Doctor Of Physical Therapy Research Articles

Optimizing Interprofessional Simulation with Intentional Pre-Briefing and Debriefing.

The use of simulation and interprofessional education (IPE) has been shown to enhance healthcare student and provider confidence, strengthen teamwork, and improve patient outcomes. Although debriefing has been widely practiced and studied, the value of intentional pre-briefing has been recently recognized. At the University of the Incarnate Word (UIW), Doctor of Physical Therapy (DPT) and Bachelor of Science in Nursing (BSN) students engaged in a simulation with multiple acute care scenarios. The goal of this activity was to foster competence and confidence in coordinating care for patients with complex medical conditions while functioning as integral members of a team. Faculty members recognized an opportunity to practice interprofessional care coordination behaviors through this simulation. The activity was intentionally structured with three key components: (1) thorough advanced preparation, (2) a well-organized pre-briefing session encompassing pre-simulation orientation, and (3) a structured debrief that encouraged reflection on patient care prioritization. The simulation addressed the activity goals and provided students with opportunities for growth in the Interprofessional Education Collaborative (IPEC) core competencies.

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.

Transforming the Heart of Student Learning and Engagement

Purpose: Entry-level physical therapists must effectively learn cardiovascular and physiological monitoring, including electrocardiography (ECG) interpretation, to fulfill the demands of acute care hospital settings. Preliminary evidence among medical students and young physicians suggests that proficiency in basic ECG interpretation may be insufficient to meet the needs of a society with increasing levels of cardiovascular disease. In addition, as a new generation of students (Generation Z) enters health care education programs, educators may need to adapt their instructional approaches and technology. The purpose of this study was to evaluate whether a novel virtual reality (VR) learning module resulted in more accurate ECG interpretation than a conventional written learning activity for predominantly Generation Z Doctor of Physical Therapy (DPT) students. The study also assessed whether a preference existed for either of the 2 activities. Methods: A blocked-randomized controlled crossover trial was integrated within a second-year cardiopulmonary course for DPT students. Students were blocked into 2 groups, VR-Conventional or Conventional-VR, based on the order in which they participated in the activities. Twenty-item multiple-choice knowledge assessments and a satisfaction survey were the outcomes. Results: Eighteen DPT students participated. Median pretest scores for the VR-Conventional group and the Conventional-VR group were 60% (interquartile range [IQR]: 50-75) and 65% (IQR: 55-75), respectively; the distributions were not different (Mann-Whitney U test =36.00, n1 = n2 = 9, P = .688, 2-tailed). Median posttest 1 scores for the VR-Conventional group and the Conventional-VR group were 70% (IQR: 62.50-85) and 75% (IQR: 67.50-85), respectively; the distributions were not different (Mann-Whitney U test = 39.00, n1 = n2 = 9, P = .893, 2-tailed). After crossing over, the VR-Conventional group scored 70% (IQR: 62.50-80) on posttest 2 while the Conventional-VR group scored 70% (IQR: 65-77.50); the distributions were not different (Mann-Whitney U test = 38.50, n1 = n2 = 9, P = .858, 2-tailed). Fifty percent of participants preferred the VR activity, 33% preferred the conventional written activity, and 17% had no preference. All participants reported wanting to see VR used more in education. Conclusions: VR was well received and may aid student engagement and motivation for learning complex topics such as ECG interpretation. In this study, VR was not superior to conventional learning activities for knowledge acquisition. Educators should additionally consider an evidence-based instructional design when choosing to integrate VR technologies in the classroom.

The Changing Landscape of Intercultural Mindset in 616 Doctor of Physical Therapy Students Over the Past 7 Years and the Implications for Doctor of Physical Therapy Cultural Competence Education.

