Doctor Of Physical Therapy Curriculum Research Articles

Self-Efficacy of Physical Therapist Student Outcomes (SEPTSO): longitudinal responsiveness over a three-year curriculum.

Understanding the relationship between self-efficacy and academic and clinical education outcomes may improve professional physical therapist education. To document the longitudinal responsiveness of Self-Efficacy of Physical Therapist Student Outcomes (SEPTSO) scores from a single cohort throughout a three-year professional physical therapist curriculum and also to explore relationships between SEPTSO, grade point average (GPA), clinical education outcomes, and first-time pass rate on the National Physical Therapy Examination (NPTE). Thirty-five Doctor of Physical Therapy (DPT) students participated. The SEPTSO was administered electronically during semesters one and nine. The final GPA, Physical Therapist Manual for the Assessment of Clinical Skills (PT MACS), and NPTE outcomes were recorded. There was a significant increase in SEPTSO scores from semester 1 to 9 (t(16) = 34.55, p < .01, Cohen's d = 9.79, n = 17). In semester 1 (n = 35), there were no significant associations between SEPTSO scores and GPA (r = .011, p = .949), PT MACS outcomes (r = .092, p = .867), or first-time NPTE pass rate (rs = -0.088, p = .634). Longitudinal responsiveness of the SEPTSO in a three-year DPT curriculum was demonstrated. There were no associations between SEPTSO scores and other outcome measures.

Designing and Implementing a Telehealth Simulation for Pain Neuroscience Education in a Doctor of Physical Therapy Curriculum: A Pilot Study

There is continuing debate over the best pedagogical approach to deliver modern pain science knowledge. Experiential learning, such as simulation, may better promote application and retention of curricular material. This study investigated changes in knowledge of pain neurophysiology, attitudes, beliefs and clinical recommendations towards chronic low back pain (CLBP) after participation in a telehealth simulation for pain neuroscience education (PNE). A convenience sample of twenty-one Doctor of Physical Therapy (DPT) students, age 23.6 (± 3.60), completed the simulation. Students completed a pre- and post-questionnaire consisting of the Revised Neurophysiology of Pain Questionnaire (rNPQ) Healthcare Providers’ Pain and Impairments Relationship Scale (HC-PAIRS) and clinical vignette. Additionally, the post simulation survey included the Simulation Effectiveness Tool Modified (SET-M). Descriptive statistics were utilized to analyze all data. Pre- and post-rNPQ mean (SD) scores improved from 5.38 ±1.24 (44.8%) to 6.48 ±1.36 (54%). HC-PAIRS mean (SD) scores lowered from 51.76 ± 9.64 to 47.14 ±5.41, indicating a positive shift in attitudes and beliefs relating to CLBP. All appropriate clinical recommendations improved after post simulation. The mean (SD) SET-M score was 54.9 ±3.66. Experiential learning via a PNE telehealth simulation improved knowledge of pain neurophysiology, positively shifted attitudes and beliefs towards CLBP, while also improving appropriate clinical recommendations. The SET-M scores present the learners perspective and provide guidance in adapting the simulation in the future. Further research should include a longitudinal design with a long-term follow up, a larger sample size across different curricula and a qualitative component to explore the student experience.

Empowering Tomorrow's Healers: Assessing Knowledge and Attitude Regarding CPR Training among Final-Year Doctor of Physical Therapy Students in Karachi-Cross Sectional Study

Background: Cardiopulmonary resuscitation (CPR) is a critical skill for healthcare professionals, including physical therapy students. Despite its importance, there is a gap in research regarding the CPR knowledge of these future professionals. This study aims to assess the level of CPR knowledge and attitudes among final-year Doctor of Physical Therapy (DPT) students. Objective: The primary objective of this study was to evaluate the CPR knowledge, confidence in performing CPR, and attitudes towards CPR training among final-year DPT students in Karachi. Methods: A cross-sectional study design was employed, using a non-probability convenience sampling technique. Data were collected from 101 final-year DPT students using a validated questionnaire adapted from previous studies. Statistical analysis was conducted using SPSS version 23, focusing on descriptive statistics such as frequency and percentage. Results: While all participants were aware of CPR, only 49.5% believed their knowledge was adequate. About half of the students had previously taken a CPR training course, yet only 27.7% had done so within the past year. In situations requiring CPR, 50% of those who had faced such scenarios did not perform it, primarily due to nervousness. Approximately 69.3% knew the correct sequence of CPR, and 85% were willing to perform CPR on anyone if necessary. Conclusion: The study reveals a significant gap in confidence and practical knowledge of CPR among final-year DPT students. Despite a high level of initial awareness, there is a need for regular, updated training to build proficiency and confidence in CPR. Integrating CPR training into the DPT curriculum and promoting regular retraining could be key strategies for improving CPR skills among future physical therapists.

