Entry-level Physical Therapist Education Research Articles

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.

Students' Perception of Servant Leadership by Physical Therapy Faculty Mentors Is Associated With Interprofessional Socialization.

Promoting interprofessional collaborative practice (IPCP) is necessary. Consequently, investigating strategies associated with increased interprofessional socialization, the beliefs, behaviors, and attitudes underlying socialization toward IPCP is suggested. The purpose of this study was to examine the relationship, in the presence of control variables, between students' perception of servant leadership by physical therapy faculty mentors and interprofessional socialization. Although faculty mentors are associated with influencing students' socialization process and servant leadership is suggested to support collaborative care, investigations exploring these concepts within physical therapy education are limited. Three cohorts of students (60 each) at an entry-level physical therapist education program in the Midwest of the United States. One hundred seventy individuals completed an anonymous paper-based composite survey, with 117 identifying the presence of an informal physical therapy faculty mentor. This cross-sectional survey study, inclusive of student demographic control variables, examined the relationship between interprofessional socialization and perceptions of physical therapy faculty mentors, as measured by the Interprofessional Socialization and Valuing Scale (ISVS-21) and the Servant Leadership Measure (SL-7), respectively. Multiple linear regression was used to obtain the semi-partial correlation (sr) between the SL-7 and the ISVS-21, with significance accepted at P < .05. Upon necessary assumptions being met, 114 participants were included with an analysis of variance identifying the model to be significant (F(8,105) = 2.59, P = .01). Multiple linear regression analysis found that the SL-7, in the presence of control variables, was associated with a significant proportion of ISVS-21 scores (R2 = 0.17, F(8,105) = 2.59, P = .01). Notably, only the SL-7 demonstrated a significant contribution to ISVS-21 estimates (β = 0.358, P < .001), with a significant and positive sr of 0.34 (P < .001). Perceptions of servant leadership by faculty mentors were positively correlated with interprofessional socialization. Findings bolster the theoretical link between servant leadership and interprofessional socialization, servant leadership in the development of faculty and mentorship programs, and the relevance of informal social interactions.

Predicting First-Time National Physical Therapy Examination Performance for Graduates of an Entry-Level Physical Therapist Education Program.

The National Physical Therapy Examination (NPTE) is a standardized examination designed to assess competence after graduation from an entry-level physical therapist education program. Previous studies have identified applicant and student variables that are related to NPTE performance, with applicant variables reflecting performance before admission and student variables reflecting performance after admission. However, there are very few articles describing how these variables can be combined to predict NPTE performance. The purpose of this study was to develop, evaluate, and describe models to predict first-time NPTE scores and NPTE outcomes (pass vs fail), based on various applicant and student variables related to academic performance. Pre- and postadmission data and NPTE scores were recorded for 185 individuals who graduated from an entry-level physical therapist education program. Multiple linear regression was used to develop a model to predict NPTE scores, and binary logistic regression was used to develop a model to predict NPTE outcomes (pass vs fail). A model including undergraduate prerequisite grade point average, grade point average in basic science courses taken during the program, and comprehensive examination scores combined to explain 30.9% of the variance in NPTE scores and accurately predicted NPTE outcomes (pass vs fail) 81.1% of the time. In general, our findings support the notion that prediction of NPTE performance should be based on a combination of applicant and student variables. The models described in this article could be used to identify students who may be likely to struggle on the NPTE, making it possible to provide additional support to these students. Various applicant and student variables related to academic performance can be combined to predict NPTE performance. The results of this study provide a framework for programs interested in applying models to predict NPTE performance.

Learning and Study Strategies of Students in the First Year of an Entry-Level Physical Therapist Program.