This prospective longitudinal study will report the results of a quantitative analysis of the change in Intercultural Development Inventory (IDI) scores and the distribution of students in 5 orientations along the Intercultural Developmental Continuum (IDC) in 8 cohorts of Doctor of Physical Therapy (DPT) students during their academic preparation. The expanding interest in developing intercultural sensitivity in an increasingly more complex and diverse health care environment calls for the dissemination of research on the effectiveness of innovative curricular models that include psychometrically strong outcome measures. Research suggests that health care providers can develop intercultural sensitivity when provided with didactic knowledge, experiential learning, self-reflection, mentoring, and a systematic individualized development plan. The participants were from a sample of convenience of 616 DPT students from the graduating classes of 2015-2022. The study is a repeated-measure design. The IDI was selected to guide targeted intervention and assessment of intercultural sensitivity at an individual level and group level and was administered in semesters 3 and 8 as part of the DPT program course requirements. There was significant improvement in the IDI Perceived and Developmental Orientation (DO; P < .001) scores between semesters 3 and 8. There was a significant change (P = .0001) in the distribution of students along the 5 DOs of the IDC with 10% of students regressing 1 orientation, 51.7% of students remaining the same, 33.3% of students advancing 1 orientation, and 5% of students advancing 2 orientations along the IDC. Nearly 40% of participants had a positive shift along the IDC. The results of this study suggest that intercultural sensitivity or mindset, as measured by the IDI, can be developed in DPT students who participate in a targeted intercultural development curriculum based on the Process Model of Cultural Competence by Deardorff and the Developmental Model of Intercultural Sensitivity by Bennett.

Predictors of Success in the National Physical Therapy Examination for Hispanic Doctor of Physical Therapy Students.

Hispanic/Latino students often underachieve in higher education programs in the health professions and have shown lower first-time pass rates on the National Physical Therapy Examination than their White peers. A plausible explanation for this difference is the lack of English proficiency. The purpose of this study was to determine predictive academic variables for passing licensure examination on the first attempt for Hispanic/Latino Doctor of Physical Therapy (DPT) students. Numerous studies have been conducted to determine the factors that predict success on the National Physical Therapy Examination; however, there is a scarcity of literature on the predictors of success for Hispanic/Latino DPT students, particularly on the influence of English proficiency. A nonprobability convenience sample of 67 Hispanic students from a single DPT program was used. A retrospective, predictive, correlational study was conducted. Data collection was performed by secondary analysis of student academic profiles. Predictor variables included proficiency in the English language; undergraduate grade point average; verbal, quantitative, and written skills; and first-year and third-year grade point average while enrolled in the physical therapist education program. The first-time pass rate was 59.7% (n = 40). Results showed that students who passed and those who did not pass on their first attempt differed in first-year and third-year program grade point average with large effect sizes of d = 1.13 and d = 1.48, respectively; however, third-year grade point average was the only significant independent predictor of success. English proficiency and preadmission variables did not predict first-time success. The results suggest first-year and third-year grade point average may be used to identify at-risk students. Use of these variables is encouraged to monitor the progression of students. The study highlighted the need to identify additional predictors of performance.

Podcast Implementation in an Entry-Level Doctor of Physical Therapy First-Semester Course: Student Perceptions and Impact on Academic Performance

Podcasts have increased in popularity in the last decade, but description of their use in academic settings is lacking. The purposes of this study were to (1) investigate the difference in student performance on course examinations based on podcast usage and satisfaction and (2) examine the perceptions of educational benefits, usage preferences, and accessibility of podcasts in a clinical examination course in a hybrid Doctor of Physical Therapy (DPT) curriculum. This was a mixed-methods study that utilized a retrospective non-experimental correlational design, and data were collected and analyzed via self-report survey. Participants adopted five podcasts into learning and studying activities. An ANOVA indicated that there was a statistically significant (&lt;em&gt;p&lt;/em&gt; = .01) difference in examination performance for podcast usage in the fourth episode, with those who listened more performing better. Level of agreement in podcast satisfaction had little impact on academic performance on examinations. A total of six themes emerged from qualitative analysis: podcasts provided listeners a supplementary study tool, connected the learner to the real world, and allowed convenient listening and multitasking. Listeners noted the experience could be enhanced by an improved streaming platform, preferred shorter-duration podcasts, and recommended podcasts to future cohorts. In a sample of 27 first-year hybrid DPT participants, 100% reported overall satisfaction with podcast content and would recommend them to future cohorts.

Influences of Financial and Workplace Factors on Physical Therapist Job Satisfaction.

