Entry-level Physical Therapy Education Research Articles

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.

The Impact of COVID-19 on Physical Therapy Clinical Education Experiences in Florida.

Full-time clinical education experiences (CEEs) constitute a significant component of entry-level physical therapy education. COVID-19 challenged clinical education throughout the country by affecting the availability of CEEs. Research suggested that the number of clinical education spots available would stay the same. By contrast, the number of students enrolling in physical therapist (PT) and physical therapist assistant (PTA) education programs continues to rise. In response to the COVID-19 pandemic, students and faculty expressed concerns about the lack of student readiness and the availability of CEEs. The purpose of this study was to examine prepandemic factors that influenced the number of CEE slots available in Florida and the impact that the COVID-19 pandemic had on slot availability. Furthermore, researchers sought to identify factors that prevented a return to prepandemic levels of CEE spot offerings and recognize solutions to overcome those barriers. Finally, the researchers aimed to pinpoint suggestions to enhance collaborations between the clinical sites and physical therapy education programs. Forty-eight site coordinators of clinical education (SCCEs) from various settings and regions in Florida completed the survey. An online survey was distributed to Florida SCCEs to ascertain their perceptions on how COVID-19 influenced clinical education. The researchers used descriptive and inferential statistics to analyze the data. Clinical instructor (CI) volunteerism was the primary determinant of CEE spots available before the COVID-19 pandemic. The number of CEE spots was reduced for both PT and PTA education programs during the COVID-19 pandemic. Although the PTA slots returned to their baseline from 2019, the PT placements remained significantly lower in 2021. Social distancing and CI availability had the most considerable impact on CEE offerings. Site coordinators of clinical education also suggested that the greatest supports needed from the academic institutions were educating students on COVID-19 prevention and providing personal protective equipment (PPE) to students for their CEEs. This article also offers suggested incentives that academic sites can provide their clinical partners, such as in-services earning continuing education units, to enhance their participation in clinical education. All clinical education stakeholders must collaborate to provide students with the required clinical educational opportunities. Academic sites should continue to provide support, training, and incentives to CIs to enhance participation from clinical education sites. Educational programs must add content about COVID-19 to their curriculum and consider providing students with PPE during their rotations to restore the number of CEEs post-COVID-19 pandemic.

Assessing Effectiveness of Physical Therapy Clinical Education Site Visits: Clinical Instructor and Student Perspectives.

Video, phone, or in-person site visits are used to assess clinical education in entry-level physical therapy education programs. The perspectives of students and clinical instructors (CIs) related to site visits were examined in this article using 2 consecutive surveys. The first included items related to in-person and phone call site visits. The second added video calls. The research purpose was to assess the CI and student perspectives on the effectiveness of site visits and explore the differences between in-person, video, and phone visits. Published literature about the effectiveness of site visits is scarce. Two recent articles explored the director of clinical education and student perspectives of site visits. Future research concentrating on the clinician perspective of site visits was recommended. A convenience sample of 104 CIs and 97 doctor of physical therapy students were recruited by email for the 2 surveys. A mixed-methods, triangular, validating, quantitative data model was used. Respondents answered open-ended questions and rated items on 5-point Likert scales. Descriptive and chi-square statistics were calculated, and themes were developed using qualitative analysis. No significant difference was found in preference of site visit method between students and CIs. CIs rated the effectiveness of site visits similarly for all methods. Students rated in-person site visits as the most effective in the first survey and video calls as the most effective in the second survey. Qualitative analysis showed that CIs and students preferred in-person visits when the student was struggling. Considering closed-ended and open-ended questions on both surveys, CIs and students would rather meet individually with the faculty member. The results of this study suggest that any type of site visit can be effective; in-person visits should be considered when students are struggling, and the site visitor should meet privately with the student and CI.

Experiences of Underrepresented Racial Minorities in the Entry-Level Physical Therapy Education Application Process: A Conceptual Framework.

