Doctor Of Physical Therapy Research Articles

First-Year Doctor of Physical Therapy Students Demonstrate Change in Coping With Stress

Background and Purpose. Admission to a Doctor of Physical Therapy (DPT) program has traditionally required a determined cognitive level with less emphasis being placed on noncognitive attributes. It is now appreciated that many noncognitive factors such as coping self-efficacy, resilience, and emotional intelligence can factor into students' ability to successfully complete a graduate program that presents with increased workload and other demands that can invoke stress. To maximize success, students must be able to effectively cope with these stresses. The first purpose of this study was to determine if a cohort of students enter a DPT program with similar perceptions of their abilities to cope with stress. The second purpose was to determine if perceived coping abilities and specific coping strategies of this cohort changed over the first year of the program. Subjects. Physical therapy students enrolled in the first year of a 3-year DPT program at a Midwestern university were invited to participate. Of this cohort, 29 (60%) responded to the first survey, 23 (79%) of the initial participants completed the second survey, and 19 (65%) completed the third survey. Methods. An electronic survey was sent to these students at the beginning of their first, second, and third semesters. Students completed the survey anonymously. The Coping Self-Efficacy Scale (CSE) was used along with open-ended prompts about students' coping strategies and sources of stress. Repeated-measures analysis of variance (ANOVA) and post hoc paired t tests with Bonferroni correction were used to compare mean CSE scores between each semester. Qualitative content analysis of the responses from the open-ended questions was completed. Results. The mean CSE score from the initial survey was 6.35 (SD ± 0.32). Of the 26 questions in the CSE survey, 19 questions had a variance in score of eight points or more on a 10-point scale. There was a statistically significant difference between CSE scores over the three testing periods as determined by a repeated-measures ANOVA, F(2,50) = 79.19, P < .001). A Bonferroni post hoc test revealed that the differences between CSE scores occurred between all levels of testing (P < .001). Five themes describing active coping strategies and one theme of avoidance strategy emerged in the first round of data collection. In the second and third rounds of data collection, the avoidance strategy theme disappeared and only active strategies were mentioned. Discussion. The ability to cope with stress is an important factor affecting a student's success in an academic program. In this study, there was wide variability in students' perceived ability to cope with stress as determined from the CSE score when entering a DPT program. Statistically significant increases in CSE scores over each subsequent semester indicated improved confidence in coping ability after succeeding despite stressful situations typical of the first year of a DPT program. Qualitative themes from open-ended prompts about coping strategies also supported this conclusion. Findings suggest that planned intervention on the part of academic faculty to further facilitate this growth in coping ability should be considered to increase student success.

The Use of a 3 Dimensional Anatomy Application to Enhance Engagement and Satisfaction of Graduate Students Enrolled in Anatomy Courses in a Physical and Occupational Therapy Program

BackgroundAnatomy education is a mainstay in graduate education programs for health professionals, and is included in both physical and occupational therapy curricula. A multi‐modal approach to teaching anatomy is often used, including lecture, online material, laboratory with anatomy models, and dissection laboratory 3,5, in part to best target students with a variety of learning styles. Self‐regulated learning, where students take a more independent role in accessing information, is one such approach that has been shown to increase student engagement in the classroom. 7 To promote this learning mode, there has recently been an educational trend on utilizing computer‐based and digital software applications, to help supplement existing teaching styles, and offer an innovative method for students to access anatomy content and apply it to obtaining anatomy knowledge.1,4, 2,6,8,9 The purpose of this survey‐based study was to identify Physical and Occupational Therapy students' levels of satisfaction and engagement surrounding the use of a 3‐dimensional digital anatomy software application, within required anatomy courses in a post‐graduate level university setting.Methods and Data AnalysisFirst term Doctor of Physical Therapy (DPT) and Master of Occupational Therapy (MOT) students completed a questionnaire about the use of the digital application, and their opinions on the effectiveness of its use in the context of learning anatomy course content, including for didactic material, plastic model identification, and in cadaver dissection. Mixed method data analysis was performed on student demographic data, use of the application, and opinions about application effectiveness in supporting the acquisition of anatomical knowledge. Questions utilizing a Likert Scale were analyzed, and open‐ended questions were considered separately by qualitative analysis.ResultsFor both DPT and MOT students, the majority of respondents had not used a digital anatomy application prior to this study, and agreed or strongly agreed that a digital anatomy application was a valuable tool in acquiring anatomical knowledge for didactic lecture material, anatomy identification on plastic models, and for cadaver dissection. Most students recommended the use of this application for future anatomy students. The most prevalent qualitative comments supporting the use of the application included the clarity of the anatomy model, the ability to readily remove layers of anatomy, and the ability to quickly access anatomical information about a given structure with one link. The biggest barriers to application use were the lack of training in procedure and lack of comfort with utilizing digital media.ConclusionThe results of this study show that both DPT and MOT students felt that the addition of a digital anatomy application to available resources was a valuable tool for learning anatomy material across multiple aspects of the anatomy course.References provided on request.Support or Funding InformationNoneThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

