Doctor Of Physical Therapy Students Research Articles

Simulation-Based Cardiopulmonary Examination Skills Checklist: Assessment of Inter-rater Reliability

Purpose: Experiential learning using high-fidelity simulation is a valuable tool for teaching Doctor of Physical Therapy (DPT) students the cardiopulmonary examination. There are currently no standardized assessment tools to evaluate student performance and provide feedback on these skills. The cardiovascular and pulmonary section of the American Physical Therapy Association recently published recommended competency levels for entry-level physical therapists including examination skills. The primary aim of this study was to create and assess inter-rater reliability of a cardiopulmonary examination skills checklist that aligns with these recommendations and can be used in the simulation environment. Methods: A skills checklist with 6 sections was developed to assess student performance on the cardiopulmonary examination within a high-fidelity simulation experience. Training videos on the cardiopulmonary examination and checklist use were created and given to 3 graders. Seventy-three DPT students performed the cardiopulmonary examination within simulation while being recorded. Three graders then assessed the same 25 randomly selected videos using the checklist. Inter-rater reliability, item % agreement and student performance were analyzed. Results: The overall interclass correlation coefficient (ICC) of the checklist was calculated to be 0.858, demonstrating strong agreement between graders. The ICC for individualized checklist sections ranged from 0.659 to 0.960, demonstrating good to near perfect agreement. The average percent correct achieved by students was 80.48 (6.91%), R = 65% to 93.33%. There were >80% agreement for 55/60 items and >90% agreement for 44/60 items. Conclusion: The checklist provided an effective tool to assess student performance on the cardiopulmonary examination and demonstrated consistent scoring between graders.

Do We Make a Difference? The Effect of a Doctor of Physical Therapy Program Curriculum on Student Cultural Competence.

Doctor of Physical Therapy (DPT) education programs have been charged with developing a culturally competent health care workforce to better meet the needs of diverse communities and reduce health inequities. The purpose of this longitudinal, quasi-experimental educational intervention study was to examine the effects of an integrated DPT program curriculum on student cultural competence at a public, midsize, midwestern university. There is an abundance of research on conceptual models and frameworks for the development of cultural competence within health care education with many studies relying on self-perception to measure outcomes. Using the Model of Interculturalization as a theoretical framework, this study explored the development of cultural competence among DPT students using the Intercultural Development Inventory (IDI). A purposeful convenience sample of DPT students (n = 177) was used. The IDI was administered to 3 student cohorts. One cohort had data at 4 different time points, including upon entry into the program (baseline) and at the end of the first, second, and third year. Two cohorts had data for 2 time points. IDI Developmental Orientation (DO) and Orientation Gap (OG) scores were used to measure cultural competence and accuracy of self-perception of cultural competence. Data analysis was performed using descriptive statistics, independent and dependent sample t-tests, and analysis of variances. There were no differences between the cohorts. There were statistically significant improvements in both cultural competence (DO scores) and accuracy of self-perception of cultural competence (OG scores) for 2 cohorts. However, significant change only occurred during year 1. No other differences across time for any of the cohorts were significant. Findings can be leveraged and incorporated into recommendations for curricular revision and program reform targeting cultural competence development among DPT students.

Evaluating clinical reasoning in first year DPT students using a script concordance test

BackgroundA script concordance test (SCT) provides a series of clinical vignettes to assess clinical reasoning in uncertainty. Appraised throughout health education literature, SCTs are cognitive assessments of clinical reasoning, though their use in Doctor of Physical Therapy (DPT) entry-level education has not been investigated. The purpose of this study was to develop and explore the reliability and validity of a SCT for first year DPT students.MethodsThe SCT was developed and implemented over four phases. During phases one and two, DPT program faculty consulted on course content from the first-year curriculum. Thirty clinical vignettes with three follow-up questions each were constructed. The SCT was pilot tested with five clinicians in phase three to assess question clarity. During phase four, the SCT was administered to students and a reference panel via Qualtrics. First year DPT students (n = 44) and reference panel physical therapists with at least two years of experience and advanced certification (n = 15) completed the SCT. Internal consistency was analyzed using Cronbach’s Alpha. Differences between student and reference panel percent-correct scores were analyzed with a t-test. Relationships between student SCT scores and academic records were explored with Spearman’s Rho.ResultsThe SCT had an internal consistency of 0.74. A significant difference in scores was found between the students [mean 58.5 (+/-5.31)] and reference panel [65.8 (+/-4.88), p < .01]. No significant correlations between student SCT scores and academic records were found.ConclusionsThe developed SCT was reliable and demonstrated satisfactory internal consistency among test items. The SCT successfully differentiated between groups, with the reference panel demonstrating statistically significant higher percent-correct scores compared to students. SCTs may provide means to measure clinical reasoning in DPT students and lead to novel pedagogical approaches to enhance clinical reasoning.