The purpose of this study was to explore the experiences of Black and Latinx students as they navigate the entry-level physical therapy education program (PTEP) admissions process and how they made meaning of their experiences. Existing literature is focused on quantitative aspects of the admissions process and on the applicant's potential for success within an entry-level PTEP. There is currently not enough evidence to provide the applicant perspective when navigating the entry-level physical therapy education admissions process. A total of 11 participants were recruited from all entry-level PTEPs through social media sites and national student organizations for Black and Latinx students enrolled in entry-level PTEPs. Three interviews were conducted for each participant. Their responses were combined with a demographic survey received before the first. Interviews were then transcribed and coded with deductive and inductive processes. The study yields a conceptual model for recruitment of Black and Latinx students. Factors for programs to consider include introduction to the profession, challenges and factors of support within the application process, and factors influencing enrollment decisions. This exploratory study provides a roadmap to better understand the experiences and journey of Black and Latinx students to the field of physical therapy. Findings could be used by entry-level PTEPs to provide better access to information for prospective students.

Integration of geriatric content in entry-level physical therapy education in the Philippines: A pilot study

Introduction: Physical therapy (PT) practice is expected to dynamically respond to the growing needs of older adults. Currently, there is paucity in meeting the demands of the aging Filipino population that may be linked to the status of undergraduate PT education. To date, there are no known systematically analyzed data that explores the breadth of geriatric content in the local BSPT programs. This study aimed to describe the integration of geriatric-related content in the pre-clinical and clinical entry-level PT curricula. Methods: Descriptive cross-sectional research design using survey instrumentation was conducted among heads and PT educators in higher educational institutions and healthcare institutions located in the National Capital Region, Philippines from December 2015 to March 2016. Results: Fifty-two responses from a total of 87 physical therapists were included in data analysis after screening. Many of the participants (>50%) determined that pre-clinical and clinical geriatric-related PT competencies were always (81-100% of the time) and often (61-80% of the time) taught. Among pre-clinical and clinical competencies, clinical attitudinal skills were the most taught. Clinical practical skills, pre-clinical practical skills, and pre-clinical knowledge competencies were never taught (0-20% of the time). Majority of the participants (93.3%) perceive the importance of integrating geriatric PT-related content in the curriculum but, only 65.8% perceive that the integration is sufficient. Discussion: The integration of geriatric-focused content on psychosocial changes with aging, multifactorial conditions, airway clearance techniques, use of best available evidence, interprofessional collaboration, and on clinical training is insufficient despite its importance. The incongruity may be influenced by lack of intentional exposure and role-modeling to students. The study findings should be interpreted with caution because of low sample size. Further research is recommended to understand the depth of integration of geriatric-related content in entry-level PT programs in the Philippines.

A Survey of Entry-Level Physical Therapy Education Content for Vestibular Rehabilitation

Introduction. Vestibular rehabilitation (VR) represents an evolving area of physical therapy practice and is therefore pertinent to entry-level education. Currently, there is no consensus regarding the extent of content that should be covered in entry-level Doctor of Physical Therapy (DPT) programs. The first step in establishing standards of education in VR is to determine what content is currently taught and what is perceived to be important. The purpose of this study was to survey entry-level DPT programs as to what VR content is included in their curriculum and their perceptions of importance of VR examination and intervention techniques. Methods. Directors of 229 accredited physical therapy education programs in the United States were contacted to complete the survey. A task force of 3 clinicians and 4 faculty used a modified Delphi process to select survey items to examine content exposure, student assessment, and a rating for overall expected expertise. Modifications were made to the final survey for clarity and time requirements based on pilot survey data. Descriptive and correlational statistics were applied to the data. Results. Ninety-nine programs (43.23%) responded to the survey. More than 90% rated 7 vestibular conditions (unilateral vestibular hypofunction, posterior semicircular canal canalithiasis and cupulolithiasis, vestibular neuritis, labyrinthitis, bilateral vestibular hypofunction, and horizontal semicircular canal canalithiasis) as essential for entry-level practice. More than 90% of respondents rated all elements of clinical application and decision-making as essential for entry-level education except for billing/diagnosis codes. Most respondents expected students to perform at the intermediate or advanced beginner level in vestibular assessment and rehabilitation on graduation. Discussion and Conclusion. Disparities in VR content, expected level of performance, and the amount of time dedicated to VR exist. Vestibular rehabilitation education may not match current clinical practice. Future research should determine the level of education clinicians expect of entry-level DPT graduates.