The Evolution of an Integrated Advanced Regional Anatomy Course in a Doctor of Physical Therapy Curriculum

PURPOSETo describe the evolution of an integrative, clinically based advanced regional anatomy course within the second year of a Doctor of Physical Therapy (DPT) program.FOUNDATIONA model of vertical and horizontal integration, using clinically based approaches within a quarter during the second year of a DPT program, evolved over eighteen years with increased use of technology. Original methods of lectures, cadaver prosections, bony models and student presentations have evolved to include electronic examinations, diagnostic ultrasound and palpation laboratories, online sharing of surgical procedure assignments, and clinical case study and pathology discussions with cadaver prosections.DESCRIPTIONOne hundred second year DPT students participated in the newly modified 11 week course over a two year period. Clinical case study and pathology discussions with cadaver prosections, imaging lectures, and diagnostic ultrasound and palpation laboratory sessions were used. Weekly topics on body regions horizontally integrated snatomy with weekly regional topics in clinical medicine and clinical skills courses. For example, over two weeks students listened and discussed imaging of the cervical spine and shoulder girdle while handling and observing bony models, and discussed and observed variations of the brachial plexus, including a published case study, on cadaver prosections. Cervical spine and shoulder girdle structures were palpated in a lab prior to learning manual therapy skills in a clinical skills course. Students posted surgical procedure assignments about cervical disc replacement, nerve transfer for brachial plexus pathology, Bankart repair, and latissimus dorsi transfer concurrent with clinical medicine course lectures about medical approaches to cervical spine and shoulder girdle pathology. A diagnostic ultrasound laboratory session allowed students to observe anatomical structure while learning how to use the device, and a journal case study provided application of its use in physical therapy practice. Students were evaluated on their surgical procedure group assignment, competence in palpation, two electronic multiple choice and short answer examinations, and two cadaver‐based practical exams.OBSERVATIONSStudent course evaluations were positive. One hundred percent of students agreed that course assignments had instructional value, cadaver prosections were an important learning tool, and that palpation labs were effective in improving their skills. Student comments included: “By being able to actually see the structures in the lab, I learned more (than) I would have (by) just looking in a book or powerpoint”; “ the case study discussions in the lab were beneficial and contributed significantly to my learning experience in this course”; ”I thought it was very informative and useful to get back into the lab be able to see the structures again and helped facilitate learning in other courses as well particularly CS5 with hand placement”. Faculty identified improved handling skills, confidence, and competence in the concurrent clinical skills course.CONCLUSIONSEnhanced use of technology, clinical case studies, and palpation in a second year anatomy course facilitated integration within a quarter of an entry level DPT program. Maximizing integration within the curriculum may improve application of content with clinical medicine and skills courses, improve manual psychomotor skills, and enhance problem solving skills.Support or Funding InformationNone.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Perceived Value of Preadmission Physical Therapy Observation Hours and Their Ability to Predict Academic Performance

Introduction. Most physical therapist (PT) and physical therapist assistant (PTA) education programs require applicants to complete observation hours (ObHr) before admission. Observation hours are believed to enable the prospective PT and PTA student to gain knowledge about the profession and increase chances of success in academic programs; however, few studies have examined these relationships. The purposes of this study were to: 1) examine the relationship between the number of ObHr completed and indicators of success in a Doctor of Physical Therapy (DPT) program, 2) identify PT and PTA student opinions and perceived value of the required ObHr, including the number of hours needed to make an informed decision to pursue physical therapy as a career, and 3) identify clinical instructor (CI) opinions about the perceived value of ObHr and their impact on clinic productivity. Methods. Part 1 was a retrospective cohort study, examining data from 323 students who matriculated into a DPT program during a 6-year period (2009–2014). The relationship between admission variables (undergraduate grade point average [GPA], undergraduate math/science GPA, verbal Graduate Record Examination [GRE], quantitative GRE, age, and total ObHr) and outcome variables (National Physical Therapy Examination [NPTE] success, DPT probation status, and DPT GPA) were examined. Parts 2 and 3 focused on perceived value of ObHr gathered from surveys of PT and PTA students and CIs. Results. The number of ObHr was not a significant predictor of NPTE success, DPT probation status, or DPT GPA. Most PT (92%) and PTA (83%) students believed that ObHr positively impacted their decision to pursue physical therapy as a profession and that they needed 40–60 hours to make this decision. Most CIs (64%) do not believe that reducing ObHr opportunities would result in an increase in the number of full-time clinical experiences offered by their clinic. An overwhelming majority of the CIs (95%) believed that ObHr are meaningful for prospective students. Discussion and Conclusion. Observation hours were perceived as being valuable by both PT and PTA students and CIs. Observation hours may be useful to prospective PT students to help determine whether they pursue a career in physical therapy. However, there is no evidence that ObHr impact DPT academic performance. Physical therapist students may need fewer ObHr to confirm a career choice than what some programs currently require.