The learning and study strategies of entry-level physical therapist (PT) students may not be as effective as those needed for success in an entry-level PT education program. The Learning and Study Strategies Inventory, third edition (LASSI) is a reliable tool to assess learning and study strategies. The purpose of this study was to assess the learning and study strategies of first-year PT students and if the strategies change over the first year. There is little research on using the LASSI with PT students; however, the LASSI has been used with other health care professional students. The participants (n = 211) were from 5 cohorts of PT students in their first year of an entry-level PT education program. In the first week of the curriculum the students took the LASSI in class. The results were released individually to each student. No intervention was provided. At the end of the first year, the students retook the LASSI. Paired samples t-tests were run to determine whether the 10 subtest mean percentile scores changed significantly from baseline to follow-up and how they compared to established LASSI benchmarks. Six subtest scores, Anxiety, Attitude, Concentration, Information Processing, Selecting Main Ideas, and Test Strategies, showed significant changes (P ≤ .005) from baseline to follow-up. However, all subtest averages fell below the 75th percentile mark, which is reported as the threshold requiring reflection to improve skills for learning and study strategies. Students, on average, may not have adequate learning and study strategies when they start an entry-level PT education program. The LASSI may be an effective tool to focus resources in a timely and proactive manner for those students who may need them. Determining the resources needed earlier may decrease the need for later remediation, attrition, or licensure examination failures.

The Effect of On-Site Visits From the Physical Therapy Clinical Instructor Perspective: A Mixed-Methods Approach

Introduction and Review of the Literature. Strong academic–clinical partnerships are necessary to conduct effective, sustainable clinical education for entry-level physical therapy students. On-site visits are conducted by the entry-level physical therapist education program at affiliated clinical sites with identified clinical instructors. The purpose of this mixed-methods study was to explore the experience and impact on-site visits have on the academic–clinical partnership as perceived by physical therapy clinical instructors. Subjects. Participants were licensed physical therapists who have acted as a clinical instructor for at least 1 student from the study program. Ninety-five participants completed an anonymous survey and 14 participated in concurrent semi-structured interviews during the survey period. Methods. A concurrent, triangulation mixed-methods design was used to integrate quantitative and qualitative approaches in data analysis. A validated, novel survey was developed to assess perspectives of partnership using ordinary linear regression equations. A transcendental phenomenological approach explored perspectives of partnership after an on-site visit. The Partnership Success theoretical framework was used to define and frame the concept of partnership within this study. Results. Key findings showed that on-site visits demonstrated a statistically significant increase in perceptions of commitment among participants. On-site visits also appear to improve communication, result in stronger connections between the clinical site and physical therapist education program, and enhance resource sharing based on clinical instructor's interviews. Additionally, program alums demonstrate higher perceptions of trust and communication behaviors as compared with nonalums. Discussion and Conclusion. On-site visits are viewed favorably by clinical instructors who felt the visits positively contribute to the academic–clinical partnership and contribute to elements of the academic–clinical partnership, particularly in the area of perceived commitment. Program alums have different perceptions of partnership than nonalums.

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

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

The Use of Collaborative Testing in Entry-Level Physical Therapist Education: A Retrospective Case Report

Background. Collaborative testing involves small groups of students working together through discussion and rationalization to answer test questions. This form of testing has been found to enrich the learning experience, facilitate questioning, discussions, and debate within groups, as well as improve student performance, learning and retention, communication, and teamwork. Despite the many reported benefits, no literature exists on the use of collaborative testing in physical therapist education. Purpose. The purpose of this retrospective case report was to highlight student performance and feedback on a collaborative, comprehensive final exam. Case Description. One cohort of entry-level physical therapist students who had participated in a two-step collaborative final exam were included. Mean values for both the individual and the collaborative exam, percent change between the individual and collaborative exam, as well as student feedback on the benefits and drawbacks were reported. Outcomes. Exam performance increased for all students from the individual exam to the collaborative exam with a mean percent change of 12%. Students reported benefits such as the facilitation of valuable discussions, reinforcement of content, facilitation of critical thinking, insight into test-taking strategy, and reduced stress. Drawbacks included feelings of uncertainty on the accuracy of group discussions and answer selection, the lack of equitable contributions between group members, the time commitment required to take a collaborative exam, and increased stress. Conclusions. Collaborative testing should be considered as an assessment strategy within physical therapist education. Future research should focus on the effectiveness of collaborative assessment, including learning, retention, and critical thinking.