Digital and blended curriculum delivery in health professions education: an umbrella review with implications for Doctor of Physical Therapy education programs

Background Physical therapy education programs are incorporating digital delivery strategies into their curricula more than ever during the COVID-19 pandemic. The literature on digital and blended strategies within physical therapy education is limited. However, there is extensive literature across all health professions necessitating an overarching synthesis to determine best practices. Objectives In this umbrella review, we provide a critical overview of recent systematic reviews examining digital and blended curriculum delivery strategies in graduate health professions education and discuss their implementation in graduate, entry-level physical therapy education programs. Methods Searches were conducted in PubMed, Embase, CINAHL, ERIC, and the Cochrane Database of Systematic Reviews. Systematic reviews published from January 2011-January 2020 focusing on digital or blended curriculum delivery strategies in doctoral-level health professions education programs were included. Reviews with a primary or exclusive focus on simulation, clinical education, or residency education were excluded. Results Overall, digital strategies were found to be at least as effective as traditional strategies for learner satisfaction, attitude, knowledge, and skill. The evidence supports incorporating digital strategies as an adjunct to or replacement for portions of a traditional curriculum. Considerable heterogeneity across reviews and individual studies confounded the ability to draw broad conclusions. Conclusions The evidence suggests that it is unnecessary for physical therapy education programs to abandon all of their recently implemented digital strategies once the pandemic ends. Further research is needed on programs with a substantial digital delivery component and on broader outcomes at the level of the student, the program/institution, and the greater community.

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.

Pedagogy for Effective Learning of Clinical Skills: An Integrated Laboratory Model

Background and Purpose. The teaching, learning, and assessment of clinical skills is a critical component of entry-level physical therapy education. The intention of this article was to describe a successful model for teaching clinical skills in the context of the patient and client management model across the domains of physical therapist education with emphasis on motor learning principles, experiential learning, and clinical reasoning. Method/Model Description and Evaluation. The model describes a cohesive laboratory learning environment that integrates skills from the clinical science courses that coincide each semester. A laboratory director coordinates with faculty teaching clinical sciences in a given semester to ensure the necessary psychomotor content is included, creates experiential learning opportunities that integrate skills across content areas, and promotes clinical reasoning in the context of the patient and client management model. Success of this model was measured through student outcomes on skills competency tests (SCTs), Clinical Competence Performance Examinations (CCPEs), American Physical Therapy Association (APTA) Clinical Performance Instrument (CPI) benchmarks, and the National Physical Therapy Examination (NPTE). Outcomes. Each student passed SCTs administered during semesters 1–6 given a maximum of 3 trials. Every student passed the CCPE administered at the end of each semester in one of 3 trials except for one student in semester 6. Each student met expectations for performance as measured on the CPI for 4 clinical education experiences including entry-level performance for the final 2terminal experiences. All students were successful on the NPTE. Discussion and Conclusion. Implementation of this model has prepared students for authentic physical therapy practice by promoting integration of curriculum content and has fostered faculty collaboration. While initial student and curricular outcomes have been positive, assessment of the model is ongoing.

Commentary on "Moving Toward Excellence in Pediatric Physical Therapy Education: A Scoping Review".

“How could I apply this information?” The results of this scoping review provide thought-provoking insight into the state of current physical therapy (PT) education to prepare future physical therapists to work with children and their families. The evidence from this review indicates that the level of expertise and pediatric content in entry-level programs has increased over the past 27 years. However, concerns persist as to whether current students are being adequately prepared. The pursuit of excellence is dynamic, and a collaborative process among researchers, educators, and clinicians is recommended. Researchers with expertise in educational research design are needed to implement higher levels of research to explore unanswered questions about the characteristics of faculty who teach pediatric content, effective curriculum practices, and insights into how students learn most effectively driven through active partnerships with pediatric PT educators, clinicians, and students. Seeking information from current pediatric physical therapists and their employers may help inform the effectiveness of education approaches. “How should I be mindful when applying the information?” The central theme of this study is excellence, and the authors remind the readers that the pursuit of excellence includes consideration of culture, context, and values for all stakeholders. Remarkably, the initial intent of the authors was to complete a systematic review but due to the lack of rigor in existing studies, a scoping review was performed. The reader should be mindful that APTA and the Academy of Pediatric Physical Therapy play a vital role in this pursuit toward excellence (summits, conferences, guidelines, published resources, etc). While the focus of this review is entry-level PT education, the conclusions apply to residencies, fellowships, and continuing education for pediatric physical therapists. Barriers to education reform must address practicality issues, limitations of time within a full generalist entry-level program, limitations of access to children and families for learning, and the rising costs of tuition. Elizabeth T. Kennedy, PT, PhD, PCS Department of Physical Therapy Department of Developmental-Behavioral Pediatrics University of South Alabama Mobile, Alabama Sheree Chapman York, PT, DPT, PCS Children's Hospital of Alabama Birmingham, Alabama

