Entry-level Physical Therapy Programs Research Articles

Enhancing learning in physical therapy education through simulated patients: A meta-analysis

As hands-on instruction gives pupils the chance to apply the information and skills they gain while attending school to a real-world clinical setting, it may be beneficial for those participating in beginning employees physical therapy (PT) education programmes. Experiential learning is presently used in all entry-level PT programs in the form of clinical experiences; however, it has the potential to be included across the curriculum to improve student engagement as well as the application and retention of learned information. The objective of this article is to argue that there should be a greater emphasis placed on hands-on experience in physical therapy (PT) education programs that are designed for new graduates. Simulators, integrating medical experiences, volunteer work, public customer support organisations, and opportunities for professional growth are just a few of the various methods used in experiential education. The opportunity to put theoretical knowledge into practice in a setting free from criticism is very beneficial to students. Learning via experience may be especially helpful in subject preparation area when students have fewer opportunities to preparation their abilities since fewer possibilities are available. Students will be better prepared for the sort of meditative rehearsal that is necessary to make the changeover from learner to the skilled practitioner if they engage in the course of reflecting on their experiences, which is a typical activity that is conducted in combination with experiential learning.

A Comparative Analysis of Physical Therapy Anatomical Knowledge and Retention: Human Donor Dissection Versus Virtual Laboratory.

Despite a long history of using human donor dissection (HDD) for physical therapy (PT) anatomy education, there are no PT guidelines that require HDD. The purpose of this quantitative causal-comparative study was to determine if Doctor of Physical Therapy students who used HDD had different grades both within anatomy and within courses that require retention and application of anatomical knowledge (kinesiology and a foundational musculoskeletal course) compared with those who used virtual 3-dimensional anatomical software (VAS). Numerous factors affect the decision to use HDD within PT anatomy, and few PT studies have compared the effectiveness of VAS to HDD. All students who took anatomy in an entry-level PT program from 2018 to 2021 (232 total students, 115 who used HDD in 2018-2019 and 117 who used VAS in 2020-2021). Mann-Whitney tests were used to compare anatomy grades (course, written examination, and practical examination) and future grades in kinesiology and a foundational musculoskeletal course for students who used HDD or VAS. Physical therapy students who used VAS had statistically significant higher anatomy course grades (VAS 93.81% ± 4.99% to HDD 92.20% ± 4.53%) and higher practical examination grades (VAS 97.43% ± 2.91% to HDD 93.55% ± 4.39%) compared with those who used HDD. However, there were no significant differences between groups on written anatomy examinations (VAS 89.42% ± 7.21% to HDD 90.40% ± 4.94%), kinesiology grades (VAS 91.86% ± 4.52% to HDD 92.80% ± 4.27%), or foundational musculoskeletal grades (VAS 89.50% ± 3.89% to HDD 89.77% ± 3.83%). The causal-comparative study design prevents concluding that PT student grade differences were due exclusively to either anatomy laboratory method. It does provide preliminary evidence that the PT anatomy laboratory method did not practically affect anatomy performance or long-term application of anatomy knowledge in future coursework.

Identifying Relevant Content to Inform a Comprehensive Indigenous Health Curriculum: A Scoping Review.

To identify the entry-level curricular content related to Indigenous health recommended for entry-level physiotherapy (PT) programs in Canada and other similar countries. Design: Scoping review. Procedures: Four electronic databases were searched using the terms physiotherapy, Indigenous health, entry-level curriculum, and their derivatives. Grey literature sources were hand searched and included Canadian PT professional documents, PT Program websites, Truth and Reconciliation Commission (TRC) sources, and a Google search. Data related to curriculum characteristics, methods of delivery, and barriers and facilitators to implementation were extracted from relevant references. Stakeholders reviewed study findings. Forty-five documents were included. Documents focused on Indigenous peoples in Canada, Aboriginal and Torres Strait Islanders in Australia, and Māori in New Zealand. Canadian PT programs appeared to rely on passive teaching methods while programs in Australia and New Zealand emphasized the importance of partnering and engaging with Indigenous people. Barriers to incorporating indigenous health curriculum included an overcrowded curriculum and difficulty establishing relevance of Indigenous content (i.e., meaning). Similarities and differences were found between curricula content and approaches to teaching IH in Canada and the other countries reviewed. Strategies to promote greater engagement of Indigenous people in the development and teaching of IH is recommended.

