Doctor Of Physical Therapy Research Articles

Health Sciences Faculty Attitude and Readiness Towards Simulation-Based Inter-Professional Education.

To explore attitude and readiness of health sciences faculty towards simulation-based inter-professional education (IPE). Qualitative case-study; critical realist paradigm as used. Place and Duration of the Study: Bahria University Health Sciences Campus from December 2022 to March 2023. Maximum variation purposive sampling technique was used for selecting the participants. A total of thirty-one participants were selected. Five faculty members from Nursing, five from Doctor of Physical Therapy (DPT), five Medical Laboratory Technologists (MLT), eight participants from medical, and eight from the dental faculty. Data were collected using individual semi-structured interviews and two focus group discussion. Duration of an individual interview was 30 minutes and that of the focus group discussion was 60 minutes. All interviews were recorded and transcribed. Community of inquiry and community of practice theoretical framework were used for guiding the research design and interviews. Pattern matching technique was used for the data analysis. Atlas ti-9 was used for organising the data. Ten themes were identified after the analysis. teamwork, understanding roles and responsibilities, time constraint communication skills, curriculum integration, patient outcome, interprofessional boundaries, ethics in practice, faculty training, and visionary leadership. The faculty members valued interprofessional education but were reluctant to implement it due to the limited resources. There is a need of faculty development for implementation of simulation-based interprofessional education. There is insufficient research on simulation and interprofessional education in Pakistan because of which faculty members are unacquainted of its benefits. Interprofessional education, Simulation-based learning, Medical education.

Creating a Culture of Assessment

Programmatic and curricular assessment, as mechanisms of continuous quality improvement, are essential and require input from multiple stakeholders. Despite its essential nature, there are few resources to help guide the development of a sustainable model of assessment. The aims of this organizational case study are to describe a sustainable model. Data was collected from various stakeholders of the Doctor of Physical Therapy (DPT) program. Results were compared between and within groups to determine level of agreement and yearly trends. These results were discussed at the faculty assessment retreat. The outcomes included data collection timelines that have been operationalized and systematized. Five out of nine faculty participated in a post-survey. All respondents (100%) indicated a favorable impression of the event. Building a culture of assessment requires an intentional and sustainable plan. A retreat was an effective method to communicate the results of the assessment and to build trust and transparency.

Visibility of Entry-Level Doctor of Physical Therapy Program's Mission, Vision, and Value Statement and Alignment with Professional Values

Introduction: This study aimed to assess the accessibility and alignment of core statements (mission, vision, and values) in entry-level Doctor of Physical Therapy (DPT) programs across the United States with the core beliefs of the American Physical Therapy Association (APTA). Methods: Two independent reviewers searched publicly available resources for the core statements of 271 Commission on Accreditation in Physical Therapy Education accredited DPT programs. The statements were cross-referenced against APTA Standards of Practice and Core Values. Descriptive statistical analysis assessed the public availability of program statements and their alignment with APTA core beliefs. Results: Among the programs, 95.6% had mission statements, 63.5% had assessable vision statements, and 58.7% had easily assessable value statements. The most common APTA core beliefs were Education, Excellence, Responsibility, and Evidence-Based Practice. Altruism, Advocacy, Duty, and Patient and Client Management were less prevalent. Discussion: The visibility and accessibility of core statements in DPT programs across the United States are low. Given their role in program accreditation, promoting transparency is crucial. Limited visibility hindered the concluding alignment of core statements and APTA core beliefs. Nonetheless, this information can motivate schools to enhance core statements for better alignment. Our study emphasizes the need for increased transparency of core statements in DPT programs, fostering informed decision making. Addressing these issues can facilitate better alignment with APTA principles in physical therapy education and practice.

A Comparison of Physical Therapist Educational Outcomes Before and During the COVID-19 Pandemic: A Multicenter Study.

