Doctor Of Physical Therapy Program Research Articles

Uncovering Ethical Dilemmas in International Service-Learning: A Grounded Theory

Introduction. International Service-Learning (ISL) is a model of experiential learning offered by Doctor of Physical Therapy (DPT) programs in the United States. Over the past several years, the number of these experiences has grown rapidly. Review of Literature. Recent evidence has uncovered detrimental impacts of short-term health-related experiences, such as ISL, on the host community; however, to date, ethical situations arising in ISL in DPT education have not been explored. From the perspective of the American Physical Therapy Association (APTA's) Code of Ethics and the Realm-Individual Process-Situation (RIPS) model of ethical decision making, the aims of this study were to (1) explore the experiences, perceptions, and insights of faculty, students, and alumni, who attended an ISL experience and (2) analyze their ethical nature. Subjects. Ten students, 6 faculty members, and 5 alumni from 4 DPT programs participated. All participants, except one alumnus, traveled to the same Central American country and partnered with the same host organization for the ISL experience. Method. This study used a constructivist grounded theory approach. Results. Data analyses indicated that ISL as experienced by participants in this study did not align with APTA's ethical principles 2A, 3B, and 8B. Furthermore, the RIPS situational analysis indicated that the primary themes arising from this study reflected ethical issues/problems and an ethical temptation, with an overarching ethical silence. Discussion and Conclusion. In their desire to be altruistic and provide global experiential opportunities to students, educators may overlook ethical situations arising from ISL. Research demonstrating the benefit of ISL to patients and the host community, and to establish best practice standards to minimize detrimental impacts to the host should be undertaken.

Does the Length of Student Physical Therapists' Clinical Educational Experiences Matter?

Introduction/Review of Literature. Clinical educational experiences (CEEs) comprise approximately 30% of the total credit hours in the Doctor of Physical Therapy (DPT) curriculum and are essential to the clinical learning and performance of DPT students to achieve entry-level competence. There are no established standards in DPT education for the length and timing of CEEs to optimize students' clinical learning and performance. The purpose of our investigation was to assess the development of DPT students' clinical learning and performance at 3 DPT programs during 6-, 8-, 9-, and 16-week CEEs. Methods. An analysis of variance was conducted to assess the changes in DPT students' clinical learning and performance based on the following: (1) the length of CEEs, (2) the effect of the length and timing of CEEs, and (3) the length of the final CEEs. Subjects. Midterm and final evaluation Physical Therapist Clinical Performance Instrument data were analyzed from 707 DPT students' CEEs. Results. The average change in DPT students' clinical learning and performance during CEEs was as follows: 6 weeks = 3.13 (SD = 2.3), 8 weeks = 3.20 (SD = 2.6), 9-weeks = 3.30 (SD = 2.5), and 16 weeks = 2.56. Significant difference in DPT students' clinical learning occurred during the 8-week (P = .03; P = .04) and 9-week (P = .04; P = .01) CEEs compared with the early 6-week CEEs and 16-week CEEs, respectively. Discussion and Conclusion. The greatest change in DPT students' clinical learning and performance occurred during 8- and 9-week CEEs and between the first and third full-time CEEs. Given the increasing costs of DPT education and student debt, the length of CEEs required to meet CAPTE standards and program goals should be further investigated.

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.

A National Survey of Student Loan Debt Accrued by Doctor of Physical Therapy Students

Introduction. Increasing levels of student loan debt are a concern within many health professions, including physical therapy. This purpose of this study was to determine the levels and potential repayment of student loan debt for graduates of public and private physical therapist educational programs and to determine the relationship between debt management education, student loan debt, and credit card debt in Doctor of Physical Therapy (DPT) students just prior to graduation. Methods. Seven hundred thirty-three final year DPT students scheduled to graduate in spring or summer of 2019 completed a survey asking participants their level of student loan and credit card debt; their concerns regarding student loan debt; and if their educational program included curricular information on debt management. Results. Ninety-one percent of participants had some level of student loan debt. For participants with student loan debt, the average total student debt balance at the time of graduation was $103,482 for those attending a public institution and $138,361 for those attending a private institution; with the average amount of student loans taken out just for attending a DPT program being $83,087 for those attending a public institution and $112,207 for those attending a private institution. Participants who received debt management education within their DPT program had, on average, $3,520 less student loan debt for attending their DPT program and $570 less credit card debt than those who did not receive this education. For participants with student loans, 81% were concerned about loan repayment and 90.3% were concerned about the ability to make future major purchases, such as a house or car. Discussion and Conclusion. Utilizing participants' average estimated starting salary and a 15% debt to income guideline, 75.1% of participants with student loan debt would not meet 10-year loan repayment guidelines, 38.7% would not meet fixed 25-year loan repayment plan guidelines, and 21.4% would not meet 25-year graduated loan repayment plan guidelines. There was no significant difference in debt levels between students who did and did not receive debt management education within their DPT educational programs.