Students’ attitudes, beliefs and perceptions surrounding 2SLGBTQIA + health education and inclusiveness in Canadian physiotherapy programs

BackgroundPatients who identify as 2SLGBTQIA + report negative experiences with physiotherapy. The objectives were to evaluate student attitudes, beliefs and perceptions related to 2SLGBTQIA + health education and working with individuals who identify as 2SLGBTQIA + in entry-level physiotherapy programs in Canada and to evaluate physiotherapy program inclusiveness towards 2SLGBTQIA + persons.MethodsWe completed a nationwide, cross-sectional survey of physiotherapy students from Canadian institutions. We recruited students via email and social media from August-December 2021. Frequency results are presented with percentages. Logistic regression models (odds ratios [OR], 95%CI) were used to evaluate associations between demographics and training hours with feelings of preparedness and perceived program 2SLGBTQIA + inclusiveness.ResultsWe obtained 150 survey responses (mean age = 25 years [range = 20 to 37]) from students where 35 (23%) self-identified as 2SLGBTQIA + . While most students (≥ 95%) showed positive attitudes towards working with 2SLGBTQIA + patients, only 20 students (13%) believed their physiotherapy program provided sufficient knowledge about 2SLGBTQIA + health and inclusiveness. Students believed more 2SLGBTQIA + training is needed (n = 137; 92%), believed training should be mandatory (n = 141; 94%) and were willing to engage in more training (n = 138; 92%). Around half believed their physiotherapy program (n = 80, 54%) and clinical placements (n = 75, 50%) were 2SLGBTQIA + -inclusive and their program instructors (n = 69, 46%) and clinical instructors (n = 47, 31%) used sex/gender-inclusive language. Discrimination towards 2SLGBTQIA + persons was witnessed 56 times by students and most (n = 136; 91%) reported at least one barrier to confronting these behaviours. Older students (OR = 0.89 [0.79 to 0.99]), individuals assigned female at birth (OR = 0.34 [0.15 to 0.77]), and students self-identifying as 2SLGBTQIA + (OR = 0.38 [0.15 to 0.94]) were less likely to believe their program was 2SLGBTQIA + inclusive. Older students (OR = 0.85 [0.76 to 0.94]) and 2SLGBTQIA + students (OR = 0.42 [0.23 to 0.76]) felt the same about their placements. Students who reported > 10 h of 2SLGBTQIA + training were more likely to believe their program was inclusive (OR = 3.18 [1.66 to 6.09]).ConclusionsEntry-level physiotherapy students in Canada show positive attitudes towards working with 2SLGBTQIA + persons but believe exposure to 2SLGBTQIA + health and inclusiveness is insufficient in their physiotherapy programs. This suggests greater attention dedicated to 2SLGBTQIA + health would be valued.

Knowledge, behaviours, and training related to 2SLGBTQIA+ health education amongst entry-level physiotherapy students in Canada: results of a nationwide, cross-sectional survey

BackgroundIndividuals who identify as 2SLGBTQIA+ report worse health outcomes than heterosexual/cisgender counterparts, in part due to poor experiences with healthcare professionals. This may stem from inadequate 2SLGBTQIA+ health and inclusiveness training in health professional student education. The purpose of the study was to evaluate knowledge, behaviours, and training related to 2SLGBTQIA+ health education and inclusiveness for entry-level physiotherapy students in Canada.MethodsWe conducted a nationwide, cross-sectional survey with physiotherapy students from accredited Canadian physiotherapy programs. We administered the survey through Qualtrics and recruited students through targeted recruitment emails and social media posts on Twitter and Instagram between August and December 2021. Survey responses are reported as frequencies (percentage). We also completed multivariable logistic regressions to evaluate associations among question responses related to working with 2SLGBTQIA+ individuals (i.e., communication, feeling prepared and assessment competency). Covariates included training hours (< 10/10 + hours) and 2SLGBTQIA+ identity (yes/no).ResultsA total of 150 students responded to the survey, with 35 (23%) identifying as 2SLGBTQIA+ . Many students felt confident in communicating effectively with clients who identify as 2SLGBTQIA+ (69%). However, only half (47%) felt comfortable assessing clients who identify as 2SLGBTQIA+ . Routine practice of inclusive behaviours such as using pronouns, considering identities are fluid and a patient’s gender identity and/or sexual orientation may shift from one visit to the next, and considering trauma-informed care practices were reported from less than half of the students (< 45%). Around 29% of students reported no 2SLGBTQIA+ training in their physiotherapy program, while 47% reported 0–10 hours, and 24% reported 10 + hours of training. Students with 10 + hours of training had 92% higher odds of feeling competent in assessing 2SLGBTQIA+ clients, compared to those with < 10 hours of training.ConclusionsEntry-level physiotherapy students in Canada show a lack of understanding and awareness for 2SLGBTQIA+ health and inclusive behaviours which can meaningfully impact patient experience. Students report feeling incompetent when working with 2SLGBTQIA+ patients, which may be associated with lack of 2SLGBTQIA+ training in their programs. Greater efforts and attention towards increasing 2SLGBTQIA+ health education and inclusivity in Canadian entry-level physiotherapy programs is critically needed.

