Entry-level Physical Therapist Research Articles

Simulation-Based Cardiopulmonary Examination Skills Checklist: Assessment of Inter-rater Reliability

Purpose: Experiential learning using high-fidelity simulation is a valuable tool for teaching Doctor of Physical Therapy (DPT) students the cardiopulmonary examination. There are currently no standardized assessment tools to evaluate student performance and provide feedback on these skills. The cardiovascular and pulmonary section of the American Physical Therapy Association recently published recommended competency levels for entry-level physical therapists including examination skills. The primary aim of this study was to create and assess inter-rater reliability of a cardiopulmonary examination skills checklist that aligns with these recommendations and can be used in the simulation environment. Methods: A skills checklist with 6 sections was developed to assess student performance on the cardiopulmonary examination within a high-fidelity simulation experience. Training videos on the cardiopulmonary examination and checklist use were created and given to 3 graders. Seventy-three DPT students performed the cardiopulmonary examination within simulation while being recorded. Three graders then assessed the same 25 randomly selected videos using the checklist. Inter-rater reliability, item % agreement and student performance were analyzed. Results: The overall interclass correlation coefficient (ICC) of the checklist was calculated to be 0.858, demonstrating strong agreement between graders. The ICC for individualized checklist sections ranged from 0.659 to 0.960, demonstrating good to near perfect agreement. The average percent correct achieved by students was 80.48 (6.91%), R = 65% to 93.33%. There were >80% agreement for 55/60 items and >90% agreement for 44/60 items. Conclusion: The checklist provided an effective tool to assess student performance on the cardiopulmonary examination and demonstrated consistent scoring between graders.

The Revision of Integumentary/Wound Management Education Rec-ommendations for Entry-Level Physical Therapists: A Delphi Study.

The Revision of Integumentary/Wound Management Education Rec-ommendations for Entry-Level Physical Therapists: A Delphi Study.

Reliability of a Musculoskeletal Imaging Competency Examination for Physical Therapists.

The Burley Readiness Examination (BRE) for Musculoskeletal (MSK) Imaging Competency assesses physical therapists' baseline MSK imaging competency. Establishing its reliability is essential to its value in determining MSK imaging competency. The purpose of this study was to test the reliability of the BRE for MSK Imaging Competency among physical therapists (PTs) with varying levels of training and education. Previous literature supports PTs' utility concerning diagnostic imaging; however, no studies directly measure their competency. With PTs expanding their practice scope and professional PT education programs, increasing their MSK imaging instruction, assessing competency becomes strategic in determining the future of MSK education and training. One hundred twenty-three United States licensed PTs completed the BRE. Physical therapists completed the BRE through an online survey platform. Point biserial correlation (rpb) was calculated for each examination question. Final analyses were based on 140 examination questions. Examination scores were compared using independent sample t-test and one-way analysis of variance. Chi-square tests and odds ratios (ORs) assessed the relationship of a passing examination score (≥75%) and the type of training. Reliability of the BRE was assessed using Cronbach's alpha (α). Mean overall examination score was 75.89 ± 8.56%. Seventy PTs (56.9%) obtained a passing score. Physical therapists with additional MSK imaging training, board certification, and residency or fellowship training scored significantly higher (P < .001) compared with those with only entry-level PT program education. Physical therapists with additional MSK imaging training scored significantly higher (x̄ = 81.07% ± 8.93%) and were almost 5 times (OR = 4.74, 95% CI [1.95-11.50]) as likely to achieve a passing score than those without. The BRE demonstrated strong internal consistency (Cronbach's α = 0.874). The BRE was reliable, consistently identifying higher examination scores among those with increased MSK imaging training. Training in MSK imaging influenced competency more than other factors. The BRE may be of analytical value to PT professional and postprofessional programs.