Ideal Situation of Entry-level Physical Therapist Education:

Ideal Situation of Entry-level Physical Therapist Education:

The Effectiveness of Active Learning Approaches in a Pain Education Curriculum Within a Physical Therapy Program

Background and Purpose. Pain education within physical therapist educational programs needs to continually evolve to meet current best practice guidelines. This model presentation describes the successful implementation of a pain curriculum using various active learning approaches including VoiceThread assignments in an entry-level physical therapist educational program. Method/Model Description and Evaluation. An 8-week curriculum was developed to assist students in meeting the synthesis and evaluation learning objectives of the International Association for the Study of Pain (IASP) curricular guidelines. Active learning homework assignments allowed students to practice communicating difficult pain principles while receiving constructive feedback. Course outcomes were measured through changes in a modified version of the Pain Attitude and Beliefs Scale (PABS), the Pain Care Confidence Scale (PCCS), qualitative student feedback, and performance on both practical and written examinations. Outcomes. All students passed the practical examination where they successfully demonstrated pain principle communication skills. The students showed less biomedical beliefs in 5 of the 7 PABS biomedical subscale questions and greater biopsychosocial beliefs in 2 of the 7 biopsychosocial subsections (P &lt; .05). Student scores on the PCCS also improved significantly (P &lt; .05) from 5.0 to 8.1 on the combined confidence level for treating patients in pain. Discussion and Conclusion. Implementation of the IASP curriculum within an entry-level physical therapist education program resulting in positive results in student learning and changing beliefs using a combined lecture and active learning approach.

Holistic Review in Doctor of Physical Therapy Admissions Can Lead to Enhanced Diversity in Admitted Students

Background and Purpose. Despite an increase in the number of physical therapist education programs and applicants, there is limited diversity represented in the physical therapy profession. This case report describes the development and implementation of a holistic review rubric with the goal of increasing diversity in 1 entry-level physical therapist education program. Case Description. The University of Colorado Physical Therapy Program developed a holistic review rubric, based on literature review and conversations with other programs, with a focus on the specific mission/values/goals of the program. Admissions decisions for the 2018–19 admissions cycle were based on holistic rubric scores in addition to the traditionally used cognitive measures and interview recommendations. Outcomes. The Program received 919 verified applications, 713 met the eligibility requirements and were reviewed using the holistic rubric, 193 were invited to interview, and 71 matriculated. Overall, the Program admitted a greater proportion of diverse students as compared with the total Program applicant pool in the following categories: 1) race/ethnicity, 2) socioeconomic status, and 3) other unique characteristics (first-generation college student, military experience, and rural). Second, compared with the Physical Therapy Centralized Application Service data, the Program admitted an increased proportion of diverse students. Third, the 193 applicants who were interviewed by the Program based on the holistic review compared with the top 193 applicants based on cumulative grade point average had an increased proportion of diverse students. Discussion and Conclusion. Although this case report reflects only 1 admission cycle at 1 institution, the initial data suggest that the use of a holistic review may increase diversity in entry-level Doctor of Physical Therapy programs, as compared with using more traditional admissions methods with the goal of leading to increased diversity within the physical therapist profession.

Movement System Theory and Anatomical Competence: Threshold Concepts for Physical Therapist Anatomy Education.

This viewpoint proposes eight anatomy threshold concepts related to physical therapist education, considering both movement system theory and anatomical competence. Movement system theory provides classifications and terminology that succinctly identifies and describes physical therapy practice from a theoretical and philosophical framework. The cardiovascular, pulmonary, endocrine, integumentary, nervous, and musculoskeletal systems are all included within this schema as the movement system theory encompasses all body systems interacting to create movement across the lifespan. Implementing movement system theory requires an ability to use human anatomy in physical therapist education and practice. Understanding the human body is a mandatory prerequisite for effective diagnosis, assessment, treatment, and patient evaluation. Anatomical competence refers to the ability to apply anatomic knowledge within the appropriate professional and clinical contexts. Exploring the required anatomical concepts for competent entry-level physical therapist education and clinical practice is warranted. The recommended threshold concepts (fluency, dimensionality, adaptability, connectivity, complexity, stability or homeostasis, progression or development, and humanity) could serve as an integral and long-awaited tool for guiding anatomy educators in physical therapy education.