The Instruction of Balance and Its Measurement in Professional Physical Therapy Education Programs

Introduction. Physical therapists (PTs) have an important role in identifying and treating individuals with balance impairments to help modify fall risk; however, gaps in comprehensive assessment of balance among practicing PTs have been consistently identified. As academic preparation influences clinical practice, identifying the balance measurement tools included in entry-level training for PTs is important. In particular, exploring their underlying content in relationship to recognized components of balance described in the Systems Framework for Postural Control can highlight strengths and may identify opportunities to advance training and future practice. The objective of this study was to examine how balance and its measurement are included in entry-level physical therapy education programs. Methods. Faculty from 110 physical therapy programs in Canada and the United States were surveyed on the inclusion of balance components and validated balance measures using an online survey. Results. Descriptive analysis of 95 completed responses illustrated that instructors reported including detailed instruction and practical experience for most balance components. Almost all (26/27) measures included in the survey were included in course content with practical experience by at least one participant. Years of instructing had minimal effect on how the components and/or measures were included in course content. The measures reported to be included with practical experience most often do not assess all components of balance. Discussion and Conclusions. Overall, instructors in participating physical therapy education programs reported providing detailed and practical instruction of commonly used balance measures and multiple components of balance. There is opportunity to enhance instruction by incorporating currently available measures that assess most and/or all balance components to ensure newly educated PTs are equipped to comprehensively assess and treat balance to improve fall prevention efforts.

Staphylococcus and MRSA Prevalence in Physical Therapist Education Programs: Are Students at Risk?

Introduction. Staphylococcus skin infections including methicillin-resistant Staphylococcus aureus (MRSA) are a major health concern in clinical and nonclinical settings where skin-to-skin and skin-to-surface contacts are frequent. This type of contact is inherent in entry-level physical therapy education laboratory classrooms, putting students at risk for exposure to harmful bacteria. With only one previous study examining the prevalence of Staphylococcus at a single program, the purpose of this study was to expand the study across multiple academic centers to further explore the presence of Staphylococcus and exposure risk in our laboratory classrooms. Methods. Four entry-level physical therapist education programs participated in the study. Swab samples were collected from plinths located in laboratory classrooms at each of the four academic sites and processed according to the previously documented protocol at each of the four academic sites. Results. Of the 333 total samples, 47 (14.1%) tested positive for S. aureus, 2 samples were positive for MRSA (0.06%). Although all four programs reported their laboratory classrooms were “multiuse,” the classrooms with the highest utilization had the highest prevalence of S. aureus. Discussion and Conclusion. Close quarters and frequent skin-to-skin and skin-to-surface contacts in physical therapist education increases student exposure risk to harmful bacteria. This risk increases in multiuse or high utilization laboratory classrooms. Education programs must develop and implement strong laboratory classroom disinfection protocols to protect students, faculty, and staff as well as the patients, family, and community members they may encounter. This simple environmental scan further highlights the need for additional multifacility screening regarding the prevalence of harmful bacteria in laboratory classrooms and close examination of cleaning protocols.

Student considerations when selecting an entry-level physical therapy program. Does interprofessional education curriculum matter?

Abstract Background The Commission on Accreditation in Physical Therapy Education (CAPTE) will have a requirement for interprofessional education (IPE) in entry-level physical therapy education programs beginning in 2018. With these changes physical therapy (PT) and other health professions students may develop the professional relationships and capabilities needed to become a collaborative interprofessional team. Purpose The primary purpose of this exploratory study was to explore if IPE curriculum was an influencing factor in students' decisions in selecting an entry-level DPT education program. A secondary objective was to explore differences in gender and age in selecting an entry-level DPT education program. Method One-hundred-and-ninety-five current PT students from both IPE and traditional-based curriculums provided information on demographics and their reasons for choosing to attend their current PT program. Chi-square analysis was utilized to determine if there were any significant relationships between demographic characteristics and primary reason for program selection. Discussion Physical therapy students did not take IPE and/or curriculum into consideration when determining what program to attend. Location of program (38%), acceptance into program (25%), and quality/reputation of the program (24%) were the three most prevalent responses. Conclusion Physical therapy education programs may use the results to raise awareness of their IPE curricula and its potential benefits to recruit students who recognize the benefits of IPE.