Toward sleep health as a focus of physical therapy practice: one lecture can positively impact sleep knowledge and beliefs in entry-level students

BackgroundChallenges to integrating health promotion including sleep health into entry-level physical therapist curricula include lack of faculty expertise, time, and support. A lecture provided by a content expert may mitigate such challenges. The purpose of this study was to determine if a sleep education session impacts Doctor of Physical Therapy students’ knowledge and beliefs about sleep.MethodsFaculty shared the opportunity to participate in the study 1–3 days prior to the remotely-provided lecture including sleep health assessment and interventions. The survey included demographics, a sleep health knowledge question, 11 questions on “What I think about sleep as a professional”, and the 20-item Sleep Beliefs Scale. McNemar’s and paired sample t-tests determined change in knowledge and beliefs.Results209 individuals (70% female, 86% Caucasian, 25.5 ± 3.4 years old) completed the pre-lecture survey, and 137 individuals completed the post-lecture survey. There was an increase in knowledge about sleep health (p < .001) and change in Sleep Beliefs Scales score (p < .001).ConclusionsA single remotely provided sleep education session increased DPT students’ knowledge and changed their beliefs about sleep. Future studies should determine if these positive beliefs about sleep translate into clinical practice and enhance patient outcomes.

The clinical education experience of physical therapist students during the COVID-19 pandemic: a phenomenological study

Purpose: The purpose of this study was to explore the lived experience of physical therapist (PT) students participating in clinical education (CE) experiences during the COVID-19 pandemic. Methods: This qualitative study used an interpretive phenomenological analysis to explore the lived experiences of entry-level PT students enrolled in New York (NY) and New Jersey (NJ) PT educational programs in an effort to understand the unique experience of completing full-time CE experiences during the COVID-19 pandemic. Twelve students from accredited programs in New York and New Jersey who participated in a full-time CE experience during the COVID-19 pandemic were interviewed. Results: Four themes emerged: disruption in their academic education, altered CE experiences, emotional responses to these unanticipated disruptions, and their ability to adapt to these changes. Conclusion: The COVID-19 pandemic was an exceptionally disruptive experience. However, with support, understanding, and encouragement, students adapted to the disruptions created by this unpredictable clinical environment.

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.

Learning Experiences for Addressing Financial Management Knowledge, Skills, and Attitudes in Entry-Level Physical Therapy Education: A Systematic Review

Background and Purpose. Financial management (FM) knowledge, skills, and attitudes (KSAs) are essential components of contemporary physical therapist (PT) practice. The Commission on Accreditation in Physical Therapy Education requires that FM content is included in professional PT education program (PTEP) curriculums but provides freedom in how the content is delivered. The purpose of this systematic review is to identify learning experiences PTEPs used to educate students regarding FM KSAs that are necessary for entry-level PT practice in the United States. Methods. Articles were eligible for inclusion if they were 1) published in a peer-reviewed scholarly journal, 2) written in English, and 3) described a learning experience used to deliver FM content. Articles describing didactic education, clinical education, or service-learning activities that were a required or voluntary component of professional PTEPs in the United States were included if they reported on objectives or outcomes related to FM. Electronic databases and relevant journals were searched. Search results were subjected to title, abstract, and full-text review. Selected articles were evaluated for methodological rigor. Pertinent data were extracted, analyzed, and synthesized. Results. Eighteen articles were included. Four categories were identified: 1) classroom learning 2) clinical education 3) pro bono clinics, and 4) service learning. Discussion and Conclusion. Student PTs were exposed to FM content in several ways. There was variability in whether participation was required or voluntary, the time commitment required by the student, and the concepts to which students were exposed. There are many opportunities for future research in this area from operationally defining FM, determining necessary FM KSAs for entry-level PTs, and to identifying the most effective learning experiences to ensure that new clinicians are prepared to effectively engage in this aspect of clinical practice.