The purpose of this study was to analyze and compare educational outcomes of Doctor of Physical Therapy (DPT) graduates before and during the COVID-19 pandemic. Reports show increased stress, anxiety, and burnout during the COVID-19 pandemic, which may have negatively affected academic performance. Historically, academic performance is predictive of National Physical Therapy Examination (NPTE) scores. Yet, there is little evidence analyzing student outcomes during the pandemic. Doctor of Physical Therapy graduate records (N = 1,897) were retrospectively collected from a multicenter convenience sample consisting of 5 blended programs. Records were sampled from existing "prepandemic" graduates of Fall 2018-2019 (n = 988) and "pandemic" graduates of Fall 2021-2022 (n = 909). A causal comparative and correlational study design was used. Grade point average (GPA) and NPTE scores were collected. A general linear model examined differences between groups, and a multiple linear regression examined predictors of NPTE performance. Grade point average was a significant predictor of NPTE score (r2 = 0.56; P < .01) for the overall sample and for the prepandemic and pandemic cohorts (r2 = 0.38, P < .01; r2 = 0.45, P < .01, respectively). Grade point average was not significantly different between the groups (P = .09), nor did it significantly influence differences in NPTE scores (P = .13). Pandemic graduates displayed a significantly lower NPTE pass rate (85.1%) compared with prepandemic graduates (89.7%; P < .01). Pandemic graduates experienced higher rates of academic difficulty (20%; P < .01) and had a approximately 5 times higher likelihood of not passing the NPTE. This is the first study to report on DPT graduate outcomes spanning the COVID-19 pandemic. Similar to previous studies, GPA remained the most significant predictor of NPTE scores. Pandemic graduates demonstrated significantly lower NPTE scores and higher rates of academic difficulty (GPA < 3.0). Continued monitoring of NPTE performance is warranted between prepandemic, pandemic, and postpandemic cohorts across modes of program delivery.

Addressing Anxiety, Perfectionism, and Coping in Healthcare Students: A Call for Integrated Mental Health Interventions

This commentary calls for integrated mental health interventions to address anxiety, perfectionism, and coping mechanisms among Doctor of Physical Therapy (DPT) students and other healthcare programs. Healthcare programs, with their rigorous academic and clinical demands, often leave students facing significant psychological stress, which can impact their learning and future professional performance. The primary study discussed illustrates that anxiety, particularly influenced by perfectionism and coping styles, is prevalent in these students, indicating a need for comprehensive mental health support within the curriculum. The commentary expands upon traditional approaches by suggesting the incorporation of proven mental health initiatives such as cognitive-behavioral therapy (CBT) and mindfulness programs within healthcare education. These initiatives are vital for managing stress and preventing burnout, which is particularly prevalent in high-pressure environments like healthcare education. By integrating such mental health strategies, educational institutions can foster a more supportive learning environment that not only addresses immediate student needs but also enhances overall educational outcomes. Moreover, it advocates for a holistic educational practice that goes beyond typical academic goals to include mental well-being. It proposes practical steps for embedding mental healthcare into health professions' curricula, thus preparing students not only academically but also psychologically for the demands of healthcare professions. This proactive approach in educational settings can significantly mitigate the psychological burdens faced by healthcare students, enhancing their academic performance, clinical competencies, and overall well-being.

Academic Procrastination and its Association with Academic Achievement among Undergraduate Health Sciences’ Students