A blended approach to developing psychomotor skills in novice learners in a doctor of physical therapy curriculum

Purpose Psychomotor skill performance is central to effective clinical practice across health professions. These complex skills are challenging to teach, particularly in the novice learner. As many health professions programs have increased blended course offerings, educators must establish best practices for teaching psychomotor skills in this evolving learning environment. The purpose of this paper is to describe the innovative application of an evidence-based framework to teaching psychomotor skills to novice learners in a blended learning environment. Materials and methods Using a modified 9-step framework, two novice clinical skills courses in a Doctor of Physical Therapy Program were redesigned to teach psychomotor skills in a blended format, using online and in-person class sessions. Online coursework consisted of synchronous and asynchronous learning activities that preceded an immersive lab experience. Formative and summative assessments occurred during lab immersion. Results and Conclusions The learning framework provided a central evidence-based pillar for novel course design, guiding development of learning activities for teaching psychomotor skills to novice learners in a blended learning environment. Initial student outcomes appear favorable when compared with previous traditional course structures and satisfaction was high. These preliminary findings align with prior research using similar frameworks for learning complex skills and provide an archetype curricular model for a blended learning environment.

“It captures the rawness and reality”: Exploring Student Emotion during an Illness Narrative Assignment in Doctor of Physical Therapy Curricula

“It captures the rawness and reality”: Exploring Student Emotion during an Illness Narrative Assignment in Doctor of Physical Therapy Curricula

Responding to stakeholder needs to engage rehabilitation professionals in the delivery of evidence-based health programming for adults with osteoarthritis.

Although there are many evidence-based programs that promote healthy lifestyles and symptom modification for people with osteoarthritis, their delivery in rehabilitation clinical settings in the United States is limited. These programs can be a primary component of treatment or a discharge option to facilitate long-term mobility and pain management. The purpose of this perspective article is to describe a delivery model that brings one arthritis-appropriate, evidence-based intervention, the Arthritis Foundation's Walk With Ease program, to older adults seeking physical therapy related to their osteoarthritis. We embedded program delivery into a Doctor of Physical Therapy curriculum using a student health coaching approach and partnering with physical therapy clinics and other community agencies for participant referrals. This model of delivery is cost-effective, sustainable, and provides outcomes that meet goals of the national agenda for osteoarthritis. The model provides benefits for students in health professions education programs, community organizations and rehabilitation clinics, and adults living with osteoarthritis.

The Critical Need for Oncology Rehabilitation Education in the Entry-Level Doctor of Physical Therapy Curriculum

1Clinical Associate Professor, University of South Carolina, Columbia, SC 2Associate Clinical Professor, Doctor of Physical Therapy Program, University of New England, Portland, ME Correspondence: Shana E. Harrington, PT, PhD, University of South Carolina, Ste 101G, Columbia, SC 29208 ([email protected]). The authors declare no conflicts of interest. Online Publication date: January 3, 2022

