Doctor Of Physical Therapy Research Articles

On "Storm Clouds on the Horizon: The 3 Perils of Unconstrained Academic Growth in Physical Therapist Education." Deusinger SS, Landers MR. Phys Ther. 2022;102:pzac046. https://doi.org/10.1093/ptj/pzac046.

We wholeheartedly agree with Deusinger and Landers1 that the current proliferation of new doctor of physical therapy (DPT) programs will likely lead to damaging consequences for the collective enterprise of academic physical therapy as well as for the students and patients it exists to serve. We do, however, believe that their forecast of “storm clouds on the horizon” is insufficiently severe. Instead, we would argue that, to borrow a phrase from Game of Thrones,2 “Winter is coming.” The unsustainable proliferation of new DPT programs in a marketplace in which demand cannot possibly keep up with supply is a classic example of an economic bubble. Eventually and inevitably, bubbles burst. Indeed, we have seen this occur before in physical therapist professional education. From 1989 to 2002, the number of physical therapist education programs in the United States increased by 75% (from 118 to 205).3 That bubble burst in the late 1990s, partly as the result of the passage of the ``Balanced Budget Amendment'' by the Republican-controlled US Congress in 1997, which led to drastic reimbursement cutbacks and reductions in jobs for physical therapists.4 The results were not pretty. The applicant pool plummeted by 74%, from an average of 342 applicants per program in 1995 to 88 in 2002.3 Total enrollment in US physical therapist education programs dropped by 30% from 1997 to 2003.3 Many programs were unable to fill their classes. Total enrollment did not recover until 2009; average applications per program, not until 2011.3 Those were hard years for physical therapy academic programs – for faculty, for students, and, most of all, for graduates.

The ACT trained physical therapist: Psychologically flexible, resilient, and armed with evidence-based tools

Background and PurposeBurnout, compassion fatigue, stress, and management of pain-related health conditions are common concerns for the novice physical therapist. To date, there is a paucity of research on interventions that promote resiliency in this population. The aim of this study was to determine if training novice Doctor of Physical Therapy (DPT) practitioners in delivering ACT-informed interventions can cultivate psychological flexibility and professional quality of life and 2) examine the acceptability and feasibility of an ACT training delivered to novice DPTs. MethodsIn this convergent, mixed methods study, licensed DPTs (n = 35) with less than 2-years of experience completed an 8-week, 20-hour online ACT for pain training course with synchronous and asynchronous components. Pre and posttest measures included the Comprehensive assessment of Acceptance and Commitment Therapy processes (CompACT), the Mindful Healthcare Scale (MHS) to measure changes in psychological flexibility, and the Professional Quality of Life Scale (ProQOL) to measures the positive and negative effects of helping others. An open-ended post-course survey was used to elaborate and confirm findings for the secondary aim. ResultsAll post-test measures improved significantly, (p < .05) except for the valued action domain of the CompACT. DPTs demonstrated increased psychological flexibility which promoted more openness and engagement in both personal and professional life, along with improved quality of life after the training. Qualitative results expanded the findings to reveal 1 overall theme and 3 sub-themes for each open-ended question. The most robust theme, A Shift in my Role as a DPT, crossed all 3 questions. As participants used the course tools, they experienced less pressure to “fix” the patient, which relieved work stress, and promoted feelings of resilience. ConclusionsThis is the first study to explore the influence of an ACT training course in the novice DPT. The course improved psychological flexibility and quality of life in the novice DPT. The training was acceptable, feasible, and considered an essential skill to manage pain. Results highlight the role of psychological flexibility and ACT as a helpful addition to psychologically informed physical therapy practice.