Background: Academic procrastination is the postponement of educational activities. Most university students try to keep themselves away from academic activities which might lead to procrastination and unsatisfactory performance. Objective: To assess the level of academic procrastination and its association with academic performance and the demographic characteristics of undergraduate students. Methods: This cross-sectional analytical study using a convenient sampling technique was conducted on 250 health sciences undergraduate students at Sohail University, Karachi, Pakistan from August to October 2022. Ethical approval and data collection permission were obtained. The Procrastination Assessment Scale for Students was used to gather data. The SPSS version-24 was used for statistical analysis. Simple descriptive statistics, spearman’s rank order correlation coefficient tests and independent sample t-test was applied. Results: Mostly participants (53.6%) were female, 93.2% were single, and 46 % in the generic nursing program and 54% were in 3rd &amp; 4th year. Students’ academic performance was insignificant with all the domains except writing a term (p-value 0.22, 0.5, 0.26, 0.37, 0.31 and 0.041 respectively). A significant relationship of students’ gender, education level and study program with academic procrastination was found (p-value 0.004, 0.021 and 0.002 respectively). Bachelor of Science in Nursing (BSN) and Pharm-D programs did not show as much procrastination as compared to Doctor of Physical Therapy (DPT) program (p-value 0.021). Conclusion: This study showed the considerable behaviour of procrastination among undergraduates. There was a significant association between writing a paper and academic achievement. In addition, academic procrastination was significantly associated with gender and the enrolled program of the participants.

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

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

Black Applicants' Self-reported Reasons for Applying to a Doctor of Physical Therapy Program

Introduction. Lack of access for minoritized groups to health care providers with a similar background negatively affects health outcomes. Adequate representation in the workforce begins with representation in health care education. The purpose of this study was to describe Black applicants' primary reasons for pursuing physical therapist education. Review of Literature. Prior surveys of enrolled Doctor of Physical Therapy (DPT) students have categorized factors influencing the decision to pursue physical therapy, with consideration of student demographics. Subjects. One thousand eight hundred nine Black applicants who applied to DPT programs through the Physical Therapist Centralized Application Service (PTCAS). Methods. In this retrospective holistic narrative analysis, essay responses from the 2020–2021 PTCAS application cycle (n = 17,801) were categorized by 2 reviewers into one of 9 categories based on the primary reason for applying to a DPT program. Interrater reliability was almost perfect (Kappa 0.946) based on a sample of 48 essays. Racial demographics were compared with US Census and DPT program acceptance and enrollment data from the same year. Results. Black individuals are underrepresented among both applicants to and enrollees in DPT programs when compared with US census data from the same year. Black applicants indicated personal experience with the field (33%, n = 597), observation in the field (28.7%, n = 520), and alignment with personal values and interests (27.6%, n = 500) as the most common reasons for applying. Discussion and Conclusion. Experience with the field and alignment with values and interest were the most commonly cited reasons among Black applicants for pursuing physical therapist education. Understanding why Black students apply to a DPT program is important for developing strategies to increase the number of Black students enrolled in physical therapy programs and ultimately the workforce.

Empowering Tomorrow's Healers: Assessing Knowledge and Attitude Regarding CPR Training among Final-Year Doctor of Physical Therapy Students in Karachi-Cross Sectional Study

Background: Cardiopulmonary resuscitation (CPR) is a critical skill for healthcare professionals, including physical therapy students. Despite its importance, there is a gap in research regarding the CPR knowledge of these future professionals. This study aims to assess the level of CPR knowledge and attitudes among final-year Doctor of Physical Therapy (DPT) students. Objective: The primary objective of this study was to evaluate the CPR knowledge, confidence in performing CPR, and attitudes towards CPR training among final-year DPT students in Karachi. Methods: A cross-sectional study design was employed, using a non-probability convenience sampling technique. Data were collected from 101 final-year DPT students using a validated questionnaire adapted from previous studies. Statistical analysis was conducted using SPSS version 23, focusing on descriptive statistics such as frequency and percentage. Results: While all participants were aware of CPR, only 49.5% believed their knowledge was adequate. About half of the students had previously taken a CPR training course, yet only 27.7% had done so within the past year. In situations requiring CPR, 50% of those who had faced such scenarios did not perform it, primarily due to nervousness. Approximately 69.3% knew the correct sequence of CPR, and 85% were willing to perform CPR on anyone if necessary. Conclusion: The study reveals a significant gap in confidence and practical knowledge of CPR among final-year DPT students. Despite a high level of initial awareness, there is a need for regular, updated training to build proficiency and confidence in CPR. Integrating CPR training into the DPT curriculum and promoting regular retraining could be key strategies for improving CPR skills among future physical therapists.