Journal of Clinical Education in Physical Therapy – Growth during COVID

The Journal of Clinical Education in Physical Therapy (JCEPT) mission emphasizes facilitating development of and disseminating evidence related to clinical education in physical therapy. Our distinguished editorial board members continue to provide guidance as we develop, while representing various clinical specialties, research interests, and roles in physical therapy education. The coronavirus (COVID) pandemic has posed serious challenges for everyone including personal health and financial crises, educational adaptation to online learning, and professional research challenges. Interest in JCEPT has continued to grow, nevertheless. Submissions and published papers for the 2021 volume have doubled. As an open-access journal, JCEPT is developing an international reach; papers last year were downloaded about 1,000 times with &gt;15% of users located beyond the United States. In the current volume, we look forward to papers with timely topics: impact of integrated clinical experiences on physical therapy student clinical performance, student mental health during clinical education, competency of clinical instructors, entry level caseload expectations during terminal clinical experiences, and student physical therapist burnout and grit during terminal clinical education experiences. Many of the opportunities and challenges we face along the continuum of learning is not unique to physical therapy. In an effort to integrate the views of other professions, we are pleased to publish our first resident case study in our Inter-Professional Corner. Physical therapy education programs create learning experiences in a controlled environment to approximate authentic clinical situations. There is, however, no substitute for clinical education where learners apply knowledge and skills in real clinical practice. Clinical instructors (CIs) are the primary educators during entry level Doctor of Physical Therapy (DPT) clinical education experiences which account for approximately one third of the DPT curriculum.1 While typical characteristics and qualities of CIs have been identified,2–4 there is wide variation in the quality of clinical education that DPT students experience. One reason for variations in clinical education quality appears to be CIs clinical teaching skills.2 The National Study of Excellence and Innovation in Physical Therapy Education has suggested the establishment of a standard comprehensive, longitudinal approach for performance-based learning outcomes across the learner continuum.5 Competencies, or characteristics of an individual, are an example of a defined outcome. In the current volume, Bilyeu et al. describe a path to the stepwise development of competencies for CIs to help prepare them to teach. This information can help develop personalized professional development for CIs that could reduce the variation in clinical teaching. The increase in new and expanding DPT programs has increased demand for clinical education placements. Bayliss introduces a re-designed clinical education curricular model that emphasizes in-class patient experiences along with integrated clinical experiences as an alternate solution to meet this growing challenge. In addition, increased productivity pressures add to the challenges of CIs and students. Sherman et al. examine expected student caseloads across and within clinical settings, while Kish et al. explore student burnout and grit within clinical settings. Finally, Eubanks et al. explores the experiences of the Director of Clinical Education (DCE) that often expand beyond the recommended roles6 to include supporting the student during mental health challenges.7 The growth of JCEPT has been exciting to see and we look forward to developing further as other manuscripts progress through the publication pathway. JCEPT accepts original research, narrative and systematic reviews, innovative teaching methods or educational models relevant to clinical training, clinical education or clinical case reports, and exceptional critically appraised topics all of which can address any element of physical therapy education related to clinical practice. Christopher Kevin Wong and Jean Fitzpatrick TimmerbergEditors in Chief

Using Virtual Reality for Movement System Examination in a Doctor of Physical Therapy Curriculum

Background and Purpose: Examining and treating movement dysfunction is a cornerstone of physical therapist practice. Consequently, physical therapist education programs should prepare students to effectively analyze movement to inform clinical decision making. Current practice methods fall short due to variability in demonstration and realistic portrayal of movement disorders. Virtual reality (VR) is an alternative modality for high-fidelity simulation for learning movement system examination. The purpose of this study was to describe the development of a VR module to be used as part of a Doctor of Physical Therapy (DPT) curriculum, and to evaluate student reaction and attitudes regarding utilizing VR for practicing movement analysis skills. Method/Model Description and Evaluation: An original VR module consisting of 3 virtual patients performing a sit-to-stand transfer was created for students to practice movement observation and analysis. Fifteen first-year DPT students volunteered to experience the VR module and provide feedback. Students observed 3 different patients performing sit-to-stand transfers and performed a movement analysis on each. Students’ performance was assessed using a checklist developed from current physical therapy literature and curricular content. Participants also completed pre- and post-VR surveys to capture their opinions and attitudes regarding VR. Outcomes: After the VR module, all participations strongly agreed that they enjoyed using the VR module. All participants agreed that the animations were realistic enough to practice movement analysis skills. The average checklist score was 87.7%, indicating most benchmark behaviors for movement analysis were met. Most students disagreed that VR could replace face-to-face training opportunities. Discussions and Conclusion: The VR module was received favorably by DPT students; however, they felt strongly that VR should not replace traditional face-to-face laboratory opportunities. Notably, the VR environment provided a reliable space to practice movement examination skills. Utilizing this innovation would advance current concepts in simulation-based learning in DPT curricula and provide a unique platform for practicing movement examination.

Embedding Population Health in Physical Therapist Professional Education.