Assessment of the Reliability and Validity of a Clinical Evaluation Instrument in Physical Therapy Education

Introduction. Competency-based education is a proven, effective strategy for developing skilled health care practitioners. The purpose of this study was to reassess the validity and reliability of the Emory University Internship Clinical Evaluation (EUICE) instrument by reassessment of the component behaviors of the curricular competencies (provision of patient care, interpersonal communications, the teaching–learning process and administration) developed by the faculty of the Emory University Division of Physical Therapy. Five aims were investigated. The first three assessed content validity by evaluating respondent ratings of the essentialness of the component behaviors to the definition of the related competency, the exhaustiveness of the component behaviors per competency, and the measurability/observability of the component behaviors in the clinical setting. The fourth aim assessed the construct validity of the EUICE by examining whether the component behaviors were reducible to the four competencies in the EUICE. The fifth aim was to determine whether the EUICE has internal consistency. Methods. A nationally representative clinical educator participant pool consisted of Directors of Clinical Education (DCEs)/Academic Coordinators of Clinical Education (ACCEs), along with Center Coordinators of Clinical Education (CCCEs) and clinical instructors (CIs) affiliated with the Emory Doctor of Physical Therapy (DPT) program. A total of 637 respondents (121 DCEs/ACCEs; 186 CCCEs; 330 CIs) completed a survey about the competencies and requisite component behaviors needed to practice as an entry-level physical therapist. The survey contained 50 items representative of the component behaviors in the EUICE. Descriptive statistics, principal component analysis (PCA), and Cronbach's alpha were used to assess content and construct validity and reliability of the component behaviors in the EUICE. Of the 50 survey items, 46 were included in the PCA and reliability analysis. Results. There was agreement among educators on the essentialness, exhaustiveness, and measurability/observability of each component behavior. Principal component analysis yielded four factors corresponding to the four curricular competencies and explaining a total of 38.47% of the variance of the entire set of component behaviors. Each component behavior loaded onto one of the four factors representing the EUICE competencies. The clustering of items revealed by the PCA was consistent with the assignment of component behaviors to the competencies in the EUICE, thereby supporting construct validity. Cronbach's alphas were all above 0.7, suggesting good internal consistencies and that each subscale is reliable. Discussion and Conclusion. In this study, we confirmed content validity, demonstrated construct validity, and established internal consistency of the component behaviors of the competencies in provision of patient care, interpersonal communications, the teaching–learning process and administration. Therefore, results support the use of the EUICE as a valid competency-based instrument by which to evaluate whether a student demonstrates competency in the clinical setting.

Prevalence and Predictors of Anxiety in Healthcare Professions Students

PurposeThe prevalence and severity of anxiety among students is increasing. Elevated levels of anxiety may decrease students’ academic performance, professionalism, and their ability to manage elements of patient care. Anxiety and the impact of anxiety have been well studied in medical and nursing students, but it has not been investigated as much in other healthcare professions programs. The purpose of the study is to describe the prevalence and determine predictors of anxiety in healthcare professions students. MethodsThree-hundred and fifty-one, first and second year Doctor of Physical Therapy, Master of Science in Communication Science Disorders, and Master of Physician Assistant studies students were recruited to participate during the fall semester. Fifty-two percent, or 183 students completed the State-Trait Anxiety Inventory (STAI) and the Westside Test Anxiety Scale (WTAS), the tools used to assess different anxiety levels. ResultsFifty-one percent of females and 37.5% of males have at least moderately high test anxiety. Eighty-three percent of students have greater than normal State Anxiety and 56% of students have higher than normal Trait Anxiety levels. The regression models identified several variables for predicting WTAS, STAI-trait (STAI-T), and STAI-state (STAI-S) scores. However, a large part of variance was unaccounted for, indicating there are other factors contributing to anxiety were not assessed. DiscussionHealthcare professions students have higher anxiety levels compared to normative values in the general population. Qualitative research to explore further the etiology of students’ anxiety is warranted.