The paediatric physiotherapy curricula landscape: A survey of United Kingdom entry-level programs.

To identify the paediatric curriculum content covered in entry-level physiotherapy programs within the United Kingdom (UK), and report faculties perceived importance. Strengths, weaknesses, barriers and facilitators, to the implementation of paediatric content were explored. A cross-sectional online questionnaire captured entry-level physiotherapy programme leaders' perceptions of paediatric programs. Fifty-five responses were submitted, providing a 67% completion rate. Faculty perceived that students' felt the inclusion of paediatric content within the curricula was 'Important' (Mean 3.60±SD 0.74). Of 30 diagnoses surveyed, only two were covered 'Well' within curriculums, despite 23 rated at least 'Important' by respondents. Of the 18 assessment/examination components, 13 were covered 'Well' with five 'Somewhat'. All were considered to be at least 'Important'. Perceived strengths were grouped into three main categories (1) integrated/lifespan approach, (2) links to clinical specialists, and (3) a broad/detailed curriculum. Perceived weaknesses included curriculum time pressures and paediatric placement availability. The majority of paediatric conditions were only somewhat covered by UK curriculums, despite respondents in the main believing they should be an important element of the entry-level syllabus. Some UK physiotherapy entry-level students may not be exposed to any paediatric teaching or clinical placements.

Assessing clinical reasoning in physical therapy: discriminative validity of the Reasoning 4 Change instrument

ObjectivesTo evaluate discriminative validity of the Reasoning 4 Change (R4C) instrument by investigating differences in clinical reasoning skills between first semester, final semester physical therapy students and physical therapy experts. DesignCross-sectional design SettingUniversity and physical therapy practice ParticipantsStudents from the first (n = 87) and final semester (n = 47) of an entry-level physical therapy program and experts in physical therapy with a behavioral medicine approach (n = 14). MethodsThe students and experts answered the web-based R4C instrument on one occasion. The R4C instrument includes four domains designed to assess physical therapists’ clinical reasoning skills with a focus on supporting clients’ behavior change and has demonstrated acceptable content validity, convergent validity and reliability. Data was analyzed with one-way analysis of variance and Games-Howell post hoc test. ResultsDifferences in all domains and subscale scores were found between the three groups. Pairwise comparisons demonstrated that experts scored higher (better clinical reasoning skills) than first semester students in all domains and subscales; and higher scores than final semester students, except for two subscales. Final semester students scored higher than first semester students, except for one subscale. ConclusionsThe findings highlight differences in clinical reasoning skills focusing on clients’ behavior change among physical therapy students with different degrees of training and education in clinical reasoning and physical therapists with extensive experience and expertise. The results provide evidence for the discriminative validity of the R4C instrument which support the use of the R4C instrument in education, research and clinical practice. Contribution of the Paper•The study results provide evidence for the discriminative validity of the R4C instrument, thus strengthening its validity evidence.•The findings highlight the differences in clinical reasoning skills focusing on clients’ behavior change amongst first semester students, final semester students and physical therapy experts.•The R4C instrument may be used as part of regular quality assurance of physical therapy curricula and investigations of students’ and practitioners’ client-centered approach and behavioral considerations in clinical reasoning. For example, repeated measures over time may reveal changes in students’ learning and comparisons between groups may identify strengths and weaknesses in students’ and practitioners’ clinical reasoning, which may guide curricula modifications and interventions in practice.

Doctor of Physical Therapy students’ clinical reasoning readiness and confidence treating with telehealth: a United States survey

