Entry-level Master's Degree Research Articles

Diversity of PA cohorts during the evolution to an entry-level master's degree.

This study evaluated the racial and ethnic diversity of physician associate/assistant (PA) graduating cohorts during the profession's transition from a standard undergraduate degree to an entry-level master's degree. Using all existing program reports from the Physician Assistant Education Association (1985-2019), we explored potential associations between changes in tuition, degree types offered, and racial/ethnic makeup of graduating cohorts. We observed a strong negative association between Black students and graduates versus increasing tuition and the rise of master's level programs. More equitable opportunities for joining the PA profession may be needed.

Self-Reflection and its Relationship to Occupational Competence and Clinical Performance in Level II Fieldwork

Purpose: Reflective practitioners embody the ability to critique their own clinical thinking about the dilemmas that frequently arise in professional practice and everyday life. Conflicting evidence exists on whether or not self-reflective practices are effective in promoting academic, clinical, and personal success. This quantitative study investigated self-reflection as a predictor of increased occupational competence and clinical performance in Level II Fieldwork for entry-level Master's degree occupational therapy students. Method: The study used convenience sampling to recruit participants and data were collected via a demographic survey and self-assessment questionnaires. Multiple linear regression analyses were conducted to determine the extent to which self-reflection predicts occupational competence and clinical performance. R2 values were examined to determine the importance of each dependent variable (occupational competence and clinical performance). Results: Findings revealed a statistically significant relationship between self-reflection and occupational competence (p = 0.0053) but not between self-reflection and clinical performance (p = 0.08). Self-reflection accounted for 14% of the variance in clinical performance (R2 = 0.14), and more than one third (R2 = 0.38) of the variance in occupational competence. Results suggest that students who self-reflect regularly during fieldwork may have a greater ability to maintain everyday life routines during the demands of Level II Fieldwork. Conclusions: Self-reflection strongly predicts occupational competence of occupational therapy students during Level II Fieldwork, but does not significantly predict students’ clinical performance. Recommendations: Occupational therapy educators should consider incorporating guided self-reflection activities into the academic program in order to support student occupational competence. Intentional coaching in self-reflection may better prepare students for a clinical setting by supporting healthy daily routines, which may help them to manage stress during Level II Fieldwork. Future research should explore the impact of self-reflection training during clinical rotations (provided by clinical educators) on student clinical performance. Revision of the measurement of clinical performance is warranted to include questions pertaining to soft skills such as self-reflection and awareness.

Predicting Success for Student Physical Therapists on the National Physical Therapy Examination: Systematic Review and Meta-Analysis.

In physical therapist education, the National Physical Therapy Examination (NPTE) is the predominant measure of student success. Because the NPTE is a high-stakes examination, predicting NPTE performance is important for physical therapist students and programs. The purpose of this study was to determine the relationships between first attempt NPTE performance, physical therapist applicant variables, and physical therapist student variables. The 4 identified physical therapist applicant variables were undergraduate cumulative grade point average (GPA), undergraduate GPA for prerequisite courses, Graduate Record Examination verbal and quantitative subscale scores, and admission scores. The 4 identified physical therapist student variables were first- and third-year physical therapist student GPA, clinical performance scores (first and final clinical experiences), noncognitive student variables, and comprehensive examination scores. A systematic search was performed using the databases PubMed and EBSCO (1966-2018). Studies included in the review met the following criteria: the physical therapist education program offered an entry-level master's or doctorate degree, pertinent data were available for each independent variable, the relationship between the independent variable and the NPTE was investigated, the NPTE was a continuous variable, the program was a US entry-level therapist education program, and the study was peer reviewed. Two independent reviewers completed data extraction and quality appraisal using the McMaster Appraisal Tool. Random-effects meta-analyses using the Pearson product-moment correlation coefficient as the measure of effect size was used. Limitations of the review included a lack of homogeneity, high NPTE pass rates, modifications to the McMaster Appraisal Tool, small sample sizes, and publication bias. No one physical therapist applicant variable should be used as an independent predictor of first attempt NPTE performance. For physical therapist students, first- and third-year physical therapist student GPA had a strong relationship with first attempt NPTE performance; clinical performance had a weak and nonsignificant relationship with first attempt NPTE performance.