The effect of pre-body donor quizzes on student performance in a hybrid anatomy course.

Learning human anatomy is essential for Doctor of Physical Therapy (DPT) education. Body donors are traditionally utilized to understand content, but in a hybrid learning environment, students have limited time to use body donors. To improve body donor access and learning, we created online synchronous pre-body donor activities. The impact of these online strategies on students' subsequent exams and final grade were investigated in a non-randomized, observational study. These activities were hypothesized to positively influence students' anatomy performance. In a 16-week semester, DPT students (case [n = 91], control [n = 22]) participated in a hybrid program of asynchronous/synchronous online learning and two in-person immersions. Measures included student course grades and teaching surveys. Spearman's rho correlations analyzed the relationship between four pre-body donor quizzes to body donor exams, written exams, and final course grade. Mann-Whitney U tests assessed differences in grades between cohorts. A linear regression model examined the influence of pre-body donor quizzing on exams/final grades. Correlation tests revealed a strong relationship between the average pre-body donor quiz score and both the first written exam and final course grade (p = 0.0001). The case group achieved significantly higher scores than the control group on the first in-person body donor exam (p = 0.011), the second written exam (p = 0.0001), and the final grade (p = 0.004). The pre-body donor quizzes predicted performance on the subsequent in-person body donor exams, written exams, and the final grade. Implementation of online pre-body donor learning activities was associated with increased academic performance among hybrid DPT students and may aid in learning anatomy concepts for clinical practice.

Examining the Early Academic Performance of Doctor of Physical Therapy Students After Holistic Review: A Retrospective Cohort Study.

A diverse health care workforce can help to address systemic health disparities. Holistic review and use of an expanded definition of underrepresented minority (URM) that includes factors beyond race and ethnicity are suggested methods to promote diversity in the physical therapist (PT) workforce and ultimately address societal health disparities. Evidence suggests that holistic review can promote PT student diversity; however, limited evidence exists that describes the academic outcomes of holistic review that consider social determinants of learning (SDOL) factors in the review process. The purpose of this study was to examine the early academic outcomes of students after a holistic review and to examine relationships between SDOL factors and academic performance. A convenience sample of 160 students admitted to a doctor of physical therapy (DPT) program from June 2020 to June 2022 was used. A secondary analysis of students' self-reported responses from their admissions application was used to categorize response data into SDOL groups. An independent-sample t-test was used to test group differences in academic performance, and regression modeling was used to test relationships between SDOL factors and academic performance. The mean 6-month DPT program grade point average (GPA) of the sample was 3.32 ± .43. Nonstatistically significant differences appeared in early DPT GPA between URM and non-URM student groups. However, after controlling for undergraduate GPA, a history of educational disadvantage was the only SDOL factor that contributed to early DPT GPA variance (2.6%), P < .05. The similar academic performance of URM and non-URM students provides support for using an expanded URM definition in holistic review. Most of the educationally disadvantaged group were first-generation college students, which was associated with lower early GPA. These results provide emerging evidence that first-generation students in DPT programs may benefit from additional academic support.

A Comparative Analysis of Physical Therapy Anatomical Knowledge and Retention: Human Donor Dissection Versus Virtual Laboratory.