Purpose: Telehealth has an emerging footprint on entry-level physical therapy programs. Students’ readiness for clinical reasoning with virtual versus traditional face-to-face treatment remains unknown. The purpose of this study was to evaluate Doctor of Physical Therapy (DPT) students’ preparedness for clinical experiences with and without telehealth. Methods: A descriptive and exploratory cross-sectional survey was employed, with a voluntary convenience sample of 211 second- and third-year university DPT students during Fall 2020 clinical experiences. Descriptive and inferential statistics evaluated differences in DPT students’ (1) Physical Therapist Self-Efficacy (PTSE) scale scores, (2) confidence with treating initial and subsequent same-patient visits, and (3) final Clinical Performance Instrument (CPI) clinical reasoning and summative scores during clinical experiences with and without telehealth. Results: Telehealth availability was 40.3%, with 16.6% of DPT students reporting participation. Most students reported being comfortable (39.3%) or neutral (32.2%) using telehealth. DPT students’ confidence level using telehealth to treat was 74% on initial and 97% on subsequent same-patient visits. Mean PTSE scores were significantly lower during clinical experiences with telehealth (13.1) compared to traditional experiences (15.1) (P &lt;.001) and for integrated (second-year) (14.1) compared to terminal (third-year) clinical experiences (15.5) (P &lt;.001). For traditional experiences, weak positive associations were demonstrated between PTSE and CPI scores. There were no significant differences for CPI scores between telehealth and traditional experiences. Conclusion: While entry-level DPT programs continue to establish best practice for telehealth education, current trends in academic curriculum seem to prepare students’ clinical reasoning readiness for clinical experiences. The PTSE could be used to identify outlier students requiring additional mentoring during traditional and telehealth clinical experiences.

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 (&gt;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.

Clinical placements in private practice for physiotherapy students are perceived as safe and beneficial for students, private practices and universities: a national mixed-methods study

What are the extent and characteristics of clinical placements in private practice for physiotherapy students? What do university clinical education managers perceive to be the benefits, risks, barriers and enablers of clinical placements in private practice for physiotherapy students? What training and support are available for private practitioners? Mixed methods study combining a national survey and in-depth, semi-structured focus group interviews. Twenty clinical education managers from Australian universities who had graduating students in entry-level physiotherapy programs in 2017 (95% response rate) responded to the survey with data on 2,000 students. Twelve clinical education managers participated in the focus groups. It was found that 44% of physiotherapy graduates in Australia in 2017 completed a 5-week private practice placement. Private practice placement experiences were perceived to be safe and beneficial for students, private practices and universities. The main risks identified by clinical education managers were related to the quality and consistency of the student's experience on placement and not risks to service or clients. The main perceived barriers were time costs (both practitioner and university clinical education managers) and perceived lost earning capacity. Clinical education managers emphasised that more time and resources to establish and support private practitioners would enable them to reduce risk and overcome barriers to increasing private practice placement capacity and quality. Engaging private practitioners and working collaboratively appear vital for establishing, monitoring and supporting private practice placements. By working collaboratively, universities and private practice physiotherapists can enhance private practice placement capacity and quality.

Development of a national pain management competency profile to guide entry-level physiotherapy education in Canada

ABSTRACT Background National strategies from North America call for substantive improvements in entry-level pain management education to help reduce the burden of chronic pain. Past work has generated a valuable set of interprofessional pain management competencies to guide the education of future health professionals. However, there has been very limited work that has explored the development of such competencies for individual professions in different regions. Developing profession-specific competencies tailored to the local context is a necessary first step to integrate them within local regulatory systems. Our group is working toward this goal within the context of entry-level physiotherapy (PT) programs across Canada. Aims This study aimed to create a consensus-based competency profile for pain management, specific to the Canadian PT context. Methods A modified Delphi design was used to achieve consensus across Canadian university-based and clinical pain educators. Results Representatives from 14 entry-level PT programs (93% of Canadian programs) and six clinical educators were recruited. After two rounds, a total of 15 competencies reached the predetermined endorsement threshold (75%). Most participants (85%) reported being “very satisfied” with the process. Conclusions This process achieved consensus on a novel pain management competency profile specific to the Canadian PT context. The resulting profile delineates the necessary abilities required by physiotherapists to manage pain upon entry to practice. Participants were very satisfied with the process. This study also contributes to the emerging literature on integrated research in pain management by profiling research methodology that can be used to inform related work in other health professions and regions.

Traits and Attributes of a Successful Physical Therapy Resident: A Delphi Study

Introduction. Given the limited number of positions in physical therapy (PT) residency programs, it is important to select individuals who are most likely to succeed. The purpose of the study is to obtain consensus from residency program directors regarding 1) the traits and/or characteristics that are likely to result in a successful residency experience, 2) how success in residency education is defined, and 3) what do programs aspire their residency graduates to accomplish professionally. Review of the Literature: Limited evidence exists that explores the qualities, skills, traits, or experiences that contribute to a successful PT resident or whether the current application process is able to identify these traits. Subjects: The residency directors of 246 American Board of Physical Therapy Residency and Fellowship Education-accredited programs were invited via email. One hundred nine (44.67%) residency program directors participated. Methods: Using the Delphi study design, consensus was reached after round 3 of the survey. Results: Five traits/characteristics, 9 characteristics/achievements of a successful residency graduate, and 4 postresidency aspirations reached consensus as “absolutely essential,” and 1 outcome measure reached consensus as “very useful.” Discussion/Conclusion: Residency programs may look to modify 1) their application/selection processes to identify applicants who possess desirable traits/characteristics and 2) their criteria for successful completion. Entry-level PT programs may use this information to guide what skills/traits are needed to prepare graduates for postprofessional experiences.