Mini-Editorial Compilation for Special Section

Mini-Editorial Compilation for Special Section

Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback

Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. Qualitative study. One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Four ACIs and 4 second-year ATSs. Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the feedback exchanges between ACIs and ATSs, which clinical education coordinators should consider when selecting clinical sites and training ACIs.

Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors

Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Qualitative study. One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. A total of 4 ACIs with various experience levels and 4 second-year ATSs. Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form.

Evidence-Based Practice in Occupational Therapy Curricula

ABSTRACTThe purpose of this study is to describe currently used educational strategies for teaching evidence-based practice (EBP) in entry-level master's degree occupational therapy programs in the United States. Fifty-eight entry-level occupational therapy program directors completed a survey. Results showed that occupational therapy programs consistently use a wide variety of EBP resources for teaching EBP including database searches, literature reviews, and the development of a research proposal. Less commonly used strategies include the use of case stories and journal clubs. The current study provides a baseline of existing strategies taught in entry level programs that may be built upon to gather more information about the content of EBP coursework, and determine ways to foster implementation of EBP in practice.

The Evolving Postbaccalaureate Entry: Analysis of Occupational Therapy Entry-Level Master's Degree in the United States

At the American Occupational Therapy Association's Annual Conference in 1999, the Representative Assembly passed Resolution J, which became Resolution 670-99 and mandated that entry to the professional level of practice in occupational therapy be at the post-baccalaureate degree level. The Accreditation Council for Occupational Therapy Education (ACOTE) set the effective date as 2007. As a result, more than 50 of the existing 157 occupational therapy educational programs faced the challenge of developing postbaccalaureate entry degree programs. These programs had previously offered only baccalaureate entry degrees. This article compiles the expectations that were articulated as outcomes of transitioning to postbaccalaureate entry, describes findings from an analysis of the current structure of the evolving master's entry level occupational therapy education and identifies concerns for consideration by educational programs and practitioners.

The Evolving Postbaccalaureate Entry: Analysis of Occupational Therapy Entry-Level Master's Degree in the United States

At the American Occupational Therapy Association's Annual Conference in 1999, the Representative Assembly passed Resolution J, which became Resolution 670–99 and mandated that entry to the professional level of practice in occupational therapy be at the post-baccalaureate degree level. The Accreditation Council for Occupational Therapy Education (ACOTE) set the effective date as 2007. As a result, more than 50 of the existing 157 occupational therapy educational programs faced the challenge of developing postbaccalaureate entry degree programs. These programs had previously offered only baccalaureate entry degrees. This article compiles the expectations that were articulated as outcomes of transitioning to postbaccalaureate entry, describes findings from an analysis of the current structure of the evolving master's entry level occupational therapy education and identifies concerns for consideration by educational programs and practitioners.

Establishing the Reliability of Using the Cross Cultural Adaptability Inventory With Physical Therapist Students