Despite a long history of using human donor dissection (HDD) for physical therapy (PT) anatomy education, there are no PT guidelines that require HDD. The purpose of this quantitative causal-comparative study was to determine if Doctor of Physical Therapy students who used HDD had different grades both within anatomy and within courses that require retention and application of anatomical knowledge (kinesiology and a foundational musculoskeletal course) compared with those who used virtual 3-dimensional anatomical software (VAS). Numerous factors affect the decision to use HDD within PT anatomy, and few PT studies have compared the effectiveness of VAS to HDD. All students who took anatomy in an entry-level PT program from 2018 to 2021 (232 total students, 115 who used HDD in 2018-2019 and 117 who used VAS in 2020-2021). Mann-Whitney tests were used to compare anatomy grades (course, written examination, and practical examination) and future grades in kinesiology and a foundational musculoskeletal course for students who used HDD or VAS. Physical therapy students who used VAS had statistically significant higher anatomy course grades (VAS 93.81% ± 4.99% to HDD 92.20% ± 4.53%) and higher practical examination grades (VAS 97.43% ± 2.91% to HDD 93.55% ± 4.39%) compared with those who used HDD. However, there were no significant differences between groups on written anatomy examinations (VAS 89.42% ± 7.21% to HDD 90.40% ± 4.94%), kinesiology grades (VAS 91.86% ± 4.52% to HDD 92.80% ± 4.27%), or foundational musculoskeletal grades (VAS 89.50% ± 3.89% to HDD 89.77% ± 3.83%). The causal-comparative study design prevents concluding that PT student grade differences were due exclusively to either anatomy laboratory method. It does provide preliminary evidence that the PT anatomy laboratory method did not practically affect anatomy performance or long-term application of anatomy knowledge in future coursework.

Toward sleep health as a focus of physical therapy practice: one lecture can positively impact sleep knowledge and beliefs in entry-level students

BackgroundChallenges to integrating health promotion including sleep health into entry-level physical therapist curricula include lack of faculty expertise, time, and support. A lecture provided by a content expert may mitigate such challenges. The purpose of this study was to determine if a sleep education session impacts Doctor of Physical Therapy students’ knowledge and beliefs about sleep.MethodsFaculty shared the opportunity to participate in the study 1–3 days prior to the remotely-provided lecture including sleep health assessment and interventions. The survey included demographics, a sleep health knowledge question, 11 questions on “What I think about sleep as a professional”, and the 20-item Sleep Beliefs Scale. McNemar’s and paired sample t-tests determined change in knowledge and beliefs.Results209 individuals (70% female, 86% Caucasian, 25.5 ± 3.4 years old) completed the pre-lecture survey, and 137 individuals completed the post-lecture survey. There was an increase in knowledge about sleep health (p < .001) and change in Sleep Beliefs Scales score (p < .001).ConclusionsA single remotely provided sleep education session increased DPT students’ knowledge and changed their beliefs about sleep. Future studies should determine if these positive beliefs about sleep translate into clinical practice and enhance patient outcomes.

Impact of an integrated clinical experience on Doctor of Physical Therapy students: a qualitative study

Purpose: Integrated Clinical Education (ICE) complements didactic material within educational programs, providing an in- person, hands-on experience in coordination with traditional instruction. Different models of ICE are described in the literature, which consists primarily of descriptions and program assessments of these experiences. The purpose of this study was to enhance the literature by applying rigorous methodology to gain a rich understanding of the student’s perspective of the process and impact of ICE on Doctor of Physical Therapy (DPT) students working with older adults, a population not yet rigorously studied. Methods: A convenience sample of 19 DPT students participated in this study. A descriptive phenomenological approach obtained the perspectives of DPT students engaged in this ICE. Researchers conducted six focus groups using a video chat format following the ICE. Results: Five themes emerged from the thematic analysis of focus group transcriptions: transformation, circular learning, role of relationships, rollercoaster of emotions, and perceived perks for older adults through the students’ perspective. Conclusion: Findings are consistent with the literature and support ICE as a complement to didactic learning, especially for those skills that are challenging to teach in the classroom. This study added to the literature by identifying relationship building and circular learning as essential components of ICE. Students also identified and resolved implicit biases previously held about older adults. Further research is warranted to deepen an understanding of these findings, with a mixed-method approach to gather quantitative data to link the ICE process with outcomes.