Pain knowledge, attitudes and beliefs of doctor of physical therapy students: changes across the curriculum and the role of an elective pain science course

ABSTRACT Introduction: Entry-level physical therapist education on pain has been described as lacking. Calls have been made to include pain science courses to address this knowledge gap. Methods: Physical therapist students’ pain knowledge and attitudes were measured using the revised Neurophysiology of Pain Questionnaire (rNPQ) and Pain Attitudes and Beliefs Scale for Physical Therapists (PABS-PT), respectively. Univariate ANOVAs, with post hoc pairwise comparison and effect sizes, were used to measure these aspects over time. Results: Pain knowledge and clinician beliefs were significantly different (p < 0.001) at various curricular timepoints. rNPQ scores increased from 1st to 2nd year (effect size: 1.10), remained similar between years 2 and 3, and improved following the pain course (effect size: 1.25). Biomedical beliefs were similar during years 1, 2 and 3, and declined following the pain course (effect size: 1.56). Conversely, psychosocial belief scores increased from 1st to 2nd year (effect size: 0.82), remained similar between years 2 and 3, and increased following the pain course (effect size: 1.08). Discussion/Conclusions: Physical therapist education, without a dedicated pain science course, may be insufficiently preparing students to treat patients in pain. Educators should consider adopting a dedicated pain science course or substantially bolstering embedded curricular pain content to promote best practice in pain treatment.

Students’ Retention of Biophysical Agents Curriculum from First to Third Year of Study

Purpose: Biophysical agents (BPA) are widely used in physical therapy clinical practice and is a content area included in entry level physical therapist education programs. Retention of this content is critical for clinical practice. The purpose of this study was to measure to what extent 3rd year physical therapist students (PTS) were able to recall knowledge of BPA content after a 2 -year gap by repeating an examination that was given during the first year. Specifically, 1) Is there a significant difference in retention of BPA content/material between the 1st and 3rd year of curriculum, and 2) Does exposure/use of BPA during a clinical education experience (CEE) affect retention of material? Methods: A sample of convenience of 22 current 3rd year PTS who completed a BPA course during their 1st year participated. The comprehensive written examination for the BPA course served as the test instrument to determine knowledge retention. The PTS re-took this exam in their 3rd year of study, after completing their 2nd CEE. The PTS also completed a questionnaire soliciting information about demographics and degree of exposure to BPA during their CEE. A paired t-test was used to compare 1st year and 3rd year total test scores. The PTS were divided based on BPA exposure during their CEE, and test scores were compared using an independent samples t-test. Results: There was a significant decrease in test score from 1st to 3rd year (first year was 89.5% (range: 97.0% - 80.0%) while the 3rd year was 52.1% (range: 39.0% – 67.0%). There was no significant difference (p=0.561) in mean test scores on the 3rd year test for PTS with BPA exposure during CEEs (52.6%) vs those that did not (50.4%). Conclusions: Like other health professions, there was a decrement in knowledge retention. Results indicate a significant loss of retention of BPA knowledge when provided a 2-year gap, which was unaffected by exposure to BPA during CEEs. Exploring methods to improve knowledge retention in BPA curriculum may be needed. Future research should investigate retention with other methods of instruction including those that incorporate more active learning methods.