Attitudes toward the integration of nutritional assessment and counseling in the framework of physical therapy: a cross-sectional survey

BackgroundAs the field of physical therapy increasingly acknowledges the integral role of nutritional assessment and counseling, revisiting this subject is essential due to limited updated information regarding this topic. Furthermore, it is crucial to investigate the factors that may influence physical therapists’ attitudes toward integrating nutritional assessment and counseling into their physical therapy practice. The study’s primary aim was to explore the attitudes of registered physical therapists in Israel toward incorporating nutritional assessment and counseling into their clinical practice. We also explored the relation between personal and professional characteristics of physical therapists and their attitudes.MethodsAn anonymous nationwide online self-report survey was conducted. It included three sections: personal and professional background characteristics, self-reported level of nutritional knowledge and sources of nutritional knowledge, and attitudes toward incorporating nutritional assessment and counseling into practice. Descriptive statistics were calculated for all outcome measures. The total score of the attitude statements was compared between different groups of participants. Multiple linear regression analysis was used to predict positive attitudes.ResultsThe study included 409 physical therapists. The attitude score was 19.78 (2.53) of 25, indicating a positive attitude. A majority (67%) reported that they did not acquire knowledge regarding nutrition during their entry-level studies or in other formal settings (63%). The three primary sources of nutritional information for the participants reported were the Internet (87.0%), registered dietitian (70.0%), and professional, scientific journals (36.0%). Prior knowledge acquired during entry-level physical therapist studies and clinical experience of ≥ 13 years significantly predicted positive attitudes (β = 0.17, β = −0.13, respectively).ConclusionRegistered physical therapists held a positive attitude toward incorporating nutritional assessment and counseling into their clinical practice. Two background professional characteristics were predictors of positive attitudes. Accordingly, there is need to appropriate formal education regarding nutritional issues. Further studies are required to explore the actual integration of nutrition into the physical therapy framework.

Financial Resource Management Knowledge, Skills, and Attitudes for Entry-level Physical Therapist Practice: A Survey of Physical Therapists in Ohio.

The purpose of this study was to explore the perceptions of physical therapists (PTs) regarding the importance of financial resource management (FRM) knowledge, skills, and attitudes (KSAs) for entry-level practice and investigate the roles of PT education programs (PTEPs), clinical education experiences (CEEs), and employers in addressing these KSAs. FRM KSAs have been identified as components of professionalism and leadership and, as such, are a required element in student PTs (SPTs) educational preparation. A purposive sampling of convenience strategy was employed by requesting a free mailing list for Ohio-licensed PTs. An online survey was developed based on PT Clinical Performance Instrument Criterion #17, "Patient Management: Financial Resources," as this tool is frequently used to endorse entry-level status of SPTs. Potential participants were solicited through email. Mixed methodology was used to analyze survey results. The survey was completed by 266 PTs. FRM KSAs in legal and regulatory compliance were perceived as most important, followed by coding and billing. Forty-eight percent of participants indicated that FRM KSAs were "less important" (n = 111) or "considerably less important" (n = 17) than clinical care skills, whereas 39.8% (n = 106) believed that these skills are of the same level of importance. Ten themes were derived from qualitative responses regarding the FRM content that should be provided by PTEPs. Participants indicated that the role of PTEPs was to provide an introduction and foundation to FRM, whereas CEEs should facilitate intentional exposure and opportunities to apply FRM KSAs with supervision. Employers were expected to provide education regarding clinic-specific operations and reimbursement considerations, as well as mentorship that included reviewing complex billing for accuracy, offering guidance for improving time management skills, and discussing fiscal responsibilities to both the employer and patient. This information may guide PTEPs and clinical personnel in providing focused meaningful instruction regarding FRM aspects of PT practice to SPTs and entry-level clinicians.

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.

Cardiovascular and Pulmonary Entry-Level Physical Therapist Competencies: Update by Academy of Cardiovascular &amp; Pulmonary Physical Therapy Task Force

