Entry-level Master Research Articles

Admission interviews: questions of utility and cost in masters of physical therapy programs in the United States.

The purpose of this research was twofold. The first purpose was to assess the predictive validity of the interview process in student completion of entry level Masters of Physical Therapy programs on the conventional schedule for the university. The second was to provide a descriptive study of interview formats currently used by these institutions and the cost to the institution, estimated by hours of labor used exclusively for the interview process. A questionnaire was mailed to the Director of Admissions of 63 accredited Masters of Physical Therapy programs in the United States. Forty-three responded to the questionnaire for a response rate of 68.3%. Twenty-eight programs (65.1%) performed interviews and fifteen (34.9%) programs did not. A two-tailed t-test revealed that no significant difference existed between programs that interview and those that did not with regards to the attrition rate of students. There was great diversity between the programs in interview content and structure. The cost to the institutions in terms of hours averaged 261 hours per school for faculty and support staff combined. The schools of physical therapy that award the Masters of Physical Therapy degree vary markedly in the interview content and format both between schools and with recommendations known to enhance validity and reliability. Since, no difference exists in attrition of students between schools that interview and those that do not, the expense and time invested by both the institution and the students are important considerations. The findings of this study indicate the need for continued investigation of the effectiveness of the interview process and alternative methods of valid and reliable student selection.

Use of a Test of Logical Thinking With First-Year Physical Therapy Students: Classroom Performance Prediction, At-Risk Student Identification, and Change in Logical Thinking Ability

Knowledge of physical therapy students' ability to think logically would be potentially useful information for admissions committees, academic and clinical instructors, and those responsible for enrichment programs. The purposes of this study were to determine whether first-year physical therapy students' performance on a test of logical thinking is correlated with basic science course grades or with performance on the Graduate Record Examination and to identify whether there was an improvement in their logical thinking ability after the first year in an entry-level master's degree program. The sample consisted of 80 first-year students whose logical thinking was measured by a previously validated test that was administered twice, initially before the first semester and then again 9 months later. Data analysis consisted of descriptive statistics, Pearson Product-Moment Correlation Coefficients, and the Wilcoxon Signed-Rank Test. Findings indicated that preentry logical thinking test scores were not correlated with student performance in basic science courses and were weakly correlated with Graduate Record Examination performance. However, there was a significant improvement in logical thinking test scores (P<.001) after the first year of study. Logical thinking ability may be of help in learning basic science material; however, other skills and strategies appear to work equally well. The noticeable increase in students' logical thinking ability after the first year of professional study indicates that further study of various factors contributing to this cognitive change, including the impact of various instructional methods, is warranted.

Reinventing the Information Professions and the Argument for Specialization in LIS Education: Case Studies in Archives and Information Technology

From nearly the beginning of formal library education, there has been debate about whether the basic library degree should be generalized as an entry degree, or specialized in order to support library and information professionals working in specific roles or institutional environments. While the Information Age has provided many false starts and false hopes, as well as confusing directions for educators of information professionals, one constant is a failure to resolve the debate about generalization versus specialization in the entry-level master's degrees for the library and information professions

A Matter of Accountability

To the Editor: I am a physical therapy student at the Institute of Physical Therapy in St Augustine, Fla. I am completing my first year of a 2-year entry-level master's degree program. I just read your Editor's Note entitled “Romance, Reality, and Managed Care.” I was so thrilled that the issue of accountability in the profession was addressed. Physical therapy, like any other service business, should be under the same consumer discretion that other professions are under. This constant evaluation by peers and consumers creates a more “perfect machine.” Our goal should be to provide the best—and yes, the most cost-effective—health care for our patients. Managed care forces me as a student (and will force me as a practitioner) to be creative with my treatments, striving for the most efficient and effective patient care. [ ARTICLE][1] [1]: /lookup/volpage/76/574?iss=6

The Use of the Revised PSB-Health Occupations Aptitude Examination as a Predictor of Success in Physical Therapy Students