The physical therapist labor market has recently noted higher rates of turnover and job vacancies. An understudied factor contributing to these trends in the profession is job satisfaction. The profession continues to experience relatively low wages compared with other health professions, and graduates of Doctor of Physical Therapy (DPT) programs face increasingly high student debt. This study used the labor-search model as a conceptual framework to understand associations between job satisfaction, income, and educational debt. The purpose of this study is to observe the financial and workplace factors that are associated with higher levels of physical therapist job satisfaction. Data from 4764 physical therapists in one state were captured retrospectively through the state's licensure renewal process from 2014-2020. A random-effects panel analysis, with job satisfaction as the dependent variable, was used to evaluate the relationships between job satisfaction and income, educational debt, and a variety of work-related factors. Job satisfaction was negatively correlated with educational debt, number of hours worked per week, and some practice settings. Conversely, job satisfaction was positively correlated with the expected age of retirement. The percentage of time spent in research and administration was also positively correlated with job satisfaction, though additional research in this area is needed to draw meaningful conclusions on this association. The results support the conceptual framework, which suggests that early career physical therapists, motivated by high amounts of educational debt, may choose more financially advantageous practice settings and increased working hours to the detriment of job satisfaction. High levels of job satisfaction among physical therapists are correlated with low levels of educational debt, working 45hours or less per week, a longer time horizon until retirement, and practice settings other than home health and skilled nursing facilities.

Self-Efficacy with Telehealth Examination: the Doctor of Physical Therapy Student Perspective

Introduction: The shift to telehealth exposed gaps in our understanding of how physical therapy students perceive patient assessment in a remote situation using the examination component of the patient/client management (PCM) model. The purpose of the study was to compare Doctor of Physical Therapy (DPT) students’ self-efficacy performing patient assessment using the examination component of the PCM model using telehealth compared with conventional examination. To achieve the purpose of this study, the Physical Therapist Self-Efficacy (PTSE) scale was used. More specifically, self-efficacy in clinical reasoning was measured using the following items: (1) PTSE total score (2) performance of tests and measures, (3) determining when to refer to another practitioner, and (4) screening for primary medical disease. Methods: A survey-based descriptive and exploratory repeated measures design was used, with surveys distributed to entry-level DPT students during their clinical experiences in the United States during the Fall 2020 semester. A convenience sample of 35 second- and third-year entry-level DPT students who reported provided both telehealth and traditional examinations during clinical experiences was used. Descriptive and inferential statistics were used to evaluate within group differences comparing student self-efficacy using telehealth and conventional examination. Results: Wilcoxon sign ranks revealed statistically significant differences in self-efficacy scores of students conducting patient assessment using telehealth compared to conventional examination. More specifically, scores for telehealth were lower (P &lt; 0.001) compared to conventional examination in PTSE total score, performance of tests and measures, determining when to refer to another practitioner, and medical screening for primary disease. Discussion: Doctor of Physical Therapy students’ self-efficacy was lower when providing telehealth across all PTSE questions pertaining to the examination component of the PCM model. Exploring telehealth content and sequence in entry-level physical therapy curriculum may help students feel more prepared to perform telehealth examination.

Educational environment perception and cognitive load among physical therapy students during e-learning

Background: Understanding students' perception of the educational environment and their cognitive load in this context is crucial for optimizing the effectiveness of e-learning platforms. Objective: To compare educational environment perception and cognitive load in under-graduates Doctor of Physical Therapy (DPT) and post-graduate Master in Science of Physical Therapy (MSPT) students having online learning experiences. Methodology: In this comparative cross-sectional study, data was collected through non-probability convenient sampling from n=274 under-graduates DPT (n=225) and post-graduates MSPT(n=49) students of either gender having one-semester experience of online learning, Dundee Ready Education Environment Measure (DREEM) for measuring educational environmental perception and Rating Scale of Mental Effort (RSME) for measurement of cognitive load. Online self-structured was developed questionnaire and shared through communication media platform and data analysis was made through SPSS version 28. Results: There were n=225 under-graduates (DPT) and n=49 post-graduates (MSPT) students in which, there were n=208 females and n=66 males. The overall DREEM score showed that MSPT students are more significantly positive (p&lt;0.001, Cohen’s d=1.01) than DPT students regarding the perception of the educational environment with a large effect size. While there was no significant difference (p=0.114) between MSP and DPT students regarding cognitive load. Conclusion: Post-graduates (MSPT) students have better educational environmental perception than undergraduate (DPT) students but there was no significant difference in cognitive load in undergraduate (DPT) and post-graduates (MSPT) students. Keywords: cognition; cognitive load; mental effort; e-learning; physiotherapist.