Exam Review Versus Categorical Feedback: Which Improves Scores by Doctor of Physical Therapy Students?

Introduction. Feedback after computer-based assessments is essential to the learning process. Options include knowledge of results (KR), knowledge of correct results (KCR), and elaborated feedback (EF). This study aimed to identify whether specific or broader forms of postassessment feedback optimize physical therapist students' computer-based assessment scores. Review of Literature. Health care educators have various types of feedback they can provide to students. Educators may consider the need for exam integrity and increasing student engagement when determining what type of feedback to deliver. Elaborated feedback seems to be most effective in higher-order learning objectives than KCR or KR to improve learning outcomes and can be delivered in clear and engaging ways for students while maintaining exam integrity. Subjects. Forty-nine first-year Doctor of Physical Therapy students. Methods. This study was a quasi-experimental design. Students were given a feedback form postassessment: secure exam review with note sheet (KCR) or Strengths and Opportunities Report (EF). Students repeated assessments on the same content (mix of repeat and related items). Exam scores and question performance were analyzed with linear and logistic regression. Students were surveyed about feedback preferences. Results. After adjusting for differences in the initial exam scores and graduate Grade Point Average, KCR improved retake exam scores (confidence interval [CI95] = 0.07–1.82 percentage points). Knowledge of correct results was more effective than EF for repeated questions (RR = 1.53, CI95 = 1.12–2.09, P = .0031). Knowledge of correct results and EF were similarly effective for related questions (RR = 1.01, CI95 = 0.76–1.33, P = .9997). Most students (89.75%) preferred KCR. Discussion and Conclusion. Compared with EF, KCR provided modest improvements on follow-up exams, specifically on repeated questions. Because students are unlikely to encounter repeated questions on licensure exams, EF may be an excellent choice to balance exam integrity and feedback quality.

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.

Connecting Older Adults and Doctor of Physical Therapy Students Through a Community-Based Exercise Program: A Qualitative Study

ABSTRACT The purpose of this qualitative study was to develop an understanding of the perspectives of older adults regarding their experiences participating in a service learning project with doctor of physical therapy students engaged in an integrated clinical experience (ICE). The students designed and implemented individualized fitness plans for older adult participants. A descriptive phenomenological approach obtained the perspectives of 16 older adults. Six themes emerged from the thematic analysis: blending of the generations, it motivated me, I can do it now, mental and social boost, program tailored to me, and learn and modify habits. Participant interviews highlighted how older adults valued the relationships with students, and how the intergenerational environment of the program benefited their physical, social, and mental well-being. These findings support existing literature on intergenerational programs, but this is one of the few studies that looked specifically at an intergenerational ICE experience from the perspective of the participants.

CONNECTING OLDER ADULTS AND DOCTOR OF PHYSICAL THERAPY STUDENTS THROUGH A COMMUNITY-BASED EXERCISE PROGRAM

Abstract The purpose of this qualitative study was to explore the perspectives of older adults regarding their experience participating in an intergenerational Integrated Clinical Experience (ICE) with Doctor of Physical Therapy (DPT) students. This ICE was designed as a community-based exercise program for older adults. DPT students designed individualized one-hour fitness plans for participants every week over the course of a semester. To obtain the perspectives of older adults, a descriptive phenomenological approach was chosen. A purposive sample of 16 older adults involved in the wellness program participated in 6 focus groups and one interview. Results of the thematic analysis revealed six themes; Blending of the Generations, It Motivated Me, I Can Do It Now, Mental and Social Boost, Program Tailored to Me, and Learn and Modify Habits. Participant interviews highlighted how older adults highly valued the relationships with students, and how the intergenerational environment of the program benefited their physical, social, and mental well-being. They also noted how students served as a source of motivation, leading to behavioral change and improvements in functional outcomes. These findings support existing literature on intergenerational programs, but this is one of the few studies that looked specifically at an intergenerational ICE. This ICE provided an innovative manner to meet the physical challenges faced by many older adults, and the intergenerational nature of the experience may have contributed to the well-being of all those involved. Future research using quantitative methods are needed to extend what was learned beyond the specific context of this study.