Predicting academic success of applicants in physical therapy training programs continues to be a source of interest and concern for educators. Physical therapy programs continue to face an increasing number of qualified applicants competing for a limited number of student positions. Programs are continuously searching for valid and reliable tools to aid in their student selection process. In response to this need, the Psychological Services Bureau Inc (PSB) published the Revised Health Occupations Aptitude Examination (R-HOAE) to aid in the student selection process of a multitude of allied health curriculums. In 1993, the University of Texas Medical Branch, School of Allied Health Sciences at Galveston adopted the R-HOAE on a trial basis to aid in student selection in the Department of Physical Therapy. The purpose of this study was to evaluate the predictive validity of the R-HOAE, along with other variables such as preadmission grade point averages (GPAs) and age of applicant, in determining academic success. Academic success was defined as first-year GPA. Retrospective data was collected for 189 first-year students from the previously mentioned programs. A stepwise multiple regression technique was utilized for data analysis. In the entry-level master's physical therapy program, the R-HOAE academic aptitude score was the only significant predictor of academic success (p<.01), accounting for 20% of the variance. When all of the independent variables were entered, 39.5% of the variance was explained (p=.0002). Therefore, the R-HOAE was a significant predictor of academic success in two of three allied health programs analyzed.

Life's Lessons

I am a student in an entry-level master's degree program in physical therapy. At the urging of professional-minded instructors and my own sense of responsibility, I have tried to stay abreast of current trends, happenings, and research in our field. However, besides browsing through an occasional article, I have utilized my copies of Physical Therapy more as a doorstop than an educational tool. Yet I have remained faithful to one particular item this journal has to offer: the Editor's Note. After the contribution made in the March 1995 issue, I felt the need to offer my thoughts from a student's perspective. As students we are taught the “nuts and bolts” of our profession.…

Graduating Burnout Candidates

I enjoyed reading the research report “Factors Associated With Burnout of Physical Therapists in Massachusetts Rehabilitation Hospitals” by Donohoe et al, as well as the commentaries that followed, in the November 1993 issue of Physical Therapy. I am currently a student in my last year of a 3-year entry-level master's degree program in physical therapy. I am also a career-changer. My undergraduate degree is in the humanities. I entered graduate school after working for 5 years as a massage practitioner while taking the prerequisite science courses. Prior to that, I worked for over 10 years as an administrator and manager in various settings, including two Boston-area universities. As I have observed my classmates' and my own experience of graduate school, it seems to me that emotional exhaustion and a diminished sense of personal accomplishment are burnout measurements that might readily apply to students as well as clinicians.

Predictors of Student Success in an Entry-level Master in Physical Therapy Program

Predictors of Student Success in an Entry-level Master in Physical Therapy Program

More on DPT Controversy

To the Editor: As chairman of one of the two doctoral degree in physical therapy (DPT) programs currently being offered in the United States, I wish to respond to the letter to the editor by Deusinger and co-authors and to the Journal Editor's “Response” published under the title “DPT Controversy” in the May 1993 issue of Physical Therapy . The Institute of Physical Therapy is well aware of the controversy surrounding its introduction of a post–entry-level doctorate in physical therapy, and it regrets that there has not been more discussion within the profession, which may have produced less of a difference between the two programs now being offered. The Institute first proposed its DPT program in 1982 and has since that time advocated that a post–entry-level master's degree was needed by the profession in response to entry-level master's degree programs.… [ ARTICLE][1] [1]: /lookup/volpage/73/329?iss=5

A Model for Entry-Level Pediatric Physical Therapy Education

The pediatric component of the entry-level master's program at the University of Indianapolis is developed over three courses: Life-span Development, Pediatric Physical Therapy, and Specialty Seminars in Pediatrics. On campus laboratory sites at a child care center and our Developmental Preschool ar

The classroom as clinic: applications for a method of teaching clinical reasoning.