Assessing cultural competence: a comparison of two measures and their utility in global learning experiences within healthcare education

ObjectivesThe purpose of this study was to investigate the relationship between two measures of cultural competence (CC), one more widely used, the other designed for healthcare students. It was hypothesized that there would be strong correlations allowing educators to forgo one measure for the other based on utility, resources, and sustainability. DesignExploratory, cross sectional design SettingOne US Doctor of Physical Therapy (DPT) academic program. Participants145 DPT students. Main outcome measuresIntercultural Development Inventory® (IDI) and Inventory for Assessing the Process of Cultural Competence-among healthcare professionals-Student Version© (IAPCC-SV). ResultsThere were significant (negligible to low, rho = 0.16–0.28; p < 0.05) relationships between the IAPCC-SV total and three constructs with IDI Perceived Orientation scores, and the IAPCCSV total and two constructs with the IDI Developmental Orientation scores. There were significant (negligible to low, rho = 0.18–0.35; p < 0.05) relationships between IAPCC-SV total and construct scores with the IDI Acceptance and Adaptation orientation scores. Students with scores in an IDI DO of Acceptance or Adaptation were significantly more likely to have an IAPCC-SV score in the category of Culturally Competent (X2 = 3.70, p = 0.05). ConclusionsThe discordance of the two measures suggests that the instruments measure unrelated constructs (worldviews, attributes or skills) of cultural competence that are exclusive to each measure and context dependent. Context specific measures may not be generalized to a greater worldview, and visa versa. Multimodal assessment that triangulates data and supports student learning outcomes may be the most effective strategy to capture the impact of curriculum and/or a global learning experience on students’ development of cultural competence. Contribution of the Paper•The IDI and IAPCC-SV measure different aspects of CC and are not strongly related.•Any measure of CC specific to the healthcare setting should be used in combination with less contextually dependent measures of CC when learning objectives include skills that are expected to be generalized to a broader community or setting.•Triangulation of quantitative data and qualitative analysis of students’ work would result in a deeper understanding of students’ intercultural development across settings, allow students to set personal goals, and provide rich data for student learning outcomes and programmatic assessments.

Stress, anxiety, and depression in professional graduate students during COVID 19 pandemic

ABSTRACT Background The mental health of Doctor of Physical Therapy (DPT), Master of Occupational Therapy (MOT), and Doctorate of Occupation Therapy (OTD) students was impacted by the COVID- 19 pandemic. The investigators explored the impact of the pandemic on the students’ mental health. Methods The study included 90 students from the DPT, MOT, and OTD programs. The data was collected using a survey including demographics and the Depression Anxiety Stress Scales-21. Results The prevalence of stress, anxiety, and depression increased two-fold in all three disciplines of students. Out of the 90 students, 60% reported stress, 52.2% anxiety, and 53.3% depression. No significant difference was observed between genders, marital status, and the different disciplines. Conclusion This study shows that graduate DPT, MOT, and OTD students experienced a significant degree of mental health disorder during the pandemic. Adequate measures need to be adopted to support the well-being of the students and for a successful academic career. KEY POINTS What is already known about this topic: The COVID-19 pandemic resulted in a change in graduate education such as methods of teaching, practical learning strategies, and evaluation techniques. Changes in education methods resulted in a higher prevalence of mental health issues including stress, anxiety, and depression in students and the general population. DASS-21 is a reliable and valid scale to measure stress, anxiety, and depression. What this topic adds: (1) This study explored mental health issues in physical therapy and occupational therapy profession graduate students in the United States. (2) It recognized a two-fold increase in stress, anxiety, and depression in graduate students during the COVID-19 pandemic. (3) This study documented no difference in perceived stress, anxiety, and depression between the Flex program and residential program as well as DPT, MOT, and OTD students.

Exploration of Grit, Self-Reflection and Insight, and Anxiety: A Multisite Study of Doctor of Physical Therapy Students

Introduction. Physical therapist education is rigorous and challenging and reports of mental health concerns in college-aged students continue to rise. Review of Literature. Although the association between student mental health and behavioral characteristics has garnered interest, few researchers have examined the relationship across educational programs and years of study. This study aimed to investigate grit, self-reflection, and anxiety in Doctor of Physical Therapy (DPT) students. Methods. In this cross-sectional study, 535 DPT students (years 1, 2, 3) enrolled in 3 programs were invited to complete a demographic survey, Grit scale (Grit-S), State portion of the State-Trait Anxiety Inventory (STAI-S), and Self-Reflection and Insight Scale (SRIS). Data analysis summarized demographic variables and survey scores and explored differences and associations among schools, years of study, and demographic variables. Results. Two hundred fifty-four students (72.7% female; 76.8% Caucasian; 70.9% aged 20–25 years) participated; response rate of 47.5%. Mean survey scores for Grit-S (3.73; ± .52), SRIS composite (92.01; ± 12.54), and STAI-S (41.94; ± 11.66) showed no meaningful differences among schools. Grit scale scores were lowest in the second year and highest in year 3. Female participants scored higher than male participants on the SRIS engagement subscale. Higher Grit-S scores were associated with lower anxiety scores and higher composite SRIS scores. Higher SRIS composite scores were associated with less anxious students. Anxiety scores were inversely related to insight scores. Discussion. Doctor of Physical Therapy student grit scores were generally consistent with published means for health professional students. Self-Reflection and Insight Scale scores for DPT students were higher than nursing and medical students. Students exhibited higher state anxiety scores compared with the general population. Grit Scale changes over time may reflect curricular experiences and growing sense of competence. Relationships among grit, self-reflection, and anxiety may represent an important finding with potential to prompt proactive interventions or support. Further research is needed to understand the impact of demographic factors.