Assessment of satisfaction level among university teachers of Doctor of physical therapy program on online teaching during COVID-19 pandemic: A cross-sectional survey

Background: The recent covid-19 pandemic has also displayed a worldwide increase in online education as a method of learning, at an exponential rate. In the wake of the COVID-19 pandemic, the education program of physical therapy abruptly moved from on-campus to remote online medium. Objective: to find out the satisfaction level of the faculty of Doctor of Physical Therapy (DPT) in twin cities of Pakistan. Methodology: A cross-sectional survey was conducted on faculty members of various universities having the Doctor of Physical Therapy program students in Islamabad and Rawalpindi, Pakistan. A total of n=120 participants between 24 to 60 years were recruited through a nonprobability purposive sampling technique. The research team used the Online Faculty Satisfaction Survey (OFSS) which has a total of 34 questions and was designed to quantify and authenticate the satisfaction of faculty regarding the students, teaching mode as well as the institutions. Questionnaires were distributed through emails and other social media applications i.e. Facebook and WhatsApp. Results: The mean age of participants was 29.4± 6.5 years with 63.3 % females &amp; 36.7% males. The Satisfaction levels were different among the participants. A total of n=66(55%) of participants were less satisfied with the online method of teaching whereas n=42 (35%) shows a higher level of satisfaction. The remaining 10% showed various responses regarding satisfaction level i.e. average n=4 (3.3%), moderately satisfied n=4 (3.3%), neutral n=2 (1.7%), satisfied n=2 (1.7%). Conclusion: This study concluded that the faculty of Doctor of Physical Therapy (DPT) was less satisfied with online teaching methods due to the lack of face-to-face interaction and practical components of studies. Keywords: COVID-19; education; faculty satisfaction; pandemic; university teacher.

Early Assurance Model for Physical Therapy Education: A Descriptive Study

Introduction: Various curriculum models for Doctor of Physical Therapy (DPT) education exist across the country. The purpose of this study was to provide an updated description of the Early Assurance (EA) program model, including administrative variables for institutional leaders to consider. This descriptive study may help equip students to choose an educational program that suits their desires and enable institutions to consider models that fit their needs given their typical admission draw, the local environment, student debt, and resources available. Applications to DPT programs are on the decline while there continues to be an expansion of programs. Institutions are looking for innovative models to address the changing landscape of higher education. Methods: An electronic survey was deployed to all Commission on Accreditation in Physical Therapy Education accredited DPT programs and contained 33 multiple-choice and free text questions. Responses were received from 30 EA programs and 60 programs without EA (non-EA). Quantitative data were reported in percentages and means, and a thematic analysis was used to determine themes from free text responses. Results: Admission criteria, progression criteria, majors leading to the DPT degree, and management of admissions processes varied across the programs. Four themes emerged from the non-EA programs regarding why they do not offer an EA pathway. Seventeen (28% of respondents) indicated they are now reviewing and considering an EA pathway. Conclusion: A variety of pathways leading into DPT graduate programs exist and may benefit students. Specifically, these variations may allow students to choose a program that fits their particular needs. The results of the study may inform prospective students who can utilize this information to ask more specific questions as they consider DPT programs. Moreover, as many allied health programs have accelerated pathways to the terminal degree, institutions can utilize these findings to inform decisions about EA programs and how these programs may address declines in admissions and retention

Utilization of Summative Assessment in Physical Therapy Education to Establish Foundations of Clinical Science Knowledge