Population Health Content Within Professional Entry-Level Physical Therapist Education Programs

Introduction. Physical therapists can play an important role in improving the health of populations. However, little information exists about how physical therapists are prepared for population-based practice. The purpose of this study was to determine the current and desired coverage of population health concepts within entry-level physical therapist programs accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE). The Clinical Prevention and Population Health (CPPH) Curriculum Framework of the Association for Prevention Teaching and Research guided the study. Methods. Program directors at CAPTE-accredited physical therapist education program were invited to participate in an online survey. Sixty-three of 237 program directors (27%) responded. Results. Program directors agreed that 22 of 23 CPPH domains should be included in entry-level physical therapist education programs, although only 9 of these domains had at least moderate coverage within current curriculums. The largest gaps between current and desired coverage were for occupational health, population health informatics, counseling for behavioral change, global health issues, and organization of clinical and public health systems. Discussion and Conclusion. The CPPH Framework may be a useful tool for physical therapy faculty to use when incorporating population health into their curriculums. The identified gaps between current and desired coverage may be a useful place to start curriculum development efforts. Similarities between responses to this survey and those in a companion study of occupational therapist programs suggests that it may be useful for faculty from physical therapist and occupational therapist programs to collaborate in curriculum development efforts related to population health.

Proposed Criteria for Assessment of Student Learning when Introducing New Manual Skills into the Entry-Level Physical Therapist Education Program

PurposePhysical therapy educators are responsible for ensuring that learners demonstrate sufficient skill acquisition for safe and effective clinical practice, which includes the learners’ ability to execute manual skills in a reliable and accurate manner. This study is the first attempt to assist physical therapy educators in assessing the feasibility of including new manual skills in the educational curriculum by using criteria for assessment of student learning. An example using these criteria is illustrated by a pilot experiment using the Vertical Compression Test (VCT) and Saliba Postural Classification System (SPCS), which are currently taught predominantly at the post-graduate level. MethodPhysical therapy students (SPT) were trained in the VCT and SPCS during the first year of the educational curriculum. Six SPTs and two experienced clinicians (PT) participated in the experiment. An SPT and a PT applied the VCT to subjects in their normal resting posture (PPre) and in a corrected posture (PCor). Data collection measured quantity of force, duration of application, subjects' sway, SPT/PT interpretation of test results, and students’ confidence in order to determine feasibility of inclusion. ResultsThere were no differences in quantified manual compression forces with a significant correlation between SPT and PT. Movements of the center of pressure indicated test subjects stood steadier during VCT performed by PT compared to SPT, but not to a clinically significant degree. Interpretation of VCT and SPCS test results was excluded as a focus of this study due to curricular limitations that influenced the study design. Student feedback indicated satisfaction with the learning experience. DiscussionThe use of the proposed criteria for assessment of student learning confirmed feasibility of inclusion of the VCT in the entry-level physical therapy education curriculum. First-year DPT students demonstrated ability to perform the VCT with appropriate technique after minimal training.

The Physiological and Psychological Effects of the First Year of an Entry-Level Physical Therapist Education Program on Students

Introduction/Review of Literature. Physical therapy students anecdotally report the adverse physiological and psychological effects of attending an entry-level physical therapist education program. Previous research on medical students has demonstrated significant negative changes in health and physical fitness during the course of medical school. Purpose. The purpose of this study was to quantify the changes in anthropometric parameters, fitness, exercise, stress, sleep, and quality of life in students during their first year of an entry-level physical therapist education program. Subjects. Thirty-eight first-year Doctor of Physical Therapy students at the New York Institute of Technology. Methods. The design was a prospective longitudinal cohort study. The outcome measures were assessed during the first 3 semesters of the first academic school year. Results. Significant changes in aerobic fitness were documented from the beginning to the end of the first year, with V̇o 2max decreasing from 40.8 to 35.5 mL/kg/min. Exercise levels decreased significantly when comparing the fall semester to the summer and winter semesters. Stress levels showed a significant increase, whereas hours of sleep, global quality of sleep, and quality of life decreased significantly, as students progressed through each semester. Discussion and Conclusion. The results are based on a cohort of students belonging to a single physical therapist education program and may not be broadly generalizable. These findings suggest that stress management programs and wellness resources ought to be offered while enrolled in a physical therapist education program.

