommendations must also allow for instructional and programmatic autonomy.MethodSimilar to the approach used to create anatomy learning objectives published by the Education Affairs Committee of AAA for pre‐clinical medical students, we suggest that anatomic content be identified, collaboratively vetted by basic science faculty and clinicians, affirmed, and recommended for adoption. Involvement of members in key professional organizations, such as the Anatomy Education Special Interest Group of the American Physical Therapy’s Academy of Physical Therapist Education, the American Association for Anatomy, and the American Association of Clinical Anatomists is paramount.Discussion and ConclusionWe are advocating for collaboration amongst anatomy faculty in PTE to create specific and measurable anatomy learning objectives, guidelines, and recommendations that are peer‐reviewed and evaluated by both educators and clinicians, and that reflect a global consensus.