Knowledge, Attitudes, and Beliefs of Nutrition Among Physical Therapy Students

Similar to other medical professions, the field of physical therapy is transitioning from a reactive to proactive model of care. This holistic approach to practice largely includes physical activity but also includes the often-overlooked field of nutrition. The purpose of this research study was to assess the knowledge, attitudes, and beliefs of nutrition in physical therapy students. Subjects included current students and recent graduates of doctoral physical therapy programs (N = 151). A cross-sectional mixed methods survey was disseminated to Doctor of Physical Therapy (DPT) students. The survey consisted of 49 questions including demographic information, a nutrition knowledge test (NKT), and questions about attitudes and beliefs regarding nutrition. The mean NKT score of this sample was15.09 ± 3.33 out of 28 total points. Only 19.2% of total respondents agreed or strongly agreed with feeling comfortable counseling clients and only 2.6% agreed or strongly agreed that their nutrition courses adequately provided them with the proper tools to educate clients on nutrition. However, 60.2% of respondents agreed or strongly agreed that an introductory nutrition course should be a requirement of any DPT education. Findings demonstrate a gap in knowledge of nutrition among physical therapy students.

Exploring the Characteristics of Doctor of Physical Therapy Students Intending to Work in Medically Underserved Areas.

The purpose of this study was to identify characteristics of Doctor of Physical Therapy (DPT) students associated with intention to work in medically underserved areas or with underserved populations upon graduation. An exploratory descriptive study using survey methodology targeted first, second, and third-year DPT students. A total of 201 students participated. Using a logistic regression model, two variables demonstrated statistically significant associations with the intention to work in medically underserved areas upon graduation: students who grew up in medically underserved areas and students who participated in service learning while in PT school. Educators should use targeted student recruitment, admission strategies, and service-learning experiences to address workforce needs in medically underserved areas.

The Relationship Between Professionalism and Leadership: Parent-Child or Sibling?

Professionalism has been the foundation of physical therapy's contract with society, with the American Physical Therapy Association's (APTA) Core Values and Code of Ethics serving as its building blocks. Professional formation has focused on professionalism and has been taught in a manner that is more implicit than explicit in doctor of physical therapy (DPT) curricula. As a domain of competence, professionalism alone has not been broad enough to meet societal needs. In reaching our centennial year, many have reflected on what competencies are needed to move forward. The need for leadership competencies is not new and has been espoused by our leaders over the past 100years. Some advocate for the adoption of leadership as a unique domain of competence, separate from the domain of professionalism, whereas others propose that either professionalism or leadership is one domain of competence that subsumes the other. The purpose of this Perspective is twofold: to compare and contrast the concepts of professionalism and leadership, and to make recommendations regarding what constitutes domains of competence within the professional formation of physical therapists. This Perspective offers recommendations addressing professional formation and the adoption of leadership and professionalism as 2 distinct domains of competence and discusses educational and clinical implications of the recommendations. This Perspective asserts that these recommendations must be adopted to move the profession forward into the next century so that physical therapists are recognized as adding value to the health care system and the evolving needs of society.