Biophysical Agent Curriculum in Entry-Level Physical Therapist Education Programs Across the United States: A Survey

Introduction: The literature supporting the use of biophysical agents (BPAs) for patient care in Physical Therapy is conflicting. Although some guidelines exist, the academic institution makes decisions as to which individual BPAs are included in the Doctor of Physical Therapy curriculum. This study investigated current BPA curricular content in physical therapist education programs. Subjects/Methods: Two hundred thirty-eight emails were sent to program directors and/or individuals with an identified role of teaching BPAs at accredited physical therapist education programs across the United States. Eighty-six people completed the survey (response rate 35%). The survey consisted of 4 sections: instructor demographics (teaching responsibilities and role), institutional demographics (geographical location, and cohort size), curricular content (timing of course, contact hours, curricular changes, student assessment, and importance of BPA inclusion), and one open-ended response question. Results: For most programs, BPA is a stand-alone course (72.3%) taught in the first year of curriculum (72.0%). The most common instructional method included a combination of lecture and laboratory (89.2%). A combined percentage of 77% of respondents reported changes to the BPA curriculum in the past 5 years (ie, decrease in contact hours, change in content, or change in delivery method). Discussion and Conclusion: Evidence and clinical practice patterns were referenced by respondents as factors contributing to changes. Certain BPAs are taught using multiple methods, assessed in a variety of ways, and perceived by instructors to be more important to include in the curriculum than others. In addition, there is variation among BPAs regarding the expected levels of competency for students. Overall, the extent to which each BPA is taught in physical therapist education program curriculum aligns with current need for instruction in safe, appropriate operation and clinical usage. However, educators need to be cognizant of both clinical practice patterns and changing evidence and to be willing to alter curriculum as needed to graduate competent physical therapists.

Defining Global Health Competencies for Entry-Level Physical Therapist Education

Introduction. Health professions educators are advocating for curricular changes to better prepare graduates for contemporary practice in an increasingly complex and interdependent world. No framework for the integration of a global health perspective into physical therapist (PT) education exists. A previous study proposed 33 global health competencies (GHCs) for PT education; however, participants' comments suggested the need for additional revisions to ensure entry-level relevance to PT education. The purpose of this study was to delineate GHCs relevant to all entry-level PT education in the United States. Methods. Current full-time US-based PT faculty participated. The 2-phase nonexperimental study utilized focus group and Delphi survey methodologies. In phase 1, 4 participants in a focus group revised the 33 GHCs from the previous study. In phase 2, 19 participants were asked (via 3 rounds of an online Delphi survey) whether the revised competencies were relevant to all entry-level PT education. Competencies with at least 80% consensus within any round were deemed relevant. Results. In phase 1, participants made changes to 17 competencies, eliminated 2, and suggested 3 new ones, leaving 30 to advance. In phase 2, 6 competencies were rejected and 24 were accepted as relevant to entry-level PT education in the United States. Discussion and Conclusion. Participants readily accepted GHCs with content similar to current PT education accreditation standards, such as social determinants of health, cultural competency, and effective communication. Additional accepted GHCs pertained to strategies for low-resource settings, organizations and agreements, and public health concerns. The delineated GHCs may be used as a standardized framework to integrate a global health perspective into PT curricula.

Integration of Safe Patient Handling and Mobility Principles in Professional Physical Therapist Education: A Case Report