Comparison of StrengthsQuest Signature Themes in Student Pharmacists and Other Health Care Profession Students

Objective. To determine whether there is a distinctive pattern of StrengthsQuest Signature Themes or leadership domains for Doctor of Pharmacy students compared to students in other health care professional programs. Methods. Students in Doctor of Pharmacy (PharmD), Master of Physician Assistant (PA), Doctor of Physical Therapy (DPT), and Doctor of Osteopathic Medicine (DO) programs at Campbell University completed the online Clifton StrengthsQuest assessment and received their Signature Themes. The frequency of individual themes and the leadership domains into which they are sorted by Gallup was analyzed for each program. Results were compared between programs and with national frequencies among undergraduate students. Results. The most common themes in the total population were Learner, Relator, Responsibility, Harmony, and Achiever. Learner and Relator were among the five most frequent themes for all four individual programs while Responsibility and Harmony were among the top five for three programs. The most frequently reported themes in PharmD and PA students (39% and 38% of all themes, respectively) are grouped by Gallup into the executing domain, and into the relationship-building domain for DO and DPT students (35% and 33% of all themes, respectively). The least frequent themes in PharmD, DO and PA students were those grouped into the influencing domain, reported by 10% or fewer students. Conclusion. Numerous similarities were found in theme frequencies among students in four different health care professions, suggesting there is not a distinctive Doctor of Pharmacy Signature Theme profile.

Study of curriculum of Doctor of Physical therapy programme based on World Federation of Medical Education standards.

Objective:To evaluate the curriculum for Doctor of Physical Therapy (DPT) programme based on World Federation of Medical Education (WFME) standards.Methods:A questionnaire was constructed based on WFME ‘Should’ and ‘Must’ standards. It was validated by five experts in two rounds. It is comprised of Items/ questions with Yes/No options. The questionnaire was filled by the DPT Faculty and final year students at Riphah International University, Islamabad from March 01, to April 30, 2017.Results:The key weakness identified were students participation in program management, evaluation, mission statement, program designing, curriculum committee, students activities and organization, and other matters relevant to students, followed by the use of external examiners, reliability and validity of assessment tools, scrutiny of assessments by external examiners and feedback to the students on assessment. The integration of behavioral and social sciences, readiness of graduates for postgraduate studies, institutional autonomy and academic freedom for curriculum development and designing, and opportunity for the participation of other stakeholders were identified as strengths.Conclusions:As per WFME standards the curriculum for DPT program needs improvements in student’s assessments and their participation in program management, evaluation, mission statement and designing, along with facilitation in student’s activities, organizations. Strengths of the curriculum were integration of behavioral and social sciences, readiness for postgraduate studies, institutional autonomy and academic freedom for the development and designing of curriculum, and the participation of other stakeholders.

Student Perspectives of an Interprofessional Education Experience for Nurse Anesthetist Students and Physical Therapy Students in a Cadaver-Based Anatomy Review Course

Background: There is growing evidence supporting the many benefits of interprofessional education (IPE) amongst students of varying medical professions. Since anatomy education is necessary for all healthcare pro-viders, an anatomy laboratory can provide an excellent environment for IPE activities. Unfortunately, due to the high cost of maintaining an anatomy laboratory, many programs do not have access to learn in a cadaver-based environment. The purpose of this study was to examine the outcomes of an interprofessional teaching and learning opportunity between doctorate of physical therapy (DPT) students and certified registered nurse anesthetist (CRNA) students during a cadaver-based anatomy review course. Methods: A group of DPT students taught different sections of clinically relevant anatomy to the CRNA students under the direction and provision of faculty from both programs. At the completion of the course, students from both disciplines were given an anonymous survey to complete regarding their overall experience in a cadaver-based setting as well as their thoughts regarding the interprofessional teaching/learning opportunity with students in another healthcare discipline. Results: Of the 11 DPT students and 60 CRNA students who completed a survey, 82.0% of the DPT students and 86.0% of the CRNA students felt they better understood another healthcare profession after the experience and that IPE is beneficial for other healthcare professions. One hundred percent of the CRNA students found it beneficial to have a cadaver-based anatomy course and felt the course enhanced their three-dimensional understanding of human anatomy, which they believed would be beneficial in future anesthesia procedures. In addition, 100% of the DPT students agreed that teaching the cadaver-based anatomy course helped with their own retention of human anatomy, and 82.0% felt that by teaching the course, it helped improve their communication skills with other healthcare providers. Conclusions: The results suggest that exposure to anatomy through cadaver-based learning for CRNA students may be valuable to their clinical understanding of anatomy. Additionally, the results support the benefits of IPE to include: learned respect of fellow colleagues, exposure to another profession’s expertise, decreased barriers to communication and a new understanding of how two varying professions can work together clinically.