The future of health care professional education is moving from a focus on the individual to embrace the health of the larger society. The COVID pandemic has further highlighted the connection between social determinants and the health of populations. There are frameworks and competencies to support the delivery of population health content in the entry-level DPT curriculum. Three options for integrating population health content into the DPT curriculum are presented: (1) threading the content throughout the curriculum, (2) concentrating the content in 1 or 2 identified courses, and (3) offering elective courses. Each of these strategies has benefits and challenges but threading the content throughout the curriculum provides the best opportunity to reinforce population health competencies across populations and practice settings. Experiential learning using authentic scenarios provides an ideal opportunity for students to understand population health concepts in a real-world context. Activities that incorporate interaction with other health professions broadens students’ perspectives of the role of different professions for achieving population health goals. Examples of learning activities are included in three competency areas, Foundations of Population Health, Prevention and Health Promotion, and Health Policy. Current societal issues provide an opportunity to enhance population health education from a meaningful perspective for students. The topic of health equity presents an opportunity to tie social and political factors of population health to social justice and health outcomes. Similarly, the COVID-19 pandemic puts issues of mental health, health disparities, and health systems front and center in our understanding of population health.ImpactHealthcare practitioners are looking at health through the lens of health equity and acknowledging the impact of social and political determinants on health to address health disparities, decrease healthcare expenditures, and respond to changes necessitated by pandemics such as COVID-19. As healthcare systems and practices are rethought and reconstructed, the intentional integration of population health principles woven into the fabric of professional education is a critical component of preparing future providers. This paper describes how population health concepts can be meaningfully embedded into Doctor of Physical Therapy curriculum along with providing realistic examples and activities.

Strengthening the Acute Care Curriculum

Objective: The purpose of this study was to describe the effect of acute care curriculum changes on a university's doctor of physical therapy (DPT) graduates by aggregating quantitative data from 2 academic surveys. Methods: This was a retrospective study describing physical therapist students' perspective, confidence, and employment in acute care physical therapy using data from 2 academic surveys administered to graduates from a DPT program. Results: From 2010 to 2018, 569 students graduated from the DPT program with a median of 100% (interquartile range 97%-100.5%) response rate for the self-assessment survey and a median of 38% (interquartile range 33%-48%) completion of the graduate outcome survey. The majority of DPT graduates self-reported being at or above expected level of competence with cardiopulmonary and complex patients, which appeared to increase from 77.4% and 88.7% in 2012 to 97% and 100% in 2018, respectively. Similar increasing trends were noted with the number of first jobs in the acute care setting (+5.4%) and interest (+9.1%) in the acute care setting, but not as consistently. DPT graduates' level of comfort in the acute care setting did not change over time. Conclusions: Curricular changes devised to enhance acute care physical therapy training in a program's DPT curriculum may have led to graduates reporting increased competency in the unique skill set needed to work in this setting. DPT programs require the continued assessment of educational requirements and competencies to fulfill the growing need for physical therapists in the acute care setting.

A Comparison of Instructional Methods on Clinical Reasoning in Entry-Level Physical Therapy Students: A Pilot Study

Introduction. The primary aim of this study was to provide a comparison of the effects of 2 commonly used pedagogical approaches (paper-based case studies vs authentic patient experiences) on clinical reasoning and critical thinking of second-year entry-level physical therapy students. Current literature reveals a lack of consistency in how clinical reasoning is taught and assessed in physical therapist education. There is a need for evidence-based approaches to develop clinical reasoning in entry-level physical therapy students in the United States. Subjects. Twenty-three students in their second year of a Doctor of Physical Therapy (DPT) degree program participated in this study. Methods. Participants were randomly assigned to a control group or to receive 1 of 2 supplemental learning activities (paper-based case studies or authentic patient experiences). Outcomes measured preintervention and postintervention included the Health Science Reasoning Test with Numeracy (HSRT-N) and the Self-Assessment of Clinical Reasoning and Reflection (SACRR). Data analysis included a comparison of effect sizes of change scores between groups and correlational analysis of pretest scores and student factors. Results. Authentic patient experiences demonstrated a moderate to large effect size for improved HSRT-N scores on 5 of 8 subscales, compared with paper-based case studies. Authentic patient experiences demonstrated a moderate effect size for improved SACRR scores compared with the control group. Discussion and Conclusion. The use of authentic patient experiences may be more effective than paper-based case studies for improving critical thinking and clinical reasoning in an entry-level DPT curriculum.