Pain Education Training in New York State Physical Therapy Programs: What We Do Well, Where the Gaps Are, and What Can Be Improved

Purpose: Essential pain education produces graduates who are competent in contemporary pain management. Despite various educational resources, surveys demonstrate minimal pain content in entry-level physical therapist education programs. This paper examines 1) the learning content of pain education and faculty expertise teaching core pain content, 2) whether pain education content is sufficient to prepare physical therapists to meet the needs of contemporary pain management, and 3) whether standardization of pain education in entry level Doctor of Physical Therapy (DPT) programs is advantageous. Methods: A pain education survey was developed and sent to all accredited DPT program directors in New York State. The survey included questions related to content and hours devoted to teaching 1) pain science, 2) pain education, 3) psychosocial factors, 4) biopsychosocial model, 5) cognitive-behavioral techniques, 6) advanced faculty training, and 7) challenges adding pain education to the curriculum. Results: In total, 10/15 programs responded. (1) 60% reported they do not have a class dedicated to pain science, (2) 60% reported &lt; 10 hours of pain education (3) 60% reported a class on psychosocial factors, (4) 50% reported &lt; 10 hours on the biopsychosocial model, (5) cognitive- behavioral techniques varied between 10-30 hours, (6) 70% of faculty received advanced training, and (7) challenges to adding pain education included time, a dense curriculum, and pain content is not part of NPTE exam questions. Conclusions and Recommendations: New York State accredited DPT programs include pain education, although content, time, and methods vary greatly. Increased standardization for pain education would create consistency across all U.S. DPT programs. Based on the findings from the study, an investigation should be undertaken to determine if more specific standards for pain education are advantageous for the entry level DPT curricula.

Are Attitudes Toward Evidence-Based Practice Different Between the United States and Chinese Occupational Therapy and Physical Therapy Students?

Purpose: Evidence-based practice (EBP) integrates the best evidence from research, clinician expertise, and patient preferences and values to deliver the highest quality of care to improve patient outcomes. Occupational therapy (OT), physical therapy (PT), and rehabilitation students gain exposure to EBP through both didactic and experiential learning. The differences in cultural, educational systems, and student learning styles between the United States and China may lead to different students’ perceptions and attitudes towards EBP. The purpose of the study was to characterize and compare the perceptions of and attitudes towards EBP between the U.S. and Chinese OT and PT students. Methods: A cross-sectional survey of the Evidence-Based Practice Process Assessment Scale (EBPPAS) was sent to professional students enrolled in Doctor of Occupational Therapy (OTD), Doctor of Physical Therapy (DPT), and Master of Occupational Therapy (MOT) programs at three universities in the U.S. (n=1,062) and OT, PT, and rehabilitation students of four-year bachelor programs at four universities in China (n=1,017). Students’ perception of the overall and individual domain of EBP was compared between the U.S. and China with independent samples t-test. Results: In general, all students showed a positive attitude towards EBP across the five domains. The U.S. DPT students had the highest mean score of 3.90 in the domain of “attitude about EBP” followed by the U.S. MOT students (mean=3.88), and the U.S. OTD students (mean=3.84). On average, the U.S. students scored 0.44 (13.8%) higher than Chinese students in all domains combined. Responses from both countries showed the highest scores in the domain of “attitude about EBP” followed by “familiarity with EBP” and “intention to engage in EBP”. In addition, the overall mean score increased non-significantly by 0.07 for the U.S. students from 1st year to 3rd year while it increased significantly by 0.15 (pnd year to 4th year. Conclusion: Few research studies have compared professional students’ attitudes towards EBP between the U.S. and China. This study demonstrated that the U.S. students were more positive overall and in all five domains. Future studies may focus on novice ways to promote EBP in didactic teaching and in clinical practice.

Predictive factors of academic success in neuromusculoskeletal anatomy among doctor of physical therapy students.