Cultural Awareness and Sensitivity of Students in a Physical Therapy Program – A Pilot Survey

Background: Attempts to address health and health care disparities in the United States have led to a renewed focus on the training of healthcare professionals including physical therapists. Current health care policies emphasize culturally competent care as a means of promoting equity in care delivery by health care professionals. Experts agree that cultural insensitivity has a negative association with health professionals’ ability to provide quality care. Objective: To evaluate the cultural awareness and sensitivity of physical therapy (PT) students in a didactic curriculum aimed to increase cultural awareness. Methods: Using the Multicultural Sensitivity Scale (MSS), a cross-sectional survey was conducted to assess cultural sensitivity among three groups of students, (N = 139) from a doctor of physical therapy (DPT) program at a liberal arts university in Saint Louis, MO. Results: Response rate was 76.3%. Participants (n=100) were students in first (DPT1, n=36), third (DPT3, n=36), and sixth (DPT6, n=28) year of the program. Mean ranked MSS score was DPT1 = 45.53, DPT3 = 46.60 DPT6 = 61.91. Kruskal-Wallis analysis of the mean ranked scores showed a significant difference among three groups, H = 6.05 (2, N=100), p ≤ .05. Discussion: Students who have completed the cultural awareness curriculum, and undergone clinical experiences rated themselves higher on the cultural sensitivity/awareness. Results provide initial evidence that experiential learning opportunities may help PT students to more effectively integrate knowledge from classroom activities designed to facilitate cultural competence.

Defining Underrepresented Minorities and Promoting Holistic Review Admission Strategies in Physical Therapist Education

Background and Purpose. Given the changing demographics of the United States, it is important for Doctor of Physical Therapy (DPT) education programs to address how best to recruit and retain students who will be able to provide culturally competent and sensitive care. Compared with the general population, the racial and ethnic diversity of professional membership in the American Physical Therapy Association and applications to and acceptance in professional physical therapist education programs has remained relatively static and does not mirror the diversity of the population at large. Position and Rationale. To best determine effective recruitment and retention strategies to address this shortfall in PT education, it is necessary to have (1) a unifying definition of underrepresented minorities (URMs) in physical therapy education and (2) an understanding of what is currently being done to promote a diverse student body. The American Council of Academic Physical Therapy empaneled its Diversity Task Force in January 2013 to address these two issues. This position paper reports on the efforts of the Diversity Task Force in developing a working definition of URMs in physical therapy education that reaches beyond traditional racial and ethnic descriptors, along with supporting information from a survey of entry-level DPT program directors on barriers to increasing diversity within the professional PT student population and strategies currently in place to overcome them. Discussion and Conclusion. Based on a uniform definition of URMs and the current status of recruitment/retention policies and practices designed to foster a diverse student population, we conclude that ongoing work is needed to increase diversity within DPT education and that utilization of a holistic application review process for admissions is one method to increase diversity.

Integrated Spanish Language Training: Learners' Expanded Spanish Vocabulary and Positive Perceptions After 4 Semesters

Introduction. Spanish-speaking individuals with limited English proficiency face health disparities. In response, The University of Texas at El Paso (UTEP) Doctor of Physical Therapy (DPT) Program has integrated Spanish training across their curriculum to better serve this population. The purpose of this study was to evaluate the effects of this training. Methods. Participants were first-year students from the UTEP DPT Program. Students enrolled in a required 8-week, 1-credit beginner or advanced Spanish medical terminology course in their first semester. In addition, they practiced Spanish during laboratory and service-learning experiences. The students completed pretests in the first semester and posttests in their fifth semester: self-ratings of their ability to speak, understand, read, and write Spanish; a written Spanish vocabulary test; and a questionnaire about their beliefs and attitudes about Spanish language training. A repeated-measures two-way analysis of variance was used to analyze self-ratings and vocabulary test scores. Descriptive statistics and paired t tests were used to analyze the data from the pre- and post-questionnaires. Results. There were significant improvements in self-ratings of speaking, understanding, reading, and writing Spanish (P < .001). There was significant improvement in vocabulary test scores (P < .001); no significant difference was seen between beginning and advanced students (P = .097). Results from the questionnaires suggest that students recognize personal and professional benefits from learning Spanish. Discussion and Conclusion. This study supports that the UTEP DPT Program's Spanish language training model improved self-ratings of Spanish proficiency and increased Spanish vocabulary. In addition, students had an overall positive attitude about learning Spanish. Future research is indicated to determine whether self-ratings of proficiency are correlated with observed Spanish proficiency in a clinical setting.