Students' Perceptions of a New Doctor of Physical Therapy Curriculum Based on Constructivism and Cognitive Load Theories: A Qualitative Study

Introduction.In 2016, faculty at the MGH Institute of Health Professions implemented a new Doctor of Physical Therapy (DPT) curriculum based on constructivist and cognitive load theories. There is recognition that faculty too often overlook the importance of students' perceptions on the effectiveness of teaching methodologies and that student “buy-in” is particularly pivotal in curricula based on contemporary learning theories. Thus, students' perceptions have become a focus in the higher education research literature. The purpose of this article is to explore the perceptions of the first cohort of DPT students in our new curriculum across their academic studies.Participants.Nineteen of 70 students from the first cohort of our new curriculum participated in 1 of the 3 focus groups in year 1 (round 1) and 1 of the 2 focus groups in year 2 (round 2), with 4 students participating in both rounds.Methods.Qualitative thematic analysis was used to identify, summarize, and interpret students' perceptions regarding their experiences in this new curriculum.Results.Six themes emerging from round 1 were class preparation; plusses and minuses of group learning; usefulness of assessments; managing faculty/course differences; finding life balance; and student performance outcomes. A seventh theme emerged from round 2, namely, evolving and adapting approaches to learning.Discussion and Conclusion.Themes and subthemes are discussed in the context of other studies on students' perceptions of courses and curricula applying contemporary learning theories in higher education. Some of the themes emerging from our study are not unique to DPT curricula based on constructivist theories. However, our findings reflect both positive aspects of such approaches from the students' viewpoints and challenges that should be considered in supporting student engagement when designing or modifying such curricula. Findings may inform DPT programs considering similar curricular shifts toward contemporary learning practices, facilitating program curricular planning and transition processes.

Preferred Physical Therapist/Physical Therapist Assistant Relationship Content in a Doctor of Physical Therapy Curriculum: A Longitudinal Approach

Background and Purpose. The need for physical therapist (PT) students to graduate with strong teamwork knowledge and skills has never been greater. Although many PT educational programs are preparing graduates to work effectively in an interprofessional team environment, attention to the corresponding importance of collaborative intraprofessional (PT/PT assistant [PTA]) preparation for efficient, cost-effective patient care must not be lost. Method/Model Description. Starting in the first course of the program, learning experiences on the preferred PT/PTA relationship are woven throughout multiple courses over the 3-year Doctor of Physical Therapy (DPT) curriculum. Students practice components of effective teaming, make decisions about the direction and supervision of a PTA, and deepen their understanding of the legal and ethical complexities of PT/PTA teams in practice. Specific learning activities on the PT/PTA relationship are described. Outcomes. Survey data and class learning experience and assignment feedback on the PT/PTA curriculum reveal multiple themes related to PT student learning using this model. Themes include increased understanding and confidence in PTA knowledge, skills, and roles; recognition of the potential for increased efficiency and improved patient care with PT/PTA teaming; and the importance of PT/PTA communication and relationship. Most respondents to a 1-year postgraduation alumnae/i survey report the collaborative PT/PTA educational experiences helped prepare them for clinical practice with PTAs. Discussion. The need for physical therapy services is increasing, and as professionals, PTs have an obligation to meet this need in a cost-effective way. Using the skills of a PTA continues to be an effective strategy to address this issue. PT students are often not prepared to direct and supervise PTAs in the clinic due to insufficient educational preparation. Conclusion. This curricular thread model incorporates content pertaining to direction and supervision of PTAs and intraprofessional team building across a 3-year DPT program to better prepare clinicians for practice.

Biophysical Agent Curriculum in Entry-Level Physical Therapist Education Programs Across the United States: A Survey