Linking the Essential Core Competencies to Pediatric Content in an Entry-Level Physical Therapy Education Curriculum: A Case Report

Background and Purpose. In 2012, the Section on Pediatrics (SoP) established five Essential Core Competencies in Entry-Level Pediatric Physical Therapy Education representing the expected pediatric knowledge base, skills, and abilities of all graduating physical therapist (PT) students. To facilitate the integration of the Core Competencies within curricula and to achieve intended academic objectives, educators need tools to connect or “link” specific didactic content to each of the five Core Competencies and their associated subcriteria. The purpose of the current case report was to introduce a novel systematic approach using linking rules to demonstrate comprehensive inclusion of Essential Core Competencies within professional (entry-level) PT education programs. Case Description. Course descriptions and objectives within the curriculum of an accredited entry-level physical therapy professional program were reviewed for pediatric content. Two investigators independently assigned pediatric curriculum content to the 5 Essential Core Competencies using 10 linking rules. A third investigator was used to establish a consensus during the linking process. Frequencies and percentages representing the inclusion of each of the competencies and their associated subcriteria were calculated. Percent agreement and Cohen's kappa (κ) between the two independent investigators were calculated to evaluate the interrater reliability of the linking process. Outcomes. One hundred sixty-five (17%) of the 976 course objectives within the entry-level physical therapy professional program contained pediatric content. All 5 of the Essential Core Competencies were represented at varying degrees: human development (17%), age-appropriate patient/client management (51%), family-centered care for all patient/client and family interactions (6%), health promotion and safety (12%), and legislation, policy, and systems (7%). The remaining objectives (7%) were considered either General Pediatric Content or Not Covered by the Core Competencies, or Not Definable. The linking process had substantial interrater reliability (κ = 0.76; standard error = 0.09; 95% confidence interval = 0.60–0.93) between the two independent investigators. Discussion and Conclusion. A systematic approach to linking pediatric curriculum content to the Essential Core Competencies was introduced and applied using an integrated professional (entry-level) physical therapy education program. Such reliable systematic processes support best educational practice by confirming that all relevant pediatric content is preserved throughout an integrated physical therapy curriculum and ensures that PT students are provided with the essential knowledge base, skills, and abilities needed to successfully work with children. Future research should apply the linking strategies to nonintegrated physical therapy curricula, programs in other geographic regions, and content outside of pediatrics.

Experiential learning in physical therapy education

Background and purposeExperiential learning can provide students in entry-level physical therapy (PT) education programs the opportunity to practice skills and techniques, learned in the classroom, in a real-world setting. Experiential learning is currently being utilized in all entry-level PT programs in the form of professional practice experiences but may be integrated throughout the curriculum to enhance student engagement and knowledge application and retention. The purpose of this paper is to express the need for increased integration of experiential learning into entry-level PT education curricula.Position and rationaleExperiential learning can effectively replace a portion of in-class laboratory time in entry-level PT education programs. Several methods of experiential learning exist, including simulation, integrated clinical experiences, service learning, community patient resource groups, and professional practice opportunities. Students benefit from the ability to practice hands-on skills in a safe, nonjudgmental environment. Students can still experience consequences of poor decisions but can have multiple opportunities to master the skill without the fear of negative outcomes. Incorporation of high-risk age ranges and diagnoses can be achieved through simulation.Discussion and conclusionExperiential learning can be integrated into any PT curriculum if faculties are committed and flexible. Experiential learning may be particularly useful in specialty practice areas where there are fewer opportunities for students to practice skills. The practice of reflection upon experiences that is commonly performed in conjunction with experiential learning will help prepare students for the type of reflective practice that is essential to transition from novice to expert practitioners.