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.

Relationship Among Emotional Intelligence and/or Extrovert Bias on Perceived Stress Levels in DPT Students

Purpose/Hypothesis: Students in graduate level DPT programs function at varying levels. Some students thrive and others struggle to maintain required minimum levels of academic performance. When considering admission of applicants, and when assisting enrolled students, consideration of factors contributing to academic success is of interest. Stress has been shown to be prevalent in a wide range of students and has many negative effects including poor life satisfaction, increased clinical burnout, and reduced academic performance. Research has shown a correlation between higher emotional intelligence (EI) and decreased stress levels in medical, nursing, and undergraduate students. The purpose of this study was to examine if emotional intelligence (EI) and/or extrovert bias correlates with perceived stress levels in Doctor of Physical Therapy (DPT) students. It was hypothesized that students with higher emotional intelligence and more extroverted personalities would experience lower levels of perceived stress. Participants: After providing consent, a convenience sample of 60 first and second year DPT students (33 female) with age range 23 to 38 participated in the current study. Participation was voluntary and 60 of a possible 72 students chose to participate. Materials/Methods: After obtaining informed consent, participants completed Goldberg’s IPIP-Neo questionnaire (extraversion), Perceived Stress Scale (PSS) and Assessing Emotions Scale (emotional intelligence). Each of these tools have demonstrated validity and reliability for the respective areas measured. Surveys were administered to students and results were analyzed for possible relationships between extraversion and stress levels as well as EI and stress levels using a Spearman Correlation test. Results: Spearman Correlation analyses were conducted with a significant negative correlation between EI and perceived stress rs = -0.291, p= 0.026 and a non-significant negative correlation between extraversion and perceived stress rs = -1.36, p= 0.305. Discussion: In the current sample, EI had a significant negative relationship with perceived stress levels, with higher EI scores correlating to lower levels of stress. The relationship between extraversion and perceived stress was non-significant. Clinical Relevance: Doctorate level graduate programs can be considered intense and very stressful. Admission of qualified students equipped to meet the demands of a DPT program has great importance. Establishing a correlation between EI, introversion/extraversion bias, and stress may help DPT programs further assess prospective students. Consideration of factors correlated with higher perceived stress may be useful when providing resources to admitted students to facilitate academic success.

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.

What Are DPT Program Practices and Attitudes Related to Population Health, Prevention, Health Promotion, and Wellness? Results of a National Survey.

Noncommunicable diseases have increased in prevalence and are now responsible for the majority of the burden of disease. Aligning entry-level (professional) physical therapist education with these changing societal needs may position physical therapists to best address them. However, no comprehensive understanding of the practices and attitudes related to population health, prevention, health promotion, and wellness (PHPW) content among accredited US professional doctor of physical therapy (DPT) programs has been established. This study aims to identify practices and attitudes related to PHPW content among accredited US DPT programs. A mixed-methods cross-sectional design using an electronic survey was utilized. Program directors of each accredited DPT program were identified using an official Commission on Accreditation in Physical Therapy Education list and invited to ascertain the perceived importance of PHPW, describe the delivery of PHPW content, and identify factors that influence inclusion of PHPW content in US DPT programs. Individuals from 49% of 208 invited programs responded. Nearly all programs reported teaching prevention (96.1%), health promotion (95.1%), and wellness content (98.0%), while fewer reported teaching population health (78.4%). However, only 15% of PHPW topics were covered in depth. Facilitators and barriers to the delivery of PHPW content were reciprocal and included faculty with PHPW expertise, logistical flexibility and support, and the perceived importance of PHPW content. The majority of US DPT programs are teaching PHPW content. Lack of trained faculty and lack of professional competencies hinder further integration of PHPW content into curricula. The findings of this study highlight avenues for additional research to determine professional PHPW competencies and additional educational needs for faculty members.