Introduction: The literature supporting the use of biophysical agents (BPAs) for patient care in Physical Therapy is conflicting. Although some guidelines exist, the academic institution makes decisions as to which individual BPAs are included in the Doctor of Physical Therapy curriculum. This study investigated current BPA curricular content in physical therapist education programs. Subjects/Methods: Two hundred thirty-eight emails were sent to program directors and/or individuals with an identified role of teaching BPAs at accredited physical therapist education programs across the United States. Eighty-six people completed the survey (response rate 35%). The survey consisted of 4 sections: instructor demographics (teaching responsibilities and role), institutional demographics (geographical location, and cohort size), curricular content (timing of course, contact hours, curricular changes, student assessment, and importance of BPA inclusion), and one open-ended response question. Results: For most programs, BPA is a stand-alone course (72.3%) taught in the first year of curriculum (72.0%). The most common instructional method included a combination of lecture and laboratory (89.2%). A combined percentage of 77% of respondents reported changes to the BPA curriculum in the past 5 years (ie, decrease in contact hours, change in content, or change in delivery method). Discussion and Conclusion: Evidence and clinical practice patterns were referenced by respondents as factors contributing to changes. Certain BPAs are taught using multiple methods, assessed in a variety of ways, and perceived by instructors to be more important to include in the curriculum than others. In addition, there is variation among BPAs regarding the expected levels of competency for students. Overall, the extent to which each BPA is taught in physical therapist education program curriculum aligns with current need for instruction in safe, appropriate operation and clinical usage. However, educators need to be cognizant of both clinical practice patterns and changing evidence and to be willing to alter curriculum as needed to graduate competent physical therapists.

Current Wound Care Education in Entry-Level Doctor of Physical Therapy Curricula.

To investigate how wound care instruction is currently delivered within entry-level doctor of physical therapy (DPT) educational curricula. An electronic survey was distributed to 226 DPT programs in the US. The questionnaire contained 27 questions about the characteristics of the wound care instruction as well as the credentials, clinical experience, and teaching experience of the instructors. Descriptive statistics were analyzed for each questionnaire item response. The response rate was 22.1% (n = 50). The majority of respondents reported 10 to 29 contact hours of wound care instruction throughout the curriculum. More than half of the programs reported that their students completed a wound care observation in clinical settings. Forty-four percent of programs stated that their students had the opportunity to participate in a clinical rotation focused solely on wound care. All respondents reported that their wound care instructors were physical therapists. Of those instructors, most were seasoned clinicians, and 46% held a wound care-related certification. Current entry-level DPT curricula provide physical therapy students with adequate contact hours in wound care and the opportunity for clinical experiences. The instructors are seasoned physical therapists, and nearly half of them hold advanced certification in the content area. Further studies are warranted to investigate how physical therapists practice in wound management in various clinical settings.

Exploring Student Beliefs and Attitudes About Learning Spanish in a Doctor of Physical Therapy Curriculum

Introduction. Health professions education programs have incorporated Spanish language training in their curriculum to address the needs of a growing Spanish-speaking patient population with limited English proficiency. The purpose of this study was to explore Doctor of Physical Therapy (DPT) student beliefs and attitudes about learning Spanish to contribute to the body of knowledge related to effective language training approaches in health professions programs. Methods. Selected participants were students in their fifth semester in the DPT Program at the University of Texas at El Paso. Sixteen participants completed an online survey that asked their demographics, overall self-assessment of Spanish proficiency when entering the DPT Program and perceived percentages of improvement, and ranked level of agreement with each of the 13 statements concerning beliefs and attitudes about learning Spanish. Descriptive statistics were used to report data from the survey. Eleven subjects also participated in either a beginner or an intermediate focus group to further discuss their responses to the 13 statements in the survey. Verbatim transcripts were generated from each of the focus groups, and investigators completed content analysis to identify themes. Results. While participants in the beginner group reported more improved proficiency relative to baseline, the intermediate group participants anticipate greater improvements in proficiency by the end of the DPT Program. Though distinct themes emerged from each focus group, subjects in each group reported that improvements in their Spanish proficiency were facilitated by these shared themes: (1) constructive learning environment; (2) demographic relevance; and (3) therapeutic relationships. Both groups also identified a need for more formal, integrated Spanish learning opportunities. Discussion and Conclusion. Shared themes underscore the importance of fostering self-efficacy, using engaging learning techniques, and promoting cultural competency when learning a foreign language. These recommendations may help guide the design or enhancement of Spanish language training models in health professions curriculum.