Doctor of Physical Therapy students’ experience with microaggressions in the clinic: a call to action

Doctor of Physical Therapy students’ experience with microaggressions in the clinic: a call to action

Exploring the Addition of Simulation-Based Learning Experiences to Prepare Student Physical Therapist Assistants for Inpatient Clinical Experience

Background and Purpose: In today's fast-paced health care environment, simulation-based learning experiences (SBLEs) are viewed as an optimal approach to provide health professions students an opportunity for safe and deliberate practice in clinical scenarios with an element of risk. Evidence supporting the benefits of SBLEs in preparation for doctor of physical therapy (DPT) students' initial inpatient clinical experience (CE) has recently become available; however, no literature exists describing the use and effect of simulation in training preprofessional physical therapist assistants (PTAs) for higher acuity clinical environments. The authors aimed to describe the perceived value of SBLEs in preparing PTA students for the first inpatient CE, through multiple perspectives: student perception of readiness for the environment, clinical instructor (CI) perception of student preparation, and student performance ratings within the clinical practicum. Case Description: Effect of a newly implemented series of SBLEs was explored with a single cohort of PTA students (n = 14) and their associated CIs (n = 8) at one institution. Quantitative and qualitative data were captured through student and CI surveys, focus groups, and the Physical Therapist Assistant Manual for Assessment of Clinical Skills (PTAMACS). Outcomes: Student mean scores on a modified Acute Care Confidence Survey were 88.2%, indicating high levels of perceived preparation. This was further supported by themes in the focus group discussions. CIs reported student readiness for the setting, rating students somewhat prepared (occasional cues/&lt;50% assist) or better, on the CI Questionnaire in 85.6% of survey items. CI focus group themes also generally supported student preparation. All students met the PTAMACS required threshold to pass the CE. Discussion and Conclusion: Implementation of the SBLE was practicable and well received by a single cohort of PTA students and their CIs; and, students were successful in their inpatient CE following the experiences. PTA student and CI perceptions were consistent with literature on the benefits of SBLE for DPT students. Further research on SBLE and PTA education in larger cohort studies is warranted.

Relationship Between Anxiety, Coping Strategies, and Perfectionism in Entry-level Doctor of Physical Therapy Students

Introduction. Doctor of Physical Therapy (DPT) students must meet high standards throughout their lives and careers, which can cause stress and anxiety, with potentially devastating impacts. This quantitative study examined whether and to what extent perfectionism, demographic characteristics, and coping strategies relate to state (situation-related) and trait (personality-related) anxiety in DPT students. Review of Literature. Existing literature demonstrates high anxiety levels in DPT students; also, maladaptive perfectionism is associated with higher levels of stress. The predictive relationship between coping, perfectionism, and anxiety in DPT students has not been assessed. Subjects. Convenience sample of DPT students in their first through third years across 8 different DPT programs (n = 206). Methods. This paper was a cross-sectional, nonexperimental, multisite project. A hierarchical linear regression assessed the relationship between variables (demographics, coping, perfectionism, state anxiety, and trait anxiety). Results. Approximately 81.5% of the sample reported being not a perfectionist, 7.0% maladaptive perfectionists, and 11.5% adaptive perfectionists. Students using adaptive coping comprised 72.3% of the sample, whereas 28.0% used primarily maladaptive coping mechanisms. State Trait Anxiety Inventory scores were higher for this sample of DPT students when compared with published studies in the normal population. Significant predictor variables for state anxiety were sex, type of coping strategies used, and class year in the DPT program. For trait anxiety, sex, coping strategy type, maladaptive perfectionism, and class year were significant. Discussion and Conclusion. There is a predictive relationship between sex, type of coping strategies used, and year within the DPT program for both state and trait anxiety in DPT students. Presence of maladaptive perfectionism was an additional predictive variable for trait anxiety. This knowledge can help educational institutions better identify at-risk students for anxiety and tailor programs to better meet the individual needs of our students.