Northwestern University Feinberg School of Medicine.

Northwestern University Feinberg School of Medicine.

Organizational Change Associated With DPT Curricular Transformation: A Qualitative Study of Faculty Experiences in One Program

Introduction. Faculty perceptions of organizational change and culture shifts created by major curricular revision in higher education have been described. However, there are no similar descriptions for faculty in physical therapist education. Methods. All faculty from one Doctor of Physical Therapy program were recruited and agreed to participate in this study (n = 19). A qualitative thematic approach was applied to deidentified transcripts of faculty interviews conducted at the end of the first year (round 1) of a new curriculum and again after all academic courses had been taught at least once (round 2). Independently coded themes were discussed and further refined iteratively. All data and themes were sent to an external reviewer with feedback incorporated into findings. Results. Ten themes emerged from the analysis of the interviews—7 from round 1 interviews and 3 additional themes from round 2 interviews, including Convoluted Planning Process, Challenging Management Processes & Structure, Overwhelming Workload, New Pedagogy, Integrated Curricular Structure, Crucial Teamwork and Communication, Insufficient Resources, Evolving Attitudes and Approaches, Personal & Professional Growth, and Cautious Optimism. Discussion and Conclusion. The themes that emerged from this study—as well as faculty observations, insights, and concerns—parallel those experienced by non-PT faculty going through similar changes to innovative curricula although with greater levels of angst than evident elsewhere in the literature. The themes also fit the framework by Armenakis and Bedeian that identified 4 common issues across the organizational change literature. Most of our faculty remained hopeful that the original goal of a patient-centered, integrated, active learning curriculum could be reached with continued curricular development and faculty growth. There are increasingly urgent calls to rethink physical therapy education to better prepare graduates for a dynamic health care environment, to respond to emerging biopsychosocial research and pandemic demands, and to reduce graduate indebtedness. These will likely lead to extensive curricular change across programs in the near future. Our findings may facilitate more realistic expectations of physical therapy faculty when facing the challenges of major curriculum change.

Characteristics of Professional Physical Therapist Faculty and Doctor of Physical Therapy Programs, 2008-2017: Influences on Graduation Rates and First-Time National Physical Therapy Examination Pass Rates.

Graduation rates and first-time National Physical Therapy Examination (NPTE) pass rates among Doctor of Physical Therapy (DPT) programs have ranged from 30% to 100% and 0% to 100% between 2008 and 2017, respectively. Prior studies on predictors of graduation rates and NPTE pass rates from DPT programs have used cross-sectional data and have not studied faculty data. This study sought to understand how trends in DPT faculty and program characteristics correlated with graduation rates and first-time NPTE pass rates. This study was a retrospective panel analysis of yearly data from 231 programs between 2008 and 2017. Random effects models estimated the correlations between faculty and program characteristics regarding graduation rates and first-time NPTE pass rates. Graduation rates peaked when programs devoted 25% of faculty time, on average, to scholarship. The number of peer-reviewed publications was positively correlated with graduation rates; however, the trend was logarithmic, indicating a diminishing rise in graduation rates as the number of publications exceeded 1 per faculty full-time equivalent. Tenure-track status, faculty of color, and part-time faculty were all negatively correlated with first-time NPTE pass rates. However, these 3 trends are likely not meaningful, because the predicted rates of decline in pass rates were minimal. Faculty engagement in scholarly activities can positively influence graduation rates, but only up to a certain level of faculty time devoted to scholarship. This is the first study to provide data on the influence of faculty on DPT student outcomes and will help education programs develop strategies to improve those outcomes.