Purpose: Doctor of Physical Therapy [DPT] students’ ability to apply, integrate, and synthesize foundations of clinical science knowledge is vital to success in clinical practice. The aim of this case study was to explore summative examination quantification of foundational clinical science knowledge as a benchmark toward competence-based education in the first year of a DPT program. Methods: First year DPT students from a private New England University took the Physical Therapy Foundations of Clinical Science [PT-FCS] exam at the end of the second semester following completion of foundational clinical sciences coursework. The PT-FCS exam is a multiple-choice exam comprised of three clinical science categories: human anatomy, kinesiology, and neuroanatomy. Retrospective analysis of PT-FCS exam scores for 223 students over three cohort years was performed to investigate test reliability by cohort and relationships with first year cumulative GPA and progression in the program. Results: PT-FCS scores were reliable across 3 cohorts: 2019, 2020, 2021 (KR20 = 0.74-0.82). Exam scores showed significant (p = 0.01 two-tailed) moderate correlations with current core course GPA with Pearson Correlation coefficients by individual cohorts (r = .70, .73, and .80) and all cohorts combined (r = .73). Conclusion: A retrospective analysis of three years of data informs validation of the PT-FCS for use as an assessment touchpoint to quantify foundational clinical science knowledge in first-year doctoral physical therapy students. Findings of this first-year learner performance outcome may contribute to development of longitudinal benchmarks for assessing disciplinary specific knowledge of foundational clinical science and to inform educational frameworks necessary for clinical competency in physical therapy education. Ultimate predictive ability, and educational value, of summative testing of foundational clinical science will be explored in future categorical and item level analysis in order move toward more competency-based teaching and learning in physical therapy.

An Exploration of Doctor of Physical Therapy Students' Belongingness in Clinical Education: A Validation Study.

The aim of this study was to adapt and validate the Belongingness Scale-Clinical Placement Experience (BES-CPE) for Doctor of Physical Therapy (DPT) students in the United States. Belongingness is vital to one's mental, emotional, and physical health. Research has shown that belongingness is positively correlated with students' academic performance and achievement. An absence of belongingness may hinder students' full participation in clinical experiences and compromise clinical achievement. Respondents were current or former DPT students at least 18 years of age who had either completed the midterm evaluation of their final terminal full-time clinical education experience (TCE) in their DPT program or were no more than 1 year from the completion of their final TCE. The BES-CPE was adapted for DPT students, and the scale was completed electronically by those who met the inclusion criteria. Principal component analysis with promax rotation and Cronbach's α were used to determine construct validity and reliability. One hundred fifty-nine respondents completed all items on the BES-CPE and demographic survey. A 3-component structure was identified (esteem, connectedness, and efficacy), which was aligned to the original BES-CPE scale. One item was discarded, and the final version of the BES-CPE for DPT students is a 33-item scale with satisfactory internal consistency. This study adapted and provided evidence for validity of the first known scale to measure belongingness in DPT students during their clinical education experiences (CEEs) in the United States. The 33-item BES-CPE provided valid and reliable measures of belongingness in DPT students during CEEs that can be used to provide a better understanding of the student experience in the clinical learning environment.

An interprofessional peer learning event improves Doctor of Physical Therapy and Bachelor of Science in Nursing students' readiness and self-efficacy for interprofessional learning

Interprofessional learning and collaboration are essential for successful patient care. We describe an interprofessional education (IPE) event between Doctor of Physical Therapy (DPT) and Bachelor of Science in Nursing (BSN) students focused on increasing students' readiness and self-efficacy for interprofessional learning. First-year DPT and junior level BSN students in their first upper-level nursing semester participated in the IPE event. DPT students peer taught BSN students about safe patient transfers, assistive device management, and safe gait patterns for patient mobilization. A pre-post survey using the Readiness for Interprofessional Learning Scale (RIPLS) and Self-efficacy for Interprofessional Experiential Learning (SEIEL) outcome measures assessed changes in students' readiness and self-efficacy toward interprofessional learning. A statistically significant (p < 0.001) improvement in RIPLS score (pre: 81.8 ± 7.4, post: 85.2 ± 7.6), and SEIEL scores (pre: 123 ± 22.7, post: 141.8 ± 16.1) were found. This IPE event improved students' readiness and self-efficacy toward interprofessional learning.

Preparing Clinicians for Roles in Academic Teaching: A Model for Clinical Associated Faculty Development.

Clinical associated faculty (CAF) are typically expert clinicians but novice educators, lacking professional development opportunities targeted to their unique needs. This can result in unnecessary variability in content delivery and potentially negative student learning outcomes. The purpose of this article is to describe the development, implementation, and evaluation of a faculty development program designed specifically for CAF. Thirty-two CAF completed a longitudinal faculty development program designed by faculty at the University of Colorado Doctor of Physical Therapy Program (CU). Content was driven by faculty development literature, core concepts of CU's Doctor of Physical Therapy (DPT) program, and key constructs for excellence in DPT education. Changes in teaching confidence were examined with a modified version of the Nurse Educator Skill Acquisition Assessment (NESAA) in pre-test/post-test design. Creighton University DPT Program (Creighton) adapted the faculty development program for their own CAF and similarly assessed change in teaching skill in 21 CAF using the NESAA. Additional data were collected through session evaluations and review of student course evaluations for both programs. At CU and Creighton, 28 and 21 participants, respectively, completed the CAF development program and all desired outcome measures. Outcomes revealed a significant increase (P < .05) on NESAA scores. In addition, results demonstrated decreased negative student comments related to teaching inconsistencies on course evaluations and an overall positive perception of the program by participants. A CAF longitudinal faculty development program was developed and successfully implemented at 2 universities. This model could be used as a template by other DPT programs to address the existing faculty development gap and support the distinctive needs of CAF.