Integrated approaches to physical Therapy education: a new comprehensive model from the University of Illinois Chicago

ABSTRACTDemand for physical therapists in the United States (U.S.) is currently robust and expected to grow further. There are currently 228 physical therapy programs accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), and 30 more are in development in the U.S.; 29,246 students are currently enrolled in these programs (2014–2015 data). A shortage of physical therapy faculty with an advanced doctoral degree (i.e., PhD, EdD, DSc) is a primary concern for these programs. Specialized residency and fellowship training in physical therapy continue to expand, preparing professionals to deliver advanced clinical care. The American Board of Physical Therapy Residency and Fellowship Education (ABPTRFE) reports that there are currently 179 accredited residency programs and 35 accredited fellowship programs in the U.S. A number of academic physical therapy programs also currently operate a clinical faculty practice. Currently, these aspects and trends in physical therapy education, advanced training, and clinical practice, for the most part, lack synergy and connectivity, in both planning and implementation amongst the various components. This professional theoretical article describes a novel model for academic physical therapy, with potential transformative implications for entry-level physical therapy education, advanced clinical training, and academic preparation.

Simulated Patients in Physical Therapy Education: Systematic Review and Meta-Analysis.

Traditional models of physical therapy clinical education are experiencing unprecedented pressures. Simulation-based education with simulated (standardized) patients (SPs) is one alternative that has significant potential value, and implementation is increasing globally. However, no review evaluating the effects of SPs on professional (entry-level) physical therapy education is available. The purpose of this study was to synthesize and critically appraise the findings of empirical studies evaluating the contribution of SPs to entry-level physical therapy education, compared with no SP interaction or an alternative education strategy, on any outcome relevant to learning. A systematic search was conducted of Ovid MEDLINE, PubMed, AMED, ERIC, and CINAHL Plus databases and reference lists of included articles, relevant reviews, and gray literature up to May 2015. Articles reporting quantitative or qualitative data evaluating the contribution of SPs to entry-level physical therapy education were included. Two reviewers independently extracted study characteristics, intervention details, and quantitative and qualitative evaluation data from the 14 articles that met the eligibility criteria. Pooled random-effects meta-analysis indicated that replacing up to 25% of authentic patient-based physical therapist practice with SP-based education results in comparable competency (mean difference=1.55/100; 95% confidence interval=-1.08, 4.18; P=.25). Thematic analysis of qualitative data indicated that students value learning with SPs. Assumptions were made to enable pooling of data, and the search strategy was limited to English. Simulated patients appear to have an effect comparable to that of alternative educational strategies on development of physical therapy clinical practice competencies and serve a valuable role in entry-level physical therapy education. However, available research lacks the rigor required for confidence in findings. Given the potential advantages for students, high-quality studies that include an economic analysis should be conducted.

Introducing Palliative Care into Entry-Level Physical Therapy Education

There is a paucity of information related to teaching palliative care to entry-level physical therapy students. The aim of this study was to evaluate the impact of an undergraduate course in palliative care on the preparedness of entry-level physical therapy students to practice within the palliative care setting. Participants were all entry-level undergraduate students enrolled in the third year of a 4-year undergraduate degree. All students enrolled in the course, "Physiotherapy Through Lifestages" took part in the learning modules relating to the care of patients undergoing palliative care. A survey instrument was used in the study, a modified version of an existing unpublished written questionnaire previously used to evaluate palliative care education in other allied health professions. Participation in the course resulted in an increase in self-rated knowledge and confidence for working in the palliative care setting for entry-level physical therapy students and is considered to provide a useful ongoing resource for the presentation of this topic material. Although the impact of the delivery of this education module may be considered successful in this regard, it would appear that some of the underlying attitudes and emotional responses to this area of physiotherapy practice were less easily influenced. Further research is required to understand the influences on emotional preparedness of students to undertake this area of study and practice and to determine the optimal stage of study for delivery of this content.

Systems of entry-level physical therapy education in Taiwan

This article describes the development of physical therapy in Taiwan, including its education system, curricular content, regulation of practitioners, and future trends in physical therapy practices. Entry level physical therapy education in Taiwan was shifted from a hospital-based training model to a university academic model in 1967. Currently, eight general universities and three polytechnic universities offer undergraduate physical therapy programmes, training about 654 students per year. Since 1997, a number of national physical therapy education reform meetings have been held. Some consensus has been reached, and the core curricula, objectives of clinical practice, as well as guidelines for accrediting clinical instructors and clinical sites have been updated accordingly. The current and future trends of Taiwan's physical therapy education system, as a result, are: evidence-based practice, problem-based learning, informative technology, and advanced academic degrees for entry-level practitioners. Through educational reform and the planning of continuing education, highly cost-effective and autonomous practice is to be expected.

Instructional Use of Computers for Entry-level Physical Therapy Education

Instructional Use of Computers for Entry-level Physical Therapy Education