Doctor of Physical Therapy Student Grit as a Predictor of Academic Success: A Pilot Study

PurposeGrit and resilience are considered non-cognitive traits associated with motivation, attitude and temperament rather than intellect and have been increasingly recognized as important skills to identify and develop in medical professionals. The purpose of this study was to investigate grit scores as well as the relationship of grit and other factors to academic success in Doctor of Physical Therapy (DPT) Students. MethodForty-four 2nd year DPT students from the US, were surveyed utilizing the 12-Item Grit Scale prior to the start of semester 4, composed of an 8-week didactic module followed by an 8-week clinical internship. Cognitive traits including Pre-admission Grade Point Average, Graduate Readiness Exam scores, age, as well as descriptive statistics were extracted from admission data. Cumulative GPA and semester GPA from the 8-week didactic portion of the semester were gathered post semester completion. ResultsThe mean grit score for 2nd year DPT students was 3.74 (SD ± .48). Moderate correlation between grit score and cumulative GPA, r = .501, P = .001 was found. A multiple regression analysis found grit score and age as predictors of cumulative GPA, explaining 41.4% of the variance. DiscussionAmong 2nd year DPT students at a teaching and learning institution in the southeast United States, grit and age appear to be associated with DPT program cumulative GPA scores. Non-cognitive factors such as grit and age may assist in predicting academic success among entry-level DPT students. Grit has not been examined previously as a non-cognitive trait contributing to academic success among entry-level DPT students but may serve as a helpful addition for admission profile to assist in predicting academic success.

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.

Faculty Survey on the Status of Lymphology Education in Professional Doctor of Physical Therapy Programs

Background and Purpose: The lymphatic system is vital for fluid homeostasis, waste removal, immunity, and tissue healing. It can be impacted by multiple diseases and traumatic processes seen by physical therapists across practice settings; hence, lymphology education in professional (entry-level) doctor of physical therapy (DPT) programs is needed. Studies to obtain information about professional DPT lymphology education have not been conducted for 20 years. The purposes of this study were to (1) describe current, typical lymphology content within professional DPT programs; and (2) identify whether lymphology content is perceived as entry-level material amongst professional DPT faculty who were responsible for teaching lymphology content (TL) and professional DPT faculty who did not teach lymphology content (NTL). Subjects: Professional DPT faculty (N = 43) in the United States who taught or did not teach lymphology curriculum. Methods: Cross-sectional online survey research design. Descriptive data were gathered on lymphology content, hours, and curriculum standings. The χ2 test assessed relationships between faculty status and entry-level lymphology curriculum status. The Spearman rank correlation coefficient assessed relationships between teaching hours and entry-level status. Results: Variability exists across curricula in range of hours devoted to didactic (0.4-14.1 hours) and laboratory (0-10 hours) instruction pertaining to lymphology. Individual curriculum contents were predominantly considered entry-level material. Limitations: Response rate was limited. Conclusion: Consistent lymphology curriculum content and format are lacking within the professional DPT programs that participated in the survey, indicating opportunities for advancements in entry-level lymphology education and investigation into best educational practices for teaching this content.

An Ecological Systems Approach to Exploring Facilitators and Barriers to Success for Minority Students Enrolled in a Doctor of Physical Therapy Program

PurposeThe purpose of this study was to explore racial and ethnic minority (REM) Doctor of Physical Therapy (DPT) students' and graduates’ definition of success and their perceived facilitators and barriers to success. MethodThis study utilized a mixed methods explanatory sequential design, including quantitative methods to analyze pre-existing performance data from four cohorts of DPT students who graduated from one program between 2014 and 2018. The primary researcher conducted focus group interviews with REM students and graduates to explore perceptions of facilitators and barriers to their success while enrolled in a DPT program in a predominantly White institution. ResultsOver a four-year period, most students were successful in degree attainment; however, race was associated with increased incidences of academic difficulty (p = 0.03) and increased time to degree attainment (p = 0.03). Four percent of REM students withdrew from the program compared with less than one percent of White students. REM students and graduates perceived facilitators to success included authentic interactions with faculty and minority peers. Barriers to success included language, cultural and social isolation, as well as discrimination, and a lack of representation of minorities both in the academic institution and clinical facilities. ConclusionDespite barriers to success, REM students prioritized increasing access to care for communities of color by providing bilingual patient care, highlighting REM DPT students as assets to the health care workforce. However, findings confirm inequitable outcomes for REM students and offers insight into the experience of REM DPT students in a predominantly White institution. A shortage of minority role models, highlights the need for minority core and clinical faculty.