Creating Patient Context: Empathy and Attitudes Toward Diabetes Following Virtual Immersion.

Pandemic circumstances created challenges for doctor of physical therapy (DPT) students to understand social determinants of health (SDH) in clinical rotations. Instead of canceling clinical rotations, a virtual reality cinema (cine-VR) education series was implemented. The purpose of this project is to describe the effect of this simulated immersion on student empathy and attitudes toward diabetes. The DPT students (n=59) participated in 12 cine-VR education modules, completing surveys at three time points as part of coursework. The students completed baseline measures of the Diabetes Attitude Scale-Version 3 (DAS-3) and Jefferson Empathy Scale (JES), and then were immersed in 12 cine-VR modules. One week after module completion, students participated in a class discussion about the modules. The students repeated the JES and DAS-3 scales at postclass and six weeks later. Three subscales from the Presence Questionnaire (PQ) were used to measure the virtual experience. Student scores on three DAS-3 subscales significantly improved on posttest: Attitude toward patient autonomy, Mean: 0.75, SD: 0.45; t(58) = 12.742, P < .001; Psychosocial impact of diabetes, Mean: -0.21, SD: 0.41; t(58) = -3.854, P < .001; and Seriousness of type 2 diabetes, Mean: -039, SD: 0.44; t(58) = -6.780, P < .001, with lower scores six weeks later. Student scores increased on the JES and remained high (P < .001). High subscale scores on the PQ demonstrated immersion and involvement in the virtual experience. These modules can allow for a shared student experience that improves diabetes attitudes, increases empathy, and fosters meaningful classroom discussion. The cine-VR experience is flexible, and modules allow students to engage in aspects of a patient's life that were not available otherwise.

Effects of a Blocked Versus Full-Length Semester Design on Doctor of Physical Therapy Student Performance and Retention.

Restrictions on in-person gatherings during the 2020 COVID-19 pandemic required educational programs to explore alternative educational formats. The nature of physical therapy education as a blend of cognitive and psychomotor skill presents additional challenges. During a gradual return to in-person learning, the authors' institution chose to break a full-length 15-week semester into 3, 5-week blocks. The first aim of this study was to evaluate the effects of semester design on course performance. The second aim was to assess the effects of semester design on knowledge and skill retention. In undergraduate studies, blocked courses or semesters held over a short period of time may result in equal or better performance compared with courses performed over a longer time. Few studies have been performed on the graduate student population. Most studies have focused on short-term cognitive knowledge acquisition. Three cohorts of Doctor of Physical Therapy (DPT) students were eligible to participate. Two DPT courses (1 first year and 1 second year) were selected to assess cognitive and psychomotor performance. Examination results were compared at the end of a full-length semester and blocked semester. A third course was selected to assess retention at 4 time points. Students were assessed on their cognitive retention using computer-based quizzes and psychomotor retention using in-person skills quizzes. Median cognitive performance scores for both courses were slightly better during the blocked semester. There were no significant differences in median psychomotor scores. There was no significant interaction effect between semester structure and retention of cognitive knowledge or psychomotor skills, although there were significant changes in scores over time. A blocked semester design may favor immediate cognitive performance. However, there is no significant effect on knowledge or skill retention over a 6-month period. Programs faced with the potential for in-person closures can select either semester structure based on their needs without compromising knowledge or skill retention.

Professional Development for Associated Faculty: A National Assessment of Available Resources.