Background and Purpose. Safe patient handling and mobility (SPHM) programs are being used across the country to safely transport and mobilize patients while at the same time reducing injury risk to caregivers, including physical therapists (PT) and physical therapist assistants (PTA). The American Physical Therapy Association has called PTs and PTAs to not only use the concepts of SPHM in clinical practice, but also be leaders in utilization, development, and implementation of SPHM programs, including training and education of other health care team members. Perlow, et al have recommended that SPHM content be integrated into Doctor of Physical Therapy (DPT) education. This case report outlines 1 current module used to deliver such content. Case Description. A neurologic interventions course within the DPT curriculum was selected using a framework that linked content, objectives, and learning activities with relevant Normative Model criteria and Physical Therapist Code of Ethics to improve student self-efficacy with SPHM content. Primary goals were to improve student awareness about risk and impact of work-related musculoskeletal disorders, expose students to the expected role of the PT as an advocate for and educator in SPHM programs, and provide hands-on experience with SPHM technologies. The 6-hour session was completed in 1 day with a 1-hour lecture and 5 hours with a variety of hands-on activities. Outcomes. Student learning was assessed through a pre–post class questionnaire, documentation/discussion of experiences, and presentations of student-generated neurologic interventions using SPHM equipment. Awareness of increased risk of injury, limits of 'good' body mechanics, and feasibility of using SPHM technologies to improve the quality of physical therapy practice dramatically increased. Discussion. Students should participate in a variety of learning activities threaded through the curriculum to provide sufficient hands-on opportunities to improve self-efficacy in using SPHM principles in rehabilitation. By developing a basic level of competency with SPHM principles, students may be more likely to adopt SPHM as a professional value once graduated. Improvements to this model, recommendations for SPHM integration into DPT curricula, and research opportunities are discussed. Conclusion. We have provided 1 model that embeds SPHM content into entry-level physical therapist education. In doing so, educators are advancing physical therapy skills needed to apply evidenced-based therapeutic principles in difficult to move patients while reducing risk of injury to students and new graduates of the profession.

Characteristics of Entry-Level Physical Therapist Education Program Directors

Introduction. Development of academic leadership remains a long-standing topic of research and discussion. Specific to physical therapist education, the annual turnover of program directors (PDs) and the proliferation of new entry-level programs prompt further investigation of the responsibilities, characteristics, and leadership competencies needed for current PDs, which can inform optimal development opportunities for future PDs. Review of Literature. Previous studies, conducted when entry-level physical therapist education culminated in a master's degree, demonstrated that the primary role of a PD was to act as a faculty advocate to higher administration. There is limited literature directly related to the work, preparedness, development, challenges, and job satisfaction of PDs, and no data exist about a possible shift in roles and responsibilities since the advent of entry-level doctoral education and changes in Commission on Accreditation in Physical Therapy Education Standards. Given the current challenges noted of academic physical therapy, the focus of this study is to profile current PDs and report their self-identified needs, challenges, and perceptions of their roles. This study provides a detailed workforce profile, including PD’s responsibilities, characteristics, and leadership competencies, which may be used to support and advance leadership in the field of academic physical therapy. Methods. Data were collected using a 35-item survey instrument that was electronically distributed to 241 individuals listed as PDs on the Commission on Accreditation in Physical Therapy Education “Directory of Programs.” Data were analyzed using descriptive statistics, with a narrative review of open-ended responses. Results. Seventy-three PDs responded to the survey (30.3% response rate). Time management was the highest rated management competency and managing change the highest rated leadership competency. Estimated work time by activity was highest for reading and responding to emails and memos. The highest ranked reason that respondents stepped into their roles was to help lead their department. Only 50% received formal orientation before becoming a PD. When asked to rate differences between current job responsibilities and previous expectations regarding the role of PDs, the factors most often cited included the amount of time needed to respond to emails, memos, phone calls, and other communications; these factors also produced the most stress. Discussion. High ratings of time management as an important competency is likely related to the average number of reported working hours (54 hours per week). Prioritization of “understanding the roles and responsibilities of the PD” as an important leadership competency may be reflective of the finding that most PDs come from a faculty member role. The academic experience reported in this study was comparable with findings reported in 2001 and greater than that described in 2014. Shorter duration of time reported by PDs in their current role may be reflective of the proliferation of new programs and challenges with leadership retention. Conclusion. The roles and responsibilities of the PDs in an entry-level physical therapist education program are complex and time intensive. Many PDs face these complexities with little to no formal training. Thus, PDs are challenged by the breadth and depth of the work expected, and competencies required, of them, the enormity of time required to complete this work, and the burden of striving for work–life balance, and yet PDs are generally satisfied with their jobs. However, PDs may benefit from additional developmental offerings, internal and external to the institution, which help them grow to meet the expanding challenges of the role, whether they are new to it or already well established in academe.