Effectiveness of a Clinical Reasoning Course on Willingness to Think Critically and Skills of Self-Reflection

Background and Purpose. One may possess the skills of good critical thinking but may be unwilling to use them in certain situations, and conversely one may have the habits of the mind of good critical thinking but may fail to possess the requisite skills to use them effectively. Students entering a Doctor of Physical Therapy (DPT) program are most likely already quite good at conceptualizing, analyzing, and synthesizing information. However, during a curriculum review, the faculty of a DPT program agreed that students failed to exhibit sufficient higher-order thinking required for clinical reasoning, one of the primary intended outcomes of the curriculum. The faculty members hypothesized that making the skills and attributes of clinical reasoning more explicit early in the program would help set the stage for improving students' clinical reasoning skills throughout the rest of the DPT curriculum. Case Description. A course entitled “Critical Reasoning” was created as an introduction to the habits of the mind and traits required for good critical thinking and reflective skills. The intentions of the course were to provide a framework for the development of clinical reasoning skills and to make these skills, attributes, and habits of good clinical thinking explicit. The purpose of this study was to explore the effectiveness of this Critical Reasoning course on increasing students' awareness of and willingness to think and reflect critically. Outcomes. There was a statistically significant increase from pre- to post-intervention in students' willingness to think critically as measured by the California Critical Thinking Disposition Inventory. The Self Reflection and Insight Scale also indicated improvement in students' insight into their thinking and their reflective skills. Discussion and Conclusion. It would seem that, given the statistically significant improvement in both outcome measures, the course may have had a positive effect on improving students' willingness and ability to think about their thinking. Making the habits of the mind and the skills of critical reflection explicit early in a curriculum can lead to improvements in students' willingness to think and reflect critically. However, the course's effect on students' overall clinical reasoning skills cannot be assumed without further investigation.

Cross-validation of the Student Perceptions of Team-Based Learning Scale in the United States.

PurposeThe purpose of this study was to cross-validate the factor structure of the previously developed Student Perceptions of Team-Based Learning (TBL) Scale among students in an entry-level doctor of physical therapy (DPT) program in the United States.MethodsToward the end of the semester in 2 patient/client management courses taught using TBL, 115 DPT students completed the Student Perceptions of TBL Scale, with a response rate of 87%. Principal component analysis (PCA) and confirmatory factor analysis (CFA) were conducted to replicate and confirm the underlying factor structure of the scale.ResultsBased on the PCA for the validation sample, the original 2-factor structure (preference for TBL and preference for teamwork) of the Student Perceptions of TBL Scale was replicated. The overall goodness-of-fit indices from the CFA suggested that the original 2-factor structure for the 15 items of the scale demonstrated a good model fit (comparative fit index, 0.95; non-normed fit index/Tucker-Lewis index, 0.93; root mean square error of approximation, 0.06; and standardized root mean square residual, 0.07). The 2 factors demonstrated high internal consistency (alpha= 0.83 and 0.88, respectively). DPT students taught using TBL viewed the factor of preference for teamwork more favorably than preference for TBL.ConclusionOur findings provide evidence supporting the replicability of the internal structure of the Student Perceptions of TBL Scale when assessing perceptions of TBL among DPT students in patient/client management courses.

Does Interprofessional Education Influence Self-Efficacy and Cultural Competence in Pre-Clinical Doctor of Physical Therapy Students?

This article was migrated. The article was not marked as recommended. IntroductionInterprofessional education (IPE) promotes collaboration among health professionals to combat health disparities. This study explored differences in self-efficacy and cultural competence among a sample of preclinical entry-level Doctor of Physical Therapy (DPT) students based on curriculum format (traditional or IPE) and examined differences in age and gender as related to self-efficacy and cultural competence. Methods This cross sectional study design assessed differences in self-reported levels of self-efficacy and cultural competence. 218 entry-level DPT students enrolled in a traditional (n=109) or IPE (n=109) curricula from 6 different universities was used for analysis.ResultsThe IPE group (M = 65.2) rated significantly higher in self-efficacy than the traditional group (M = 62.2, p = .002). No significant differences (p = .103) in cultural competence were observed between traditional and IPE curricula; however, relationships between age and gender (p = .001) were observed.DiscussionSelf-efficacy is a valuable construct in the success of healthcare students and differences between curricula types and self-efficacy scores were identified. Similar cultural competence scores for the groups may indicate the need for specific graduate-level measurement methods.ConclusionsIPE curricula may increase self-efficacy among DPT students prior to clinical internship and result in better-prepared interprofessional team members.

Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States.

PurposeThe purpose of this retrospective study was to evaluate students’ academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum. MethodsThe research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis. ResultsIn both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001).ConclusionStudent cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry–level DPT patient/client management courses.

An acute interprofessional simulation experience for occupational and physical therapy students: Key findings from a survey study

ABSTRACTDue to the fast pace and high complexity of managing patients in intensive and acute care units (ICUs), healthcare students often feel challenged and unprepared to practice in this environment. Simulations and standardised patients provide “hands-on” learning experiences that are realistic and help students to gain competence and confidence. This study examined the impact of an intensive case simulation laboratory using a patient simulator and standardised patients on students’ perceptions of their confidence and preparedness to work in acute care settings. Second-year Masters of Occupational Therapy (MOT; n = 127) and Doctor of Physical Therapy (DPT; n = 105) students participated in a three-hour intensive care simulation laboratory comprised of four stations that were designed to simulate common ICU patient care scenarios. Data analysed were student pre- and post-simulation surveys and written comments, and clinical instructors’ (CIs; n = 51) ratings on DPT students’ preparedness and confidence within the first two weeks of their acute care internships obtained after the laboratory. There was a significant increase for DPT (p < 0.0001) and MOT (p < 0.10) students in median ratings of how prepared they felt to practice in acute care settings following the ICU simulation compared to before the laboratory. CIs rated the DPT students as either prepared or very prepared for and moderately confident or very confident in the acute care setting. The use of simulation training using standardised patients and patient simulators was beneficial in increasing student confidence and preparing OT and PT students to practice in the acute care setting. Health professional educators should consider using an interprofessional simulation experience to improve their students’ confidence and preparedness to provide appropriate care in the acute setting.

Research productivity of doctor of physical therapy faculty promoted in the southeastern United States

ABSTRACTBackground: Little information exists on the research productivity of successfully promoted tenure-track Doctor of Physical Therapy (DPT) faculty.Objective: To determine the research productivity that typically results in successful promotion.Design: We collected publicly available curriculum vitae (CVs) from faculty currently in accredited DPT programs and who had been successfully promoted from an institution in the southeastern USA from 2000 through 2016.Total publication count, journal impact factor, funding, citations, and other metrics were analysed from 45 subjects of 22 of the 64 CAPTE-accredited DPT programs in the southeast.Results: None of the studied metrics were normally distributed with time to promotion as determined by a Shapiro-Wilk test. These faculty exhibited a median publication count of 4, range 0 to 43; median of average citation count of 12.4, range 0 to 87.25; median of average journal impact factor of 2.866, range 0 to 6.280; median external funding received of $9910, range $0.00 to $19 543 198; and median author h-index of 3, range 0 to 17. The median number of years before promotion was 6, ranging from 3 to 13 years. Linear regression analysis indicates a poor fit with no significant correlation between years before promotion and any of the studied metrics. No correlation between journal impact factor and number of citations was observed (m = −0.22, p = 0.728, R2 = 0.0003). Prior to promotion 31% (14 of 45) did not receive external funding and 24% (11 of 45) had a 0 h-index. The Carnegie Classification of the institution did not significantly correlate with research productivity metrics in this dataset (p = 0.213).Conclusion: While faculty unsuccessful in promotion were not identifiable using this method, this research can be used by faculty and committees to evaluate research productivity against regional data and promote competitive standards with peer institutions.Abbreviations: CAPTE: Commission on Accreditation in Physical Therapist Education; DPT: Doctor of Physical Therapy

Pilot Study: What Measures Predict First Time Pass Rate on the National Physical Therapy Examination?