This study examined the efficacy of one method for teaching diagnostic reasoning to occupational therapy students. During a clinical reasoning seminar in their first academic year, 80 entry-level occupational therapy master's degree students in three successive classes were given three different levels of exposure to classroom-as-clinic or in-class evaluations of adults with physical or psychosocial disabilities. During the following summer, most students completed their first Level II fieldwork experience. Students' grades for a second-year classroom-as-clinic experience with adults with physical disabilities were then compared across groups to determine the relative effect of the different seminar formats and fieldwork experiences. Students who had experienced in-class evaluations during their first academic year wrote significantly more accurate second-year evaluations than those who had not. Students who had completed psychosocial Level II fieldwork experiences were as accurate on their evaluations as students who had had physical dysfunction fieldwork experiences. The results suggest that in-class evaluations improve students' diagnostic reasoning skills.

Educational Level and Professional Activities of Occupational Therapists: A Case Study

Alumni of the three educational tracks of the University of Southern California were surveyed to examine the influence of level and type of educational preparation on professional activities. The entry-level and postprofessional master's groups scored higher than the baccalaureate group in 6 of 10 activity categories investigated—education, leadership, administration and supervision, oral presentations, publications, and research. The entry-level master's group differed from the postprofessional master's group only in education, leadership, and professional recognition. The results confirm that programmatic differences between basic and advanced professional education yield different outcomes in terms of involvement in professional activities. They also suggest that some activity categories are more amenable to educational influences than others. Limitations of the study include use of a self-report instrument, reliance on a dichotomous scale involving only activity participation and non-participation, and consideration of the influence of education on professional activities in isolation from other factors known to influence involvement.

The Relationship of Educational Level to the Development and Dissemination of Knowledge by Occupational Therapists

The purpose of this study was to investigate the qualitative and quantitative differences in productivity among occupational therapists with various educational backgrounds. Comparative analyses pertained to the respondents' demographic data, to their productivity in the development and dissemination of knowledge, to their positions, and to their contributions to the profession. Four advanced education groups were also described in terms of their educational programs. The results of this study indicated that the most significant relationship between the type of education of occupational therapists and their productivity is found in the doctoral group. Although it was determined that time (years of experience) could account for some of the differences between the groups, no significant differences were found between the baccalaureate and entry level master's groups. Significant differences were identified between the entry level and postprofessional master's groups in course work and perceived benefits of education.

Craniosacral therapy and myofascial release in entry-level physical therapy curricula.

The purposes of this study were 1) to discover the extent to which craniosacral therapy (CST) and myofascial release (MFR) instruction are included in entry-level physical therapy curricula; 2) to determine the amount of faculty and program director interest in such instruction; and 3) to determine what educational materials, if any, are desired. A one-page questionnaire was distributed to the program directors of 109 accredited entry-level physical therapy programs in the United States. Of the 95 respondents, 1 (1%) included a unit on CST only, 14 (15%) included a unit on MFR only, 14 (15%) included units on both CST and MFR, and 66 (69%) included neither. The highest percentages of programs with CST and MFR units were entry-level masters' degree programs and programs located in the Pacific Coast and Middle Atlantic regions. All of the units were presented within required courses, usually during the second year; most were taught by physical therapists. The greatest amount of instructional time was allotted for CST laboratory sessions (mean = 5.8 hours), and the least amount of time was allotted for MFR lectures (mean = 1.7 hours). The mos frequently cited reason for noninclusion of CST or MFR instruction was inadequate room in the current curricula. The most frequently requested materials were bibliographies and laboratory guides on CST and MFR. Implications of these findings are addressed, and suggestions for further research are given.

Interpersonal skills education in entry-level physical therapy programs.

The purpose of this study was to determine the current status of interpersonal skills (IPS) education in entry-level physical therapy programs with respect to content, course work requirements, and evaluation strategies. The disciplines of faculty members who teach IPS and their materials and methods also were explored. Using a 32-item questionnaire, we surveyed in 1984 all accredited baccalaureate (BS), certificate (CERT), and entry-level master's degree (MS) programs (N = 107) in physical therapy. Seventy-two responses (67.2%) were received, reflecting returns from 57 BS (64.7%), 5 CERT (83.3%), and 10 MS (76.9%) program respondents. Nearly all (97.2%, n = 70) of the respondents explicitly taught IPS in the classroom, but fewer of them evaluated learning (74.3%, n = 52). Overall, respondents teaching in MS programs consistently reported including a greater concentration of IPS content than the other two types of programs. All of the MS programs required specific IPS course work, compared with 50 (87.7%) of the BS programs and 3 (60%) of the CERT programs. Predominantly, faculty members who teach IPS are academically based physical therapists who use an extensive variety of methods and materials.