Predictors of academic success in anatomy have been studied, but not in Doctor of Physical Therapy (DPT) students. The objectives of this study were to (1) explore predictors of academic success in a DPT anatomy course, (2) evaluate sex-based differences in the predictors of academic success and their influence on anatomy course grade, and (3) investigate the influence of the DPT anatomy course on visual-spatial ability. Forty-nine DPT students completed a demographic questionnaire, Learning and Study Strategies Inventory (LASSI), and Mental Rotations Test (MRT) before the ten-week anatomy course (MRT-1) and repeated the MRT at the end of the course (MRT-2). Anatomy course grade was determined based on quizzes and written and practical examinations. Multiple regression analysis showed significant associations between the predictor variables age (p=0.010) and the LASSI anxiety subscale (p=0.017), which measures anxiety coping, with the anatomy course grade. On the MRT-1, male DPT students attempted and correctly answered more questions than females (both, p < 0.0001). Female students had higher LASSI self-regulation and use of academic resources subscale scores (both, p < 0.05). In the 44 DPT students that completed the MRT-2, the number of correct and attempted responses increased following the anatomy course (p < 0.0001). Age and anxiety coping, but not sex, are predictors of anatomy course grades in DPT students. Mental rotations test scores improved following the anatomy course. The LASSI should be used in other cohorts to identify students with low anxiety subscale scores in order to provide targeted support.

Doctor of Physical Therapy students’ clinical reasoning readiness and confidence treating with telehealth: a United States survey

Purpose: Telehealth has an emerging footprint on entry-level physical therapy programs. Students’ readiness for clinical reasoning with virtual versus traditional face-to-face treatment remains unknown. The purpose of this study was to evaluate Doctor of Physical Therapy (DPT) students’ preparedness for clinical experiences with and without telehealth. Methods: A descriptive and exploratory cross-sectional survey was employed, with a voluntary convenience sample of 211 second- and third-year university DPT students during Fall 2020 clinical experiences. Descriptive and inferential statistics evaluated differences in DPT students’ (1) Physical Therapist Self-Efficacy (PTSE) scale scores, (2) confidence with treating initial and subsequent same-patient visits, and (3) final Clinical Performance Instrument (CPI) clinical reasoning and summative scores during clinical experiences with and without telehealth. Results: Telehealth availability was 40.3%, with 16.6% of DPT students reporting participation. Most students reported being comfortable (39.3%) or neutral (32.2%) using telehealth. DPT students’ confidence level using telehealth to treat was 74% on initial and 97% on subsequent same-patient visits. Mean PTSE scores were significantly lower during clinical experiences with telehealth (13.1) compared to traditional experiences (15.1) (P &lt;.001) and for integrated (second-year) (14.1) compared to terminal (third-year) clinical experiences (15.5) (P &lt;.001). For traditional experiences, weak positive associations were demonstrated between PTSE and CPI scores. There were no significant differences for CPI scores between telehealth and traditional experiences. Conclusion: While entry-level DPT programs continue to establish best practice for telehealth education, current trends in academic curriculum seem to prepare students’ clinical reasoning readiness for clinical experiences. The PTSE could be used to identify outlier students requiring additional mentoring during traditional and telehealth clinical experiences.

Development of an Interprofessional Handoff Assessment for Doctor of Physical Therapy Students

Background and Purpose: Handoff communication, especially interprofessional (IPE) handoff communication, has been shown to make up a large portion of communication errors in health care. There is variability in the way professionals are trained and deliver the pertinent patient information in handoffs, which, causes confusion, makes recall difficult, and increases the incidence of medical errors. Thus, this study aimed at assessing IPE handoffs for individuals who are trained in SBAR (Situation, Background, Assessment, and Recommendation) method of IPE communication developed by TEAM STEPPS®. Method: To assess IPE handoffs for those who are trained with the SBAR method, an existing tool was modified to make it more explicit to IPE handoff communication using descriptors from SBAR. Reliability and internal consistency were evaluated using videos of IPE handoffs of doctor of physical therapy (DPT) students. Results: Spearman rank coefficients for the revised assessment domains ranged from 0.56 to 0.86, indicating a strong correlation. The communication and content domains had the highest level of correlation. The interrater reliability of the 5 raters was 0.85, indicating high reliability. Discussion and Conclusion: This assessment proved to be simple and reliable to measure IPE handoff communication skills during emergent situations between DPT students and standardized nurses. Thus, this assessment can be used to assess interprofessional handoffs, develop competencies improved teamwork, and reduce medical errors.