Collaboration from a Distance: Remote Simulation in Hybrid Healthcare Education

Introduction: Simulation is an established method to teach interprofessional collaborative practice, but little is known about best practices when using simulation for remote learning activities in allied healthcare education. This mixed-methods study seeks to provide hybrid healthcare program educators with evidence regarding the effect of a remote simulation to address the topic of interprofessional collaboration. Methods: Authors investigated student self-assessed competency, satisfaction, and self-confidence in response to a remote learning activity in which Doctor of Physical Therapy (DPT) students and licensed occupational therapists and speech language pathologists collaborated in a simulated pediatric case discussion via video-conferencing technology. The Interprofessional Collaborative Competency Attainment Survey-Revised and the Student Satisfaction and Self-Confidence in Learning scale were administered to 97 entry-level Doctor of Physical Therapy (DPT) students. One-on-one semi-structured interviews were completed to acquire student perception about the learning experience. Results: Results confirmed a significant increase in self-assessed collaborative competency attainment and students reported general levels of satisfaction and self-confidence in learning related to the interdisciplinary, remote simulated experience. Qualitative responses revealed three main themes: (1) unique interaction in a structured simulation experience, (2) ‘it was definitely a point of confirmation’, a learning experience, and (3) collaboration. Discussion: The use of remote healthcare simulation has the potential to improve interprofessional collaborative learning and practice among allied healthcare students. Faculty might consider the use of remote simulated experiences for the purpose of interprofessional learning in hybrid or online programs. Use of this teaching method within other groups of allied healthcare students should be examined. Implications for Practice Remote simulation can be an effective and satisfactory method of teaching interprofessional collaboration among allied healthcare students in hybrid programs. Quantitative and qualitative findings offer evidence that entry-level DPT students in hybrid programs value remote simulation as a learning opportunity and were engaged in the educational process. Faculty of hybrid allied health professional education programs may want to consider implementation of remote simulation for the purposes of interprofessional collaboration with the intent of readying students for practice.

A Survey of the Prevalence of Impostor Phenomenon Among US Entry-Level Doctor of Physical Therapy Students

Introduction. Individuals experiencing impostor phenomenon (IP) report feelings of intellectual phoniness and are unable to internalize their successes. Students experiencing IP may incur barriers to success in their educational and professional careers. The purpose of this study was to investigate the prevalence of IP in entry-level, physical therapist (PT) education programs in the United States. Review of the Literature. The prevalence of IP among other students of health care professions has been established. No previous study has investigated the prevalence of IP in Doctor of Physical Therapy (DPT) students. Subjects. Five hundred ninety-three US-based, entry-level, DPT students were recruited in the study. Methods. An anonymous, electronic survey of demographic data and the Clance Impostor Phenomenon Scale (CIPS) were distributed. Doctor of Physical Therapy students who scored ≥ 62 on the CIPS demonstrated feelings of IP. Results. Four hundred thirty-nine (74.03%) respondents demonstrated feelings of IP. Female students (78.9%) experienced greater feelings of IP than male students (59.7%). A smaller proportion of African Americans (59%) demonstrated feelings of IP compared with students of other races (75.1%), although this association was no longer significant when considering gender. Discussion and Conclusion. Nearly three-quarters of the DPT students enrolled in US-based, entry-level PT education programs who participated in this study met the criteria for IP, with female students more likely to report IP compared with male students. Doctor of Physical Therapy students reported lack of resources or decreased awareness of resources to support IP. Physical therapist education programs should consider identifying students with IP and develop methods to support student success.

The influence of body painting on L4 spinous process palpation accuracy in novice palpators