Faculty development has been identified as an important initiative in Doctor of Physical Therapy (DPT) education. However, little is known about opportunities available for associated faculty (AF). These unique educators who make notable contributions to physical therapist education often lack formal preparation for teaching. The purpose of this study was to explore AF development opportunities across physical therapist education programs nationally. Formal faculty development programs have been successful in medical and nursing education programs to enhance educator identity, skill, and retention in both core and clinical faculty. No evidence of faculty development programs for AF in physical therapy education was found in the literature. Participants were program directors or identified faculty development leads from CAPTE accredited and in-candidacy physical therapist education programs. Seventy participants completed an anonymous survey and 10 participated in semistructured interviews following the completion of the survey. A parallel, convergent, mixed methods approach was used to assess the national state of formal AF development opportunities. A survey was developed to assess development opportunities available to AF. Descriptive statistics and Chi square analyses were performed to analyze quantitative data. An instrumental collective case study further explored development opportunities. Deductive and inductive thematic analysis techniques were used to analyze qualitative data from interview transcripts. Quantitative and qualitative approaches were integrated in the data analysis. Survey data, aligned with interview outcomes, suggest that despite ideologic support for faculty development, low percentages of AF have access to formal development activities, and even fewer are receiving adequate breadth of educational content related to proficiency in their role. A lack of formal development opportunities exists for AF. Excellence in DPT education requires deeper development across all levels of faculty, including opportunities tailored specifically to the unique needs and role of AF.

How Doctor of Physical Therapy Students Overcome Academic Challenges to Achieve First-Attempt Success on the National Physical Therapy Examination: A Mixed Methods Study

The purpose of this mixed methods study was to identify Doctor of Physical Therapy (DPT) students with markers of potential challenges on the National Physical Therapy Examination (NPTE) and evaluate their outcomes. The qualitative arm, framed by social cognitive theory, identified strategies students used to achieve first-attempt success. Of the 143 students from one DPT program who had markers of potential NPTE challenges, 79% overcame challenges to achieve success, revealing a weaker association between undergraduate grade point average (GPA) and NPTE performance. Year one program GPA and written exam performance while in the program were stronger predictors of NPTE performance. Qualitative analysis of interviews with 19 graduates revealed three themes: (1) Critical resources build confidence for a unique standardized test; (2) Peers support, teach, and hold each other accountable; and (3) Self-care is vital as emotions run high. Participants described needing to change their approaches to learning between undergraduate and DPT education. Critical resources for achieving first-attempt success included contextualizing knowledge in the clinical setting, NPTE preparatory courses, and frequent self-assessment, which facilitated retrieval practice and revealed knowledge deficits. Little is known about graduates who did not achieve first-attempt success but were ultimately successful, warranting further research.

Factors Influencing Entry-Level Physical Therapy Graduates' Decisions to Participate in Residency Education.

All Doctor of Physical Therapy (DPT) programs in the United States prepare students to demonstrate entry-level clinical performance upon graduation. Clinical residency programs are an option for DPT graduates seeking to specialize in a practice area. There is little research published on why DPT graduates decide to pursue residency education (RE) or not. This study aimed to determine factors influencing a Physical Therapist's (PT) decision-making process in choosing to pursue a postgraduate residency. PTs within 3 years of graduation and third-year DPT program students were surveyed. Most respondents were from DPT programs in the northeastern United States. A survey was created, piloted, and disseminated to various DPT programs. The survey asked participants their perceptions of motivating factors or barriers to pursuing a RE using multiple choice questions and Likert items. Descriptive statistics and frequencies were reported. One-way analysis of variances, chi-square analysis, and unpaired t tests were used. Students who considered residency in their second year are 26.5× more likely to apply for a residency (P < .001). Participants strongly agreed with the statements that residency will increase confidence when practicing in their specialty area (1.39 ± 0.48), expand their knowledge as clinicians (1.39 ± 0.051), and expedite proficient practice (1.72 ± 0.057). Participants considered student burnout, the cost of residency, student loan debt, and geographical relocation as the top barriers to pursuing residency. Men were significantly more confident in their ability to apply to residency (F = 8.219, P = .005). Married individuals perceived loans or financial obligations (F = 3.607, P = .029), family obligations (F = 17.170, P < .001), and geographical limitations (F = 3.825, P = .024) as barriers more than single individuals. There are many variables DPT students and recent graduates consider when deciding whether to pursue RE. RPs and entry-level DPT programs should consider these factors to promote increased participation in postprofessional RE.