The Acute Care Confidence Survey: Examination of the Psychometric Properties and Predictors of Performance Among Students in a Large Inpatient Hospital System

Introduction. The Acute Care Confidence Survey (ACCS) was created as a measure of student self-efficacy for acute care clinical education experiences (CEEs). Initial measures of validity and reliability have been established; however, further psychometric testing is warranted to facilitate academic and clinical adaptation. This study aimed to further investigate the psychometric properties of the ACCS on a population of physical therapist students from diverse educational backgrounds. The study aims were to examine 1) the test–retest reliability of the ACCS, 2) the relationship between the ACCS and student demographic variables including previous acute care exposure, and 3) the relationship between ACCS scores and clinical performance. Methods. A total of 66 students completing their acute care CEE in a large hospital system were recruited. Sixty students from 14 different Doctor of Physical Therapy programs had complete data sets and were used for the final analysis. On the first day of their CEE, the students completed the ACCS along with a demographic questionnaire including items about academic preparation. Students completed the ACCS a second time within 1 week to determine the test–retest reliability. The midterm Clinical Performance Instrument (CPI) scores were used to measure the CEE performance. Descriptive statistics characterized the sample. A Pearson correlation coefficient was used to determine the test–retest reliability. The associations between ACCS scores and demographic characteristics and CPI scores were computed using Chi squared tests, t tests, and correlation coefficients. Results. The test–retest reliability of the ACCS was 0.83 (P < .0001). The correlation between total ACCS score and midterm CPI score was 0.32 (P < .01); low to moderate correlations were found between the mobility, instruct, and judgment subscales of the ACCS and midterm CPI scores (r = 0.26, 0.30, 0.44, respectively, P < .05). There were low but significant associations between ACCS scores and the number of previous CEEs (first, middle, and terminal; r = 0.33; P < .01), number of weeks of completed full-time CEEs (r = 0.37; P < .003), and number of acute care exposure hours (r = 0.28, P = .02). Having taken a didactic course specifically dedicated to acute care significantly impacted the judgment subscale of the ACCS (P = .005). Discussion. Previous exposure to the acute care setting and CEE experiences, regardless of setting, had a positive impact on the ACCS scores. The low to moderate correlations reported between the ACCS and student performance measured by the CPI indicate that self-efficacy alone may not be sufficient to predict the student performance. Conclusion. These data indicate that the ACCS is a reliable measure of student preparedness. Further examination on the utility of the ACCS is warranted.

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.

Scholarly Productivity Among Doctor of Physical Therapy Faculty in the United States

Introduction. Doctor of Physical Therapy (DPT) faculty members are expected to participate in scholarly endeavors that contribute to the knowledge of our profession. There is currently limited evidence describing the level of productivity among DPT faculty throughout the country or how it is influenced by various factors. The purpose of this project is to describe the scholarly productivity of DPT faculty members within the United States and how it is influenced by the highest earned degree, academic rank, and institutional Carnegie classification. Methods. The authors extracted the faculty information from the web sites of all accredited DPT programs in the United States. A systematic search query was performed, using Google Scholar, on each identified faculty member. Bibliometric values related to scholarly productivity were collected including the number of papers and citations along with the h-index, g-index, and e-index for each author. Data were analyzed through nonparametric methods to identify how highest earned degree, academic rank, and institutional classification affected scholarly productivity. Results. A total of 2,961 faculty members were identified, although only 2,468 (83.4%) were used for the analysis. Median bibliometric values included publications = 7, citations = 42, h-index = 2, g-index = 5, and e-index = 5.4. Overall scholarly productivity varied with the highest earned degree and academic rank with moderate effect size, and institutional classification with low to moderate effect size. Discussion and Conclusion. This is the first national study of DPT educators describing the bibliometrics of the DPT professoriate. Individual and institutional factors appear to influence scholarly productivity of individual faculty members. The data yielded by this study can aide faculty members along with internal and external stakeholders in developing meaningful targets for scholarly productivity.