ABSTRACT Objectives Current literature remains inconclusive regarding the best methodology to accurately palpate lumbar spinous processes (SP). Body painting (BP) uses markers to draw anatomical structures on the skin’s surface. While BP can be a useful tool for engaging learners, it is unknown whether it improves palpation accuracy. The purpose of this study was to investigate whether the addition of body painting to palpation education improves lumbar spinous process palpation accuracy in first-year Doctor of Physical Therapy (DPT) students. Methods Thirty-eight DPT students were randomized into a traditional palpation group and a body painting (BP) group. Each group received identical instruction on palpating the lumbar spine, with the BP group additionally drawing lumbar SPs on their laboratory partner with a marker. Students were then assessed on their ability to accurately palpate the L4 SP on randomly assigned subjects. Two Certified Registered Nurse Anesthetists (CRNAs) used ultrasound imaging to confirm the location of each student’s palpation. Palpation time was also recorded. The BP group also completed a survey on the learning experience. Results Forty-five percent of students were able to accurately palpate the L4 SP. There was no significant difference (p = 0.78) in palpation accuracy between the traditional and BP group, although students in the BP group were randomly assigned subjects with a significantly (p = 0.005) higher BMI. Ninety-five percent of students were able to palpate within one spinal level of the L4 SP. Students in the BP group reported that the BP activity facilitated learning and active participation. There was no significant difference in palpation time (p = 0.98) between groups. There was a fair correlation (r=-0.41) between palpation accuracy and subject BMI. Discussion/Conclusion While body painting was an enjoyable activity to incorporate into palpation laboratory, it is unclear whether it enhanced lumbar SP palpation accuracy in first-year DPT students.

A multisite cross-sectional study of intercultural competencies in doctor of physical therapy students

BackgroundPhysical therapists (PTs) work in diverse communities with individuals whose identities and beliefs may differ significantly from their own. Academic institutions must include intentional curriculum aimed at graduating PTs who can skillfully navigate intercultural encounters. Being prepared to engage with difference and demonstrate skills related to intercultural competencies (ICC) will prepare entry-level PTs to provide individualized, high-quality care. Intercultural competencies are essential skills that can reduce healthcare disparities, and promote equitable and inclusive healthcare delivery. This study examined the impact of PT curricula, student demographics, and participation in intercultural learning experiences (ILEs) on students’ development of ICC.MethodsA cross-sectional study of 8 Doctor of Physical Therapy (DPT) programs in the United States (US) compared ICC in first-year (F) and third-year students (T), and T who participated in an ILE (T + ILE) to those who did not (T-only). Subjects included 1,038 students. Outcome measures included The Inventory for Assessing the Process of Cultural Competence-among healthcare professionals-Student Version© (IAPCC-SV), and a demographic survey.ResultsIndependent t-tests showed that group T (mean = 64.34 ± 5.95, 95% CI: 63.78-64.90) had significantly higher IAPCC-SV total scores than group F (mean = 60.8 ± 5.54, 95% CI = 60.33-61.27, p < 0.05). Group T + ILE (mean = 65.81 ± 5.71, 95% CI = 64.91-66.71) demonstrated significantly higher IAPCC-SV total scores than group T-only (mean = 63.35 ± 5.8, 95% CI = 62.6-64.1, p = 0.039). A one-way ANOVA and post hoc comparisons showed that the 25 to 34-year age group (mean = 63.80 ± 6.04, 95% CI = 63.25-64.35, p < 0.001) and the ≥ 35-year age group (mean = 64.21 ± 5.88, 95% CI = 62.20-66.22, p < .024) had significantly higher IAPCC-SV total scores, than the 18 to 24-year age group (mean = 60.60 ± 5.41, 95% CI = 60.09-61.11). Students who identified in US census minority ethnic or racial categories (US-Mn) (mean = 63.55 ± 5.78, 95% CI = 62.75-64.35) had significantly higher IAPCC-SV total scores than students who identified in US majority ethnic or racial categories (US-Mj) (mean = 61.98 ± 5.97, 95% CI = 61.55-62.413, p = .0001).ConclusionsResults of the study support the hypothesis that DPT programs can promote the development of intercultural skills in students. The ultimate objective of this academic preparation is to improve the student’s ability to deliver equitable, person-centered healthcare upon entry into practice. Specific ICC for entry-level DPT students are not clearly defined by US physical therapy professional organizations, academic institutions, or accrediting body. Students who participated in an ILE exhibited higher levels of ICC when compared to those who did not. Findings from this study can guide curriculum development, utilization of resources, and outcomes assessment. More research is needed to examine characteristics of an ILE that could inform best practice.

Perceived Psychological Stress and Trait Mindfulness Among First-Year Doctor of Physical Therapy Students

Perceived Psychological Stress and Trait Mindfulness Among First-Year Doctor of Physical Therapy Students