Background and Purpose. Health care professionals (HCPs) in the United States are beginning to realize that they work in a multicultural, multiethnic, and culturally diverse society. Prior research has shown that limited or lack of cultural adaptability and cultural competence by HCPs is potentially dangerous to patient care and treatment outcomes. Prior to studying the cultural adaptability of physical therapist (PT) students, the reliability of using cross-cultural instruments needs to established. The purpose of this study was to establish the reliability of using the Cross Cultural Adaptability Inventory (CCAI) with PT students. Subjects. The sample consisted of 288 entry-level master's degree PT students. Methods. The CCAl, a 50-item instrument that measures the construct of cultural adaptability on 4 dimensions (emotional resilience, flexibility/openness, perceptual acuity, and personal autonomy) was administered during the fall academic semester. Results. Data were analyzed and the reliability was estimated using the Cronbach alpha coefficient of internal consistency. The total score had an estimated reliability of .90. Discussion and Conclusion. The data supported the hypothesis that the CCAI is a reliable instrument for use with PT students. Further research could explore the cross-cultural adaptability levels of faculty, students, and clinical practitioners. Key Words: Cross-cultural adaptability, Cross Cultural Adaptability Inventory, Physical therapy, Reliability. INTRODUCTION Physical therapy professionals in the United States are beginning to realize that they live in a multicultural, multiethnic, and diverse socioeconomic society. The complexity of this society challenges the physical therapist to review and relearn the help-giving process. all people deserve to have their ethnicity valued by culturally competent nurses' and hopefully by culturally competent physical therapists. However, there is virtually no research in this area. What little there is has shown that limited or lack of cultural competence for practicing health care professionals (HCPs) has been identified as inappropriate and potentially hurtful and harmful to client care outcomes.1 The accurate and reliable measurement of cultural adaptability is important in physical therapy education, research, and practice. Prior to 1998, physical therapy programs were not required to include and/or address individual or cultural differences, cultural sensitivity, or cross-cultural awareness or any content related to cultural diversity within their academic curricula.25 In addition, the research on cultural issues within the physical therapy profession was nonexistent. However, in 1997, the American Physical Therapy Association (APTA) began to address this topic when it included section 2.1 (Individual and Cultural Differences) in the Professional Practice Expectations of APTA's A Normative Model of Education: Version 97.5 Professional Practice Expectation 2: Individual and Cultural Differences states that students needed to be sensitive to individual and cultural differences when engaged in physical therapy practice, research, and education.5(p69) As a result, APTA, a professional organization that influences program accreditation and provides guidelines on professional ethics, provided a reason for including the foundations of cross-cultural adaptability (CCA) in both the master's and doctoral-level training of physical therapist (PT) students. However, there is another motivation for CCA that is less pragmatic and more implicit than professional mandates and guidelines. It is the philosophical ideology of wanting to respect differences of cultural groups and of envisioning multicultiiralism as a peaceful process of coexistence in the 21st century. Consequently, there is a need to evaluate the CCA of PT students. However, one must first determine its reliability with this population. While no physical therapy-specific cultural instruments are available, there are a variety of instruments used by other allied health care professionals that explore various cultural components, including the Cultural Attitude Scale (CAS),6. …

Predicting Academic, Clinical, and Licensure Examination Performance in a Professional (Entry-Level) Masterʼs Degree Program in Physical Therapy