Factors related to physical therapy students' decisions to work with elderly patients.

The purpose of this study was to determine the factors related to physical therapy students' decisions to work with elderly patients subsequent to graduation. Questionnaires, distributed to students in graduating classes of seven entry-level master's degree programs and seven baccalaureate degree programs, were returned by 326 participants. The questionnaires included 20 questions within four categories--biographical (3), experiential (7), perceived socioeconomic (3), and attitudinal (7) factors--plus 1 question to determine whether students intended to work with elderly patients. Chi-square tests (p less than .05) determined significant relationships between the participants' intentions to work with elderly people and their answers to 10 of the questions (1 biographical, 3 experiential, and 6 attitudinal). The answers to 1 of these experiential questions and 4 of these attitudinal questions were significant at the .001 level. No perceived socioeconomic questions were significant. Our results may help in planning strategies to encourage physical therapy students to work with elderly people.

Graduate Record Examination Analytical scores as predictors of academic success in four entry-level master's degree physical therapy programs.

This study was conducted to determine the efficacy of the Graduate Record Examination-Analytical (GRE-A) score in predicting the final grade point averages (GPAs) of student in physical therapy education programs. Data from four entry-level master's degree physical therapy programs were analyzed using a step-wise multiple regression analysis procedure. The data were grouped to determine differences between the experimental and the newly revised formats of the GRE-A measure, in addition to any differences among programs. The GRE-A score was a significant (p less than .05) predictor of final GPA in some instances in two of the four programs, regardless of format. In two programs, the GRE-A score was not a statistically significant predictor, regardless of format or how scores were grouped. The GRE-A score was not as useful alone as when combined with other predictor variables such as preadmission overall GPA, sex, and race. Further research is needed with a larger sample of students to assess more thoroughly the newly revised format of the GRE-A measure.

‘A Comparative Analysis of Occupational Therapy Graduates from Baccalaureate and Entry-Level Master's Degree Programs’

‘A Comparative Analysis of Occupational Therapy Graduates from Baccalaureate and Entry-Level Master's Degree Programs’

A Comparative Analysis of Occupational Therapy Graduates from Baccalaureate and Entry-Level Master's Degree Programs

Using a static group comparison design, two groups of therapists who had graduated from occupational therapy programs in the United States were surveyed Occupational therapists whose professional education was at the baccalaureate level were compared with those who entered practice with a professional master's degree A stratified systematic, random sample was selected from 7,902 therapists comprising the above target population Comparative analyses pertained to general demographic data, job activities and responsibilities, professional productivity, and professional growth. Subjects sampled were at 1 through 6 years since graduation, inclusively. A questionnaire was mailed to each of the 1,147 subjects, with 91.4% responding. Descriptive data were summarized using means, standard deviations, and percentages. For categorical items, chi-square analyses were employed A nested two-way ANOVA was used to analyze continuous data Although not at a level of significance overall, several notable trends were identified.

Entry-level master's degree. A decade of experience.

All of the graduates of the entry-level master's degree program at Stanford University from 1970 to 1980 were surveyed. A total of 207 questionnaires was mailed out, and 155 graduates returned the questionnaire for a response rate of 75 percent. Descriptive data were gathered on employment characteristics, professional contributions, and demographic information. Over 95.3 percent of the respondents were employed in physical therapy and 81.7 percent were engaged full time. The majority of the graduates practiced in acute-care general hospitals. Professional advancement occurred most frequently by changing facilities rather than promotions within the institution. The major job responsibility was patient care, with teaching next in importance. A strong commitment to participate in the clinical education of new professionals existed. A limited number of graduates were engaged in research, and little time was designated for this purpose.