Physical therapist awareness of diagnostic imaging referral jurisdictional scope of practice: an observational study

ABSTRACT Objectives To examine physical therapist awareness and utilization of imaging referral privileges in the United States (US) and how it relates to direct access frequency. Methods This study utilized survey data collected in 2020–2021 from US physical therapists. Subjects were asked about imaging referral jurisdictional authority in their state. Responses were analyzed for accuracy and compared to the level of jurisdictional authority and its impact on imaging referral. Analysis of imaging skills performance and imaging referral practices were compared to direct access frequency. Results Only 42.0% of physical therapists practicing in states that allow imaging referral were aware of this privilege. Those practicing where imaging referral was allowed via state legislation were significantly more likely (p < 0.01) to be aware of this privilege (71.4%) compared to those granted by the state board (25.2%). Those aware of their imaging referral scope were more likely (p < 0.01) to practice imaging referral (44.5%) compared to those who were unaware (3.2%). Direct access frequency was positively associated with imaging skill performance and imaging referral practice (p < 0.01). Doctors of Physical Therapy, residency/fellowship-trained physical therapists, and board-certified physical therapists all reported practicing greater frequency of direct access (p < 0.01). Discussion/Conclusion There is a striking lack of awareness of imaging privileges among physical therapists as influenced by the level of jurisdictional scope. These results suggest that the lack of awareness may have a dampening effect on diagnostic imaging referrals. The American Physical Therapy Association should consider engaging with state boards to raise imaging privilege awareness.

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

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

MAKING AN IMPACT: AN INTEGRATED MODEL TO REDUCE AGEISM AND SUPPORT PROFESSIONAL IDENTITIES

Abstract Nearly one-million people in the U.S. are living with Parkinson’s disease (PD) and require skilled care. Despite this, only 20% of educational programs offer a geriatric rotation. Ageism is a major factor in healthcare students’ lack of clinical exposure, decreased self-confidence, and desire to specialize in geriatrics. Research shows positive exposure to older adults improves students’ knowledge, attitudes, and interest in this population. Yet, limited geriatric curriculum exists that integrates specialized knowledge combined with positive contact experiences to shape students’ professional identities as capable providers. This project combined two experience-based learning (ExBL) models to form the Intrinsically-Motivated learning, Professional identity, Awareness, Capacity, and Timing (IMPACT) model—to support specialized knowledge acquisition and positive, repeated contact experiences with older adults. Third-year Doctor of Physical Therapy (DPT) students who completed both didactic training and a 2-week PD Boot Camp were interviewed about their experiences in the program. Nine students participated in the PD Boot Camp and interviews. Qualitative thematic analysis revealed the following: 1) unexpected insights gained about clients’ unique abilities, 2) therapeutic alliances formed and mutually created functional goals, 3) improved decision-making through practice with mentorship, and 4) increased self-confidence to provide care to clients with complex conditions. The IMPACT model provided students specialized knowledge and practical skills to capably care for older adults with PD. This model can serve as a guiding educational framework to reduce ageism among healthcare students across a variety of settings, support students in developing their professional identities, and increase interest in caring for older adults.

Do Chosen Learning Strategies Predict Academic Performance in First-Year DPT Anatomy Students?