Mental and Physical Health Behaviors of Doctor of Physical Therapy Students

Introduction. High incidences of mental health issues in the undergraduate and graduate students are reported nationwide. The purpose of this study was to assess the Doctor of Physical Therapy (DPT) students' depression, anxiety, and stress levels using the 21-item Depression, Anxiety, and Stress Scale (DASS-21) to investigate how mental and physical behaviors correlate with DPT students' mental health and to identify the coping strategies of DPT students to guide the intervention strategies of PT programs. Methods. A 49-item survey with demographic questions and 3 open-ended questions was developed to assess the students' mental and health behaviors. The DASS-21 was imbedded in the survey. Email invitations to 136 DPT students from one DPT program in the Southwestern region of the United States resulted in 59 responses. Results. Most students had normal DASS-21 scores for stress (66%), anxiety (64%), and depression (73%). However, only 46% had normal ranges for all 3 scales and a concerning number of students scored in the moderate and severe ranges for stress (19%), anxiety (25%), depression (12%), and previous suicide ideation (7%). No correlation was found between the DASS-21 scores and the gender or relationship status. No significant difference was found between the years in the program in the subscores of stress (P = .189), anxiety (P = .095), or depression (P = .149). All subscores of the DASS-21 were inversely correlated with hours of sleep: stress (r = −0.317, P = .014), anxiety (r = −0.467, P ≤ .005), and depression (r = −0.310, P = .017). Depression subscores were associated with lower frequency of aerobic (r = −0.335, P = .01) and strengthening exercises (r = −0.259, P = .049). Discussion and Conclusions. Physical therapist education programs should address the mental health issues of students by providing education on how to incorporate active positive coping strategies into their very busy lives. Students in this study are aware of healthy physical and mental strategies but do not use them consistently.

An Anatomy Workshop for Improving Anatomy Self‐Efficacy and Competency when Transitioning into a Problem‐Based Learning, Doctor of Physical Therapy Program

First‐year, Doctor of Physical Therapy (DPT) students entering a problem‐based learning (PBL) program are faced with a number of pedagogical challenges including self‐regulated learning, resource unfamiliarity and group dynamics. These challenges, specifically resource unfamiliarity, can make learning anatomy in a PBL program less efficient. The purpose of this study was to determine if the introduction of anatomy resources and strategies to improve anatomy learning in the format of a pre‐matriculation, peer‐led anatomy workshop better prepared students for a rigorous DPT program and improved anatomy learning efficiency.This study was completed over the course of 2 consecutive years at the University of the Incarnate Word, School of Physical Therapy, DPT program with 41 subjects in the intervention group and 60 subjects in the control group. Each day of the 2‐day workshop was divided into a 4‐hr morning session of onsite interactive activities led by the peer instructors followed by an online afternoon session of Blackboard modules created to reinforce the learned content from the day. Day 1 of the workshop focused on the lower limb and day 2 followed a similar format but focused on the upper limb. The 4‐hr onsite morning session on both days was facilitated by peer instructors to reflect the peer‐teaching aspect of PBL with supervision from 2 faculty instructors.Workshop participants completed an anonymous, 10‐question survey designed to assess level of anatomy confidence on specific anatomical regions and level of PBL preparedness on a Likert scale at 3 time points, before and after the workshop and upon completion of the first semester in the program. The control group completed the same survey at 2 time points, before and after the first semester. To assess learning during the anatomy workshop, participants completed pre‐and post‐quizzes on both days of the workshop. To evaluate anatomy specific academic performance and potential workshop carryover, anatomy practical scores from the first 2 practical assessments in their first semester were collected and analyzed. Significant improvements in anatomy post‐quiz scores was observed for each corresponding pre‐quiz (p<0.001 for lower and upper limb quizzes). Workshop participants survey responses demonstrated that anatomy confidence and PBL preparedness increased at distinct intervals following the workshop and was significantly higher than controls after the first semester (p<0.01 for anatomy confidence and PBL preparedness). Multivariate regression analyses demonstrated statistically significant relationships between semester anatomy practical scores and workshop participation (p=0.028 for practical 1 and p=0.049 for practical 2).Transition programs can be specifically tailored to address established curricular challenges, utilize minimal resources to develop and provide an effective means to improve graduate outcomes. A peer‐led anatomy workshop is an effective strategy to improve anatomy learning efficiency and competency early in a rigorous DPT program, which may translate to improved graduate outcomes including clinical reasoning that is reflective of clinical practice.Support or Funding InformationUIW IRB # 17‐05‐015