An interprofessional community-based program for diabetes education and exercise self-management

An interprofessional group of students were brought together to develop and implement an effective interprofessional, educational and exercise program for older adults with diabetes living in an independent senior living community. Students were from a doctor of physical therapy (DPT), undergraduate nursing (BSN), and masters of public health program (MPH) at the same university. The primary objective of this offering was to develop the Community Partners in a Diabetes Education Program in an interprofessional context to lead to improved student values and beliefs about interprofessional collaboration. The program included weekly activities focused on the self-management of diabetes, including exercise, prevention of complications, and nutrition. Student learning was assessed using the Interprofessional Socialization and Valuing Scale before and after program implementation as well as focus group interviews after the program was delivered. Student learners felt the program was beneficial to the seniors, but that interprofessional interactions were limited and could be improved by increasing opportunities for communication and designating a clear leader.

The How and the Why of Including Children: Experiential Learning in Teaching Physical Therapist Students

This study describes experiential learning (EL) activities with children and the rationale for using EL. Experiential learning with children in entry-level doctor of physical therapy (DPT) education has not been described. Eighteen pediatric educators from accredited DPT programs participated in semistructured, in-depth interviews. Researchers analyzed written interview transcriptions using an iterative, consensus-building, thematic analysis approach. Educators described their EL activities. Educators' rationale for using EL grouped around 4 themes: (1) EL is valued by multiple stakeholders, (2) EL provides an additional learning modality, (3) EL introduces students to pediatric physical therapy, and (4) EL addresses standards and competencies for DPT education. This research provides a rich description of EL with children and rationale for integrating EL in DPT education. These findings may inform educators and program directors regarding the value of EL and the investment of resources to support EL in DPT education. at: http://links.lww.com/PPT/A386.

Peer Review of Teaching to Promote a Culture of Excellence: A Scoping Review

Background and Purpose. A main component of the conceptual model of excellence in physical therapist education, introduced by Jensen et al, is a culture of excellence. A culture of excellence relies on identifying accountable faculty who set high expectations and execute systems toward ongoing improvement. Peer review of teaching (PRT) is an established system that cultivates a culture of collaboration, reflection, and excellence through feedback and collegial discourse. The purpose of this scoping review was to understand PRT implementation by 1) summarizing the program development process, 2) identifying program characteristics, 3) identifying review instruments, and 4) determining program evaluation strategies. Methods. A scoping review was conducted using a methodological framework. With library scientist counsel, search terms were established, and 3 databases were queried for articles describing PRT programs in health care education. Articles were managed in the Covidence Systematic Review Management Software. Researchers independently screened search results for article inclusion and extracted data from included studies. Descriptive data analysis was conducted. Results. Thirty-five articles met inclusion criteria. Seven different health care professions have published PRT articles; however, none in Doctor of Physical Therapy (DPT) education. Results indicated that most programs underwent a systematic development process, included faculty input, and sought to ensure consistency between the program purpose and characteristics. A 3-step formative process was most common. Faculty were paired systematically or used self-selection. Evaluative instruments were often program specific, guided by core competencies of teaching excellence or previously published tools. Program outcomes commonly reported positive faculty opinion of PRT and teaching improvement. Only 2 articles evaluated student metrics to assess PRT impact and effectiveness. Discussion and Conclusion. Peer review of teaching has been successfully adopted by health care education faculty to promote teaching excellence and could be a foundation for creating a culture of excellence in DPT education. These results provide an understanding of the processes for implementing PRT to guide DPT educators establishing PRT programs.

Benchmarking in Academic Physical Therapy Using the PT-GQ Survey: Wave 2 Update With Application to Accreditation Reporting.

The Benchmarking in Academic Physical Therapy study uses the Physical Therapist-Graduation Questionnaire (PT-GQ) survey to develop comprehensive performance benchmarks for physical therapist education. These benchmarks facilitate interprofessional comparisons and have application to accreditation self-study reporting. The purpose of this study is to report updated benchmarks from enrollment Wave 2 of the study, with an emphasis on curricular areas that align with accreditation standards. Seventy doctor of physical therapy (DPT) programs (26.5% national sample) administered the survey to graduates during 2020-2021. Where possible, respondent data were contextualized by statistical comparison with published medical student data (Welch t test, Hedges g). There were 1894 respondents who participated in the study (response rate: 63.9%). The average survey duration was 32.9minutes. White-only, non-Hispanic/Latino/a/x individuals (78.8%) exceeded the 2020 US Census prevalence (60.1%), and only one-half of respondents perceived a benefit to their training from the diversity present in their programs. Over 94% of respondents indicated that their curricula were characterized by "problem solving/critical thinking" and "clinical reasoning," but nearly one-half indicated "busywork" was prevalent. High curricular satisfaction ratings clustered in content areas relating to profession-specific technical skills and low ratings clustered in foundational sciences. DPT respondents reported significantly lower tolerance for ambiguity, significantly more exhaustion, and significantly less disengagement than medical students. Respondents endorsed higher levels of "adaptive" perfectionism (striving for high performance) than "maladaptive" perfectionism (concern over negative evaluations). Respondents with loans (27.7%) had debt exceeding $150,000, the benchmark above which the DPT degree loses economic power. PT-GQ benchmarks revealed strengths (eg, curricula emphasizing problem solving/critical thinking and clinical reasoning) and challenges (eg, low diversity, problematic student debt) in physical therapist education. Programs can use benchmarking for quality-improvement efforts and as a data source for accreditation self-study reports. The ongoing study will refine national benchmarks and pilot items to address new research questions.