Background and Purpose. Physical therapy schools use a variety of admission criteria to select qualified candidates who will succeed academically and professionally. Outcome variables include scholastic achievement, clinical competence, and successful passage of the licensure examination. Identifying reliable and valid predictors presents significant challenges. The purpose of this study was to assess the ability of one set of admission criteria to a master's degree program in physical therapy to predict graduate program grade point average (GPA), applied skills as measured by the Clinical Performance Instrument (CPI), and national physical therapy licensure examination (NPTE) scores. Subjects. A retrospective multiple regression analysis focused on 121 students who earned an entry-level master's degree in physical therapy (MPT) at the College of St Catherine from 1998 to 2001. Methods. Admission criteria included overall and prerequisite preadmission GPAs, Graduate Record Examination (GRE) scores, and admission committee evaluations of multiple factors. Outcome variables were final cumulative MPT GPA (MPTGPA) and CPI and NPTE scores. Results. The MPT grades were best predicted by preadmission grades. With GRE scores and age, prior grades accounted for 37% of the variability in graduate grades. The MPTGPA was the best predictor of NPTE scores; however, with prior grades and GSE scores, it accounted for only 11% of NPTE variability. The CPI scores increased significantly across 4 placements over a 2-year period, but were not predictable above chance level by any of the present variables. Discussion and Conclusion. Academic outcomes of MPT grades can be moderately predicted using traditional admission criteria. However, licensure examination scores appear to be only weakly predictable. The total absence of predictability of clinical performance, as measured by the CPI, is problematic and demands closer evaluation. Restricted ranges in both the admission and outcome variables contributed to the limited predictive power of the present admission criteria. Key Words: Admission criteria, Clinical Performance Instrument, National Physical Therapy Examination, Predicting academic performance, Predicting clinical performance. INTRODUCTION Competition for admission to Professional (entry-level) master's degree programs in physical therapy (MPT programs) has declined due to smaller numbers of applicants in the last few years.' Nonetheless, there is still a need to use discriminating selection criteria that can effectively identify candidates capable of successfully completing a rigorous academic program, displaying effective clinical performance and passing the national physical therapy !!censure examination (NPTE) at the outset of their professional careers. Surveys of admission criteria used in allied health professions, including physical therapy, confirm the strong reliance on previous scholastic achievement, including both overall preadmission grade point average (GPA) and GPA based on prerequisite science courses (most often biology, anatomy, physiology, chemistry, and physics).2-7 When academic performance in the physical therapy program is the dependent variablc in a forecasting study, it is logical to use as one's predictor the same type of behavior at the undergraduate level (overall and prerequisite GPAs). Indeed, in several studies,**' ' 2 prior GPA was found to be the single best predictor of physical therapy grades. Unfortunately, physical therapy grade predictors have not been found to be equally reliable forecasters of clinical performance.13 Silver and Hodgson14 have recently reported similar constraints on predicting clinical performance in medical school. Attempts to predict clinical skills have introduced a quite different set of issues for admission committees, as well as for researchers investigating this question. The first difficulty is identifying admission measures that assess applicants' potential for developing skills necessary for clinical competence, although interviews, reference letters, and application essays have all been used with varying amounts of success. …

Encouraging Gerontological Research Among Entry-Level Graduate Students in Clinical Health Care Disciplines

Students in the clinical health care disciplines interested in working with older adults also need skills in qualitative and quantitative research. Because most students are drawn to the health professions by a desire to provide direct care, they often must be convinced of the inextricable link between excellence in clinical practice and research. This paper describes the way one entry-level master's degree program in occupational therapy promotes research skills. An example of one line of gerontological research, specifically with family caregivers of persons with dementia, involving faculty-supervised student involvement is presented. Its emphasis has been on the relationship between clinical and research excellence, positive and practical implications of findings for the target population, and enthusiastic faculty mentoring and role modeling. One program's approach to motivating students to participate in research involving older adults is described with the intent of stimulating ideas across the spectrum of health professions.

An entry-level MS degree in clinical laboratory science: is it time?

The study was undertaken to address the following questions: 1) Does the scope of practice of the clinical laboratory scientist require an entry-level master's (MS) degree? 2) How would a change to an entry-level MS degree in clinical laboratory science (CLS) affect educational programs, the practice field, and students? and 3) Based on this study, what recommendations can be made to CLS educators? Surveys were developed to assess the opinions of educators, managers, and practitioners on the need for an entry-level MS degree in CLS. Surveys were also sent to students to assess their interest in an entry-level MS degree and their perceptions of the advantages and disadvantages of this type of program. Surveys sent to educators included questions addressing the effect of a change to an entry-level MS degree in CLS on enrollment and program viability. Managers were asked questions concerning job expectations and compensation for graduates with an entry-level MS degree and practitioners were asked about their interest in this type of program. The sample for the survey included 280 directors of National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) educational programs, 600 managers randomly selected from the Clinical Laboratory Management Association (CLMA) mailing list, 600 practitioners randomly selected from the American Society for Clinical Laboratory Science (ASCLS) mailing list, and 1400 CLS students selected by program directors. Educators, managers, and practitioners were asked to read 12 statements related to educational preparation for entry into CLS and indicate their level of agreement on a five point scale. Mean responses to these questions were compared for educators, managers, and practitioners, for educators in hospital-based and university-based programs, and for managers with BS and advanced degrees. Responses to demographic and other forced-choice type questions related to entry-level MS programs were counted and reported. Response rates of 58% (educators), 28% (practitioners), 39% (managers), and 40% (students) were obtained. Educators, managers, and practitioners all agreed that the scope of practice of CLS does not require an entry-level MS degree and that the MS degree is appropriate for those practitioners who wish to further their education. There were no major differences in educators', managers', and practitioners' responses to questions on the need for an MS in CLS. Students indicated that they would be interested in an entry-level MS program if the additional education would give them higher salaries and more job opportunities. Students who entered their CLS program with a baccalaureate (BS) degree were more interested in the entry-level MS option than students who entered with an associate degree or high school diploma. Managers indicated that they would not pay a graduate with an entry-level MS degree more than a graduate with a baccalaureate degree. There is currently no support for an overall change from the BS degree to the MS degree as the entry-level requirement for CLS practitioners. Entry-level MS programs in CLS may be attractive to students who already have BS degrees.