The purpose of this study was to identify predictors of anatomy final course grades from first-year physical therapist students' characteristics and chosen learning strategies, as indicated on the Motivated Strategies for Learning Questionnaire (MSLQ). Identifying factors that contribute to success in content intensive classes may aid in coaching successful learning strategies as students transition from undergraduate coursework to Doctor of Physical Therapy (DPT) programs. Previous studies show that first-year graduate students use ineffective learning strategies that are insufficient for graduate-level study. The MSLQ correlates with academic performance at several educational levels. To date, only one study has examined the correlation of MSLQ with physical therapist students' academic performance for an anatomy course. Thirty-nine first-year physical therapist students participated in the study (27 from a hybrid program, 12 from a traditional program). This study analyzed MSLQ scores for the total instrument, each domain, and each subscale using regression analyses to determine predictors of final anatomy grades. The subscales of Self-Efficacy and Test Anxiety had significant predictive value for anatomy grades (R2 = 0.455, F = 5.203, P = .029). Test Anxiety had an inverse relationship to anatomy grades, meaning lower test anxiety scores correlated with higher anatomy grades. The combination of Self-Efficacy, Test Anxiety, and Critical Thinking subscales resulted in a significant prediction of anatomy grades (R2 = 0.603, F = 6.659, P = .014). This study found moderate correlations between MSLQ Motivation subscales and final grades in DPT anatomy classes. Self-Efficacy and Test Anxiety subscales had the strongest correlations and were significantly predictive of anatomy grades. Faculty may benefit from using inventories like the MSLQ for first-year physical therapist students to identify motivational characteristics associated with success and to remediate students' learning strategies to prevent academic failure.

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

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

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

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

Collaboration from a Distance: Remote Simulation in Hybrid Healthcare Education

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

Perception of Online Learning on Academic Performance of UMT Students, Lahore

Background: With online learning becoming an established facet of modern education, understanding its reception among specific student populations is crucial. This study offers a critical perspective on E-learning's impact by focusing on the academic performance of undergraduates at the University of Management and Technology (UMT), Lahore. Objective: The objective was to explore the differential effects of online learning on two distinct student groups within UMT, those in the Doctor of Physical Therapy (DPT) and Doctor of Nutritional Sciences (DNS) programs, thereby assessing the broader implications for academic performance. Methodology: A purposive sampling strategy was employed to conduct a cross-sectional survey with 200 UMT students, equally split between the DPT and DNS programs. The survey consisted of 26 closed-ended questions designed to capture students' attitudes toward online learning. Results: The survey elucidated a spectrum of responses: 12% of students strongly endorsed online learning, 30% were satisfied, and 31% remained ambivalent. In terms of learning quality, 32% perceived an improvement, with 14.5% strongly concurring. Neutral responses were evident in 31.5% of participants, while 18.5% disagreed and 8% strongly rejected the premise that online learning enhanced educational quality. Notably, 12% strongly affirmed satisfaction with E-learning. Conclusion: The prevailing sentiment toward online learning among UMT students is one of cautious optimism, characterized by a majority indicating approval or neutrality. However, the notable minority exhibiting disapproval suggests a need for a reassessment of online pedagogical methods. The study underscores the importance of developing adaptive teaching strategies that are responsive to the diverse needs and preferences of the student body, aiming to elevate academic performance across all sectors of the university.

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

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

The current state of anatomy education in United States doctor of physical therapy programs.

Physical therapy education has significantly evolved over the past few decades. While gross anatomy is integral to physical therapy education curricula, the current state of anatomy education within these programs is not well understood. The primary purpose of this report was to provide an update on the current state of anatomy education across United States (US) Doctor of Physical Therapy (DPT) programs. A survey was disseminated to all 261 accredited US physical therapy programs. The survey was deployed in November 2020 with a deadline to respond by January 15, 2021. The response rate was 32.6% (85/261). When teaching anatomy, 90.5% of the responding programs used dissection, 71.4% used didactic lectures, 60.7% used computer-assisted technology, 58% used prosections, 23.8% used plastinated models, and 31% reported using other methods. DPT programs have experienced declines in PhD faculty (15.7%) and Master of Physical Therapy faculty (15.3%) and notable increases in DPT (16.5%) and physician faculty (8.2%) teaching anatomy within DPT programs. Despite greater use of computer-assisted technologies, these technologies have not replaced donor-based dissection in DPT programs.

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

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