Background: Research investigating predictors of success on licensure examination is useful for admission criteria as well as targeted intervention for identified at risk students in physical therapy programs. Predictors of success on the National Physical Therapy Examination (NPTE) have been explored but results are no longer current. This study assessed predictive variables including admission data, performance in identified key courses, and academic/clinical difficulty for Doctor of Physical Therapy (DPT) cohorts at Mount St Joseph University. Objective: Determine variables predicting success on the National Physical Therapy Examination. Design: A retrospective correlational study was done. Methods: Retrospective data of Mount St Joseph University Doctor of Physical Therapy cohorts that matriculated between 2006 and 2011 was collected and de-identified. Data variables included admissions data, identified key course grades, evidence of academic difficulties, seven performance indicators from the Clinical Performance Instrument (CPI) during the final internship, and professional Grade Point Average (pGPA). Descriptive statistics, correlational matrix, factor analysis, and multiple regression were used to analyze relationships between and among independent variables to the dependent variable of National Physical Therapy Examination success. Results: Factor analysis revealed four factor categories of independent variables: Clinical Performance Instrument criteria, Doctor of Physical Therapy Academic Performance, Admissions Requirements, and Academic/Clinical Difficulty. Multiple regression identified academic performance within the Doctor of Physical Therapy program (foundational course grades and Grade Point Average) and verbal/quantitative Graduate Examination Record (v/qGRE) scores to be the greatest predictor of first time and ultimate pass rate on the National Physical Therapy Examination. Conclusion: Predictors of success on the National Physical Therapy Examination are essential for DPT programs to consider when making policies regarding admissions, academic standards, and early testing of the National Physical Therapy Examination. Additionally this information can assist Doctor of Physical Therapy programs in identifying at risk students and aiding them in seeking support services to assist their success.

A Model for Providing Free Patient Care and Integrating Student Learning and Professional Development in an Interprofessional Student-Led Clinic

BACKGROUND AND PURPOSEMany individuals face significant barriers to accessing adequate, affordable health care. The report, Health Wanted: The State of Unmet Need for Primary Health Care in America, calls upon community-based health clinics to provide comprehensive care eliminating health care barriers, which will in turn reduce costly trips to emergency departments and expensive hospital stays.1 The Indiana University Student Outreach Clinic (IU SOC) is such a clinic serving the near eastside community of Indianapolis, Indiana. The mission of IU SOC is to provide medically underserved and uninsured populations within Indiana communities with access to free health care while providing students from multiple disciplines opportunity for professional development. Its primary goal is to decrease health care inequality.The IU SOC is a student-led, interprofessional, pro bono health care clinic, formed as a partnership in 2009 between IU medical students and the Neighborhood Fellowship Church (NFC). The clinic is located within the heart of a neighborhood with many unmet health needs that began with economic hardships in the 1940s and have continued through the turn of the century, resulting in a substantial uninsured population. Historically, this community has had the highest emergency department visit rate within the county. While the main focus of the clinic is on decreasing the health disparities within the community, the clinic affords an equally important benefit to students by providing an avenue for experiential learning in the areas of patient care, interprofessional education and collaborative practice, and leadership.In October 2012, Doctor of Physical Therapy (DPT) students from IU and the University of Indianapolis (UIndy) established a novel collaboration to provide free evidencebased physical therapist (PT) services. This addition added to the comprehensive nature of the clinic, which includes pharmacy (Butler University), legal (IU), social work (IU), dental (IU), physical therapy (IU, UIndy), occupational therapy (IU), public health (IU), and nursing (IU). This collection of services in 1 location provides the IU SOC with the opportunity to make a significant impact on health disparities in this community. The collaborative nature also makes it an ideal setting for applied interprofessional education and collaborative practice (IPECP). The World Health Organization (WHO) defines interprofessional education (IPE) as occurring when two of more professions learn about, from and with each other.2 IPE is an essential step in preparing learners for collaborative practice which happens when multiple health workers from different professional backgrounds work together with patients... to deliver the highest quality care.2 This is important since WHO recognizes IPECP as an innovative strategy that will play an important role in mitigating the global health workforce crisis.2Student-led free clinics are becoming more prevalent as the need for affordable and accessible health care is ever-growing. Moreover, educators are realizing the benefits of collaborating with community partners to improve patient care while enhancing student learning. A literature review was performed in PubMed, CINAHL, ProQuest, and Academic Premiere databases using the key words student-led, student-run, pro bono, multi-disciplinary and interprofessional clinics, and interprofessional education and collaborative practice. Findings from this review indicate educators are recognizing and beginning to evaluate the impact these clinics have on improving collaborative care as well as student learning.3,4 Several universities have found students who participate in a pro bono health clinic reported increased confidence, self-reflection, and civic mindedness.5-7 Other studies have reported that students indicate improved clinical skills after participation in a student-led clinic.8,9The literature review also revealed that there are many different clinic models with multiple disciplines and community partners; however, only a few include PT students, and even fewer with students from more than 1 university (Table 1). …