Physical Therapist Studentsʼ Learning Styles and Their Teaching Method and Instructional Activity Preferences

Background and Purpose. We tested the common assumption that students' learning styles should be associated with their preferences for various teaching methods (TM) and instructional activities (IA). Subjects. The subjects were a convenience sample of all students enrolled in the 3 entry-level (professional) master's degree programs in physical therapy in New Jersey (N=264). Methods. A survey questionnaire gathered data on students' learning styles and their TM and IA preferences. The Gregorc Style Delineator (GSD) measured learning style on 4 dimensions: concrete-sequential (CS), abstract-sequential (AS), abstract-random (AR), and concrete-random (CR). The TM and IA scales were derived from the literature and assessed via principal components analysis. Results. One hundred ninety students (72.3%) responded. A learning style was modal (n=65, 34.2%), followed by the CS (n=59, 31.1%), AR (n=37, 19.5%), AS (n=15, 7.9%) and CR (n=11, 5.8%) styles. The TM scale yielded 4 factors (collaborative, self-directed, detailed, and structured), as did the IA scale (naturalistic, media based, theme oriented, and traditional). There were weak positive correlations between respondents' CS and AS scores and their traditional learning scores and between their CR and media-based learning scores. There were weak negative correlations between respondents' CS and media-based learning scores and their CR and traditional learning scores. The CR learners had higher self-directed scores than other style groups, whereas CS learners had higher structured teaching scores. No differences in IA factor scores were observed among the style groups. Discussion and Conclusion, Support for the research hypothesis is weak. This may be due to flaws in the Gregorc model, low GSD reliability values with this sample, or the influence of confounding variables. Among the findings warranting further study was the unexpectedly high proportion of dual style learners. In addition, the updated profile of this sample of physical therapist students as predominantly CS learners has important implications for educators, especially in light of the current trend toward more self-directed and problem-based learning. Key Words: Instructional activity preferences, Learning styles, Physical therapy education, Teaching methods. INTRODUCTION A learning style represents the typical means by which an individual gains, processes, and stores information.1-3 To educators, knowing how students acquire and process information has great potential value. Such knowledge could be used to predict educational outcomes,4,5 to help counsel or guide students toward effective learning activities,6 and to design more effective teaching-learning strategies.7,8 The first published research focusing on physical therapist students' learning styles appeared over 2 decades ago.9 Subsequent analyses have been few in number and strictly limited to descriptive profiling.7,10 Perhaps most important, no study has directly explored the relationship between physical therapist students' learning styles and their actual preferences for teaching-learning activities. If learning style theory is to be of any practical use in physical therapy education, we need a better understanding of this relationship. Such understanding will not only help determine the validity of the underlying concepts, but also provide valuable insight into both how and why physical therapist students choose to gain, process, and store information in different ways. Goals, Research Questions, and Conceptual Definitions The primary purpose of this study was to test the theoretical assumption that physical therapist students' learning styles express themselves in preferences for various teaching-learning activities. Based on this general goal, 3 research questions were formulated: 1. What are the learning styles of physical therapist students? 2. What teaching methods (TM) and instructional activities (IA) do physical therapist students prefer? …

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.

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

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.

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

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.