Purpose: Competency-based education and creation of profession-based entrustable professional activities are current trends in physical therapist (PT) education. The purpose of this project is to determine the current entry-level PT competencies for cardiovascular &amp; pulmonary (CVP) physical therapy. Methods: The Academy of Cardiovascular &amp; Pulmonary Physical Therapy Competency Task Force was established to update and expand previous competencies. A mixed method approach of Subject Matter Expert (SME) consensus (modified Delphi process) and a broader survey process was used to develop these entry-level competencies. With SME guidance, a modified version of the levels of competence, None-to-Proficient, was adopted based on previous competency work by the American Council of Academic Physical Therapy. Results: Twenty-nine SME members engaged in the consensus process, and 268, 194, 305, and 222 respondents completed the 4 surveys, respectively. Six hundred fifty-one competency items were rated across most Commission on the Accreditation of Physical Therapy Education Standard 7 Curriculum areas, following the patient–client management model. Conclusions: These competencies establish specific expected levels of knowledge, skills, and behaviors essential for entry-level CVP PT practice. Adopting these competencies will help lay the groundwork for future competency-based PT education and aid in the development of the physical therapy profession's core entrustable professional activities.

Transforming the Heart of Student Learning and Engagement

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

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.

Applying the 2022 Cardiovascular and Pulmonary Entry-Level Physical Therapist Competencies to Physical Therapist Education and Practice.

Competency-based education (CBE) is an emerging topic within physical therapy (PT). It has emerged to assure all stakeholders that physical therapist education program graduates are proficient in the requisite knowledge, skills, and behaviors (KSBs) essential for entry-level practice. Competencies have existed within cardiovascular and pulmonary (CVP) PT since 1980, updated in 2008, and most recently updated in 2022. This article discusses how individuals should apply the 2022 CVP competencies to clinical practice and education. The 2022 CVP competencies were developed using a modified mixed-method Delphi approach. These competencies set a level of proficiency for KSBs used within entry-level CVP PT practice following the patient-client management model. The position put forward in this article describes how and why multiple stakeholder groups should apply these entry-level competencies specifically for graduates of physical therapist education programs who are entering practice (entry level). The competencies provide a more detailed description of expected proficiency for entry-level CVP PT practice than currently available documents. These competencies may form the basis for developing entrustable professional activities (EPAs). The establishment of entry-level competencies is essential for use by multiple stakeholders to inform physical therapist curriculum, provide clinical instructors with a reference for expected levels of proficiency during final student clinical experiences, guide content on the Federation of State Boards of PT national licensure examination, and prepare employers to provide needed continued professional development, based on the clinical environment. These competencies lend themselves to the future development of EPAs in the PT profession for CVP PT.

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.

History, Current Practice, and the Future of Wound Care for Occupational and Physical Therapists.

History, Current Practice, and the Future of Wound Care for Occupational and Physical Therapists.

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.

Characteristics of Extracorporeal Membrane Oxygenation Education Vary in Entry-Level Doctor of Physical Therapy Programs

Background/Purpose: Extracorporeal membrane oxygenation (ECMO) with high risks of mismanagement is being used more frequently in critical care for cardiorespiratory failure. The safety and feasibility of physical therapy (PT) for patients on ECMO have been established. Little is known about ECMO education and training for entry-level physical therapist students. The purpose of this study is to determine the characteristics of ECMO education in entry-level doctor of physical therapy (DPT) educational programs and examine any correlations among these characteristics. Methods: A survey was developed on the basis of a literature search and author experience. The anonymous survey was disseminated electronically to directors of all Commission on Accreditation in Physical Therapy Education (CAPTE)–accredited DPT programs in the United States. Results: Faculty from 31 (12.8%) programs responded. Some level of ECMO-related education was included in 25 (80.65%) programs. Content of didactic education varied across programs. Other modes of ECMO education included case study discussions, simulation training, and hands-on experience. Statistically significant relationships were identified among university affiliation with an academic medical center and the presence of case studies (n = 6, P &lt; .05) and hands-on experience (n = 8, P = .001), as well as between instructor cardiovascular and pulmonary specialist credentials and the presence of hands-on experience (n = 12, P &lt; .001). Discussion/Conclusion: The extent and characteristics of ECMO-related education vary among entry-level DPT programs. Programs affiliated with academic medical centers and specialty-certified instructors may provide exposure to broader critical care content, such as ECMO. Formalized curricular guidelines may be necessary to help adequately prepare students for clinical practice. Entry-level clinicians should advocate for advanced training when appropriate.

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.