Development and Evaluation of a Simulation-Based Acute Care Course in a Physical Therapist Education Program

Introduction. Delivery of acute care content in physical therapist (PT) education programs varies greatly. A new course included a series of 6 progressively complex, high fidelity, immersive acute care simulation-based learning experiences (SBLEs) using standardized patients. The primary purpose of this study was to examine the students' perceived value of the SBLEs in relationship to their acute care clinical experiences (CEs). Self-efficacy and clinical performance were also measured to further evaluate course outcomes. Participants. Students completing acute care CEs were recruited from 3 consecutive cohorts of a Doctor of Physical Therapy (DPT) program. The control group completed the curriculum before implementing the new course. The experimental groups participated in the first and second years of the course, respectively. Methods. A total of 60 students across the 3 cohorts completed the study. Experimental groups completed the course before their acute care CE. Focus groups were conducted to explore student perspectives with both experimental groups on completion of their respective CEs. Self-efficacy was assessed using the Acute Care Confidence Survey before the course, after course completion, and midterm of the CE. Clinical performance was evaluated using the PT Clinical Performance Instrument rating scale at both midterm and final of the CE. Results. Qualitative analysis revealed 2 main themes: (1) SBLEs foster self-efficacy in application of the 3 domains of learning and (2) students develop a wider perspective of the dynamic professional roles of the acute care PT. Self-efficacy significantly increased, and there was an upward trend, although no significant difference, in clinical performance for students who completed the course. Conclusions. Student performance in the acute care setting was positively influenced by a series of SBLEs. A simulation-based acute care course can be effectively incorporated into a DPT curriculum to foster student's professional identity in multiple domains.

Begin With the End in Mind: Implementing a Series of Integrated Clinical Experience Courses

Background and Purpose. The evolving nature of clinical education requires program evaluation to inform intentional curriculum development. However, descriptions of the application of curriculum development frameworks in physical therapy are sparse. We used the context/input/process/product (CIPP) model to guide a didactic and clinical education curriculum reorganization that included the creation of a series of five integrated clinical experience (ICE) courses threaded throughout the first two years of a Doctor of Physical Therapy (DPT) program. Method/Model Description and Evaluation. The CIPP model guided comprehensive program evaluation. Context evaluation summarized strengths, weaknesses, opportunities, and threats. Input evaluation of information from multiple stakeholders and external influences, including accreditation standards, practices at other academic institutions, and published literature, was used to guide changes in the clinical education curriculum. Goals, objectives, and themes were developed for intentional alignment of didactic and clinical education curricula, alongside clinical site development and logistical planning. Process evaluation monitored the implementation of the new clinical education program to identify and address problems. The program is currently in the process of detailed product evaluation. Outcomes. ICE courses were initially implemented at eight clinical sites. Course assessments were selected and administered at established intervals. Program outcome measures were identified and administered to 2 control cohorts from the original DPT curriculum, and the first cohort in the new DPT curriculum. Discussion and Conclusion. The process used a structured approach to curriculum development. It emphasized the necessity of engaging multiple stakeholders, developing strong clinical partnerships, and intentional design and placement of courses within the overall curriculum to ensure the quality of ICE courses.

Improvements in Students' Attitudes Toward People With Disabilities With or Without Semi-Structured Community-Based Interactions

Introduction. Repeated interactions with people with disabilities (PWD) in a Doctor of Physical Therapy (DPT) program could improve students' attitudes toward PWD. This study's purposes were to explore if: 1) a baseline first-year DPT curriculum improved DPT students' attitudes toward PWD; 2) an enhanced first-year DPT curriculum improved DPT students' attitudes toward PWD; and 3) there was a difference between the baseline and the enhanced DPT curriculum related to improving DPT students' attitudes toward PWD. Methods. Sixty-four students from 2 DPT cohorts participated in this study. The Attitudes Toward Disabled People (ATDP-A) and Multidimensional Attitudes Scale Toward Persons with Disabilities (MAS) were used. The authors compared the scores of 2 DPT cohorts: 1) a baseline group; and 2) an enhanced curriculum group that had repeated community-based interactions with PWD. Results. The baseline group only had improved attitudes according to the MAS (P = .02), whereas the enhanced group demonstrated improvements with bothATDP-A (P = .01) and MAS (P = .01). No significant difference in scores on the ATDP-A (P = .11) and MAS (P = .38) between the baseline and the enhanced curriculum cohort was found. Discussion and Conclusion. Regardless of being exposed to the baseline or the enhanced curriculum, DPT students' attitudes toward PWD improved. The baseline group showed improvements according to 1 scale, whereas the enhanced group demonstrated improvements with both scales. Perhaps longer or more frequent interactions with PWD may have produced a difference between the baseline and enhanced groups. Although future research is necessary, this study offers ideas on how to incorporate community-based interactions with PWD in a DPT curriculum.