Development of Burnout in Physical Therapist Students and Associated Factors: A Study During COVID-19

Introduction. Burnout is a negative response to work-related stress and follows a developmental process that might begin during students' academic studies. Review of Literature. Numerous factors affect burnout in graduate students, and few published studies have assessed burnout in physical therapist students. Subjects. Participants included 1,340 Doctor of Physical Therapy (DPT) students from DPT programs across the United States. Method. Students completed a Psychdata survey in fall 2020 that assessed burnout using the Oldenburg Burnout Inventory for Students (OLBI-S), resilience using the Connor-Davidson Resilience Scale (CD-RISC), perceived stress using the Perceived Stress Scale (PSS), and additional questions regarding levels of support and the learning environment. Burnout levels for each year in a DPT program were determined using 2 one-way independent analysis of variances, 1 for each OLBI-S subscale. Cutoff scores to group students into the burnout and nonburnout groups were determined using quartiles. Logistic regression was used to identify factors that may have an influence on the development of burnout. Results. No significant difference was found in burnout scores among students in different years in a DPT program. Using cutoff scores, 35.4% of DPT students were in the burnout group. Factors found to be statistically significant in predicting burnout were satisfaction with the level of support from faculty, satisfaction with overall learning environment, CD-RISC score, and PSS score (χ2(4) = 266.827, P &lt; .001). The final model explained 24.8% of the variance and correctly classified 72.1% of cases. Discussion and Conclusion. Students who have higher levels of perceived stress, lower levels of satisfaction with the level of support from faculty, and lower levels of satisfaction with their overall learning environment at DPT school may be more likely to develop burnout, while students who have higher levels of resilience may be less likely to develop burnout. This study was conducted during the COVID-19 pandemic and may not be generalizable to nonpandemic times.

Factors Contributing to Burnout and Well-Being in Physical Therapist Students

Introduction. Burnout is a syndrome resulting from chronic workplace stress that has not been successfully managed. Prevention and management of burnout in the doctor of physical therapy (DPT) student population may help reduce the development of burnout later in their work life. Review of Literature. Few published studies assessing burnout have been conducted with physical therapist students. In studies with medical and nursing students, individual factors that influence the development of burnout include reduced level of physical activity, reduced level of social support, not experiencing positive life events, increased fatigue, increased stress, and decreased resilience. Environmental factors that influence the development of burnout include grading scheme and perceptions of the learning environment. Subjects. Participants included 20 DPT students from across the United States. Method. A total of 522 students from a previous study who volunteered for the present grounded theory qualitative study were stratified by burnout group (burnout and nonburnout) and geographic region. Once stratified, students were randomized and then contacted through email to set up an interview time to participate in a Zoom audio interview. A total of 20 semistructured interviews were completed ranging from 20 to 40 minutes. Results. Three major themes emerged from the data, each with 3 subthemes. The major themes included burnout experience, factors that negatively affected well-being, and factors that positively affected well-being. Discussion and Conclusion. The results of this study indicate that DPT students experienced burnout as a combination of exhaustion, disengagement, and chronic overload. Factors that negatively affected well-being while in DPT school included unmanageable stress, an excessive workload, and time pressures. Factors that positively affected well-being while in DPT school included prioritizing time, support from faculty, friends, and family, and self-awareness.

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

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