Women's and men's health physiotherapy, the content covered and it's perceived importance within entry-level physiotherapy programs in Australia – an observational study

Purpose Women’s and men’s health physiotherapy are expanding areas of clinical practice. The aims of this study were to examine the course content and its perceived importance of specific content on women’s and men’s health within physiotherapy programs and identify any barriers to delivering the content. Methods An online survey, with open and closed questions was distributed to universities in Australia with an entry-level physiotherapy program, in 2019. The ‘Likert’ scale responses were then analysed by assigning a scale from 1–5. The open responses were descriptively analysed for themes. Results There were 15 responses from the 22 university programs in Australia. Content that should be covered ‘well’ to ‘very well’ include pelvic floor first exercise; pelvic floor anatomy; incontinence urinary and bowel; exercise – during pregnancy and post-natal; pelvic girdle pain; pelvic organ prolapse; rectus diastasis; osteoporosis; the role of physiotherapist in maternity ward; and pelvic floor muscle assessment-external with real time ultrasound; and in men’s health: male culture and pelvic health; and prostate cancer pre and post-surgical rehabilitation. A barrier to teach content for some courses included space within the curriculum. Clinical placements and research projects were not available in all programs. Conclusion Women’s and men’s health content is perceived to be important to be taught in entry level physiotherapy programs. Identifying what is perceived important content to cover may assist future curriculum design.

Commentary on "A Survey of Pediatric Competencies in Entry-Level Physical Therapy Programs in Australia".

Commentary on "A Survey of Pediatric Competencies in Entry-Level Physical Therapy Programs in Australia".

A Survey of Pediatric Competencies in Entry-Level Physical Therapy Programs in Australia.

To describe perspectives of pediatric physical therapy clinical facilitators on contemporary curricula for Australian entry-level physical therapy programs. Physical therapy clinical facilitators completed an online survey based on the Academy of Pediatric Physical Therapy of the APTA essential competencies. Conditions including cerebral palsy, cystic fibrosis, and prematurity were highly rated by most participants to include in an entry-level program. Exercise prescription, goal-directed training, and group-based physical therapy were the highest rated interventions. Outcome measures considered important to include were the Alberta Infant Motor Scale and Goal Attainment Scale. Students should demonstrate knowledge and skills using relevant frameworks and have practical opportunities to interact with children. Pediatric clinical facilitators perceived that theoretical knowledge on frameworks, human development, movement skills, pediatric conditions, exercise prescription, and outcome measurement as well as face-to-face experiences with children are important to include in Australian entry-level physical therapy programs.

Practice Analysis Study: A Method for Residency Curriculum Development

Background and Purpose. Postprofessional residency education intended to advance specialty practice is common across health professions. Accrediting bodies use a variety of methods to define competencies and develop curricula. This paper describes the practice analysis survey used to determine advanced practice specialty competencies in physical therapy (PT), and the implications for the results of that process on residency curricula. The recently updated neurologic Description of Specialty Practice (DSP) is presented as an example. Method/Model Description and Evaluation. A nine-member Subject Matter Expert (SME) panel used a consensus process to develop knowledge and skill statements that represent contemporary neurologic specialty practice to construct a practice analysis survey. Survey respondents rated each statement along 3 dimensions: frequency and importance of the knowledge/skill, and the required level of judgment. The survey was sent to 995 neurologic certified specialists and an equal number of nonspecialists. Decision rules on data analysis DSP revision were determined by the SME panel a priori. Outcomes. One hundred thirty-one neurologic clinical specialists completed the survey (response rate = 13%). The revised DSP reflects new emphasis on: complex clinical decision making, judicious use of outcome measures, and prioritization of interventions; differential diagnosis and medical management; neuroplasticity and neural recovery; movement and task analysis; social responsibility and advocacy; and the role in health, wellness, and prevention. These changes represent the evolving knowledge, practice skills, and expanded role of the neurologic specialist, which must be incorporated into neurologic residency curricula. Discussion and Conclusion. This paper describes a method to guide curricula and learning outcomes for postprofessional residencies that is different from those used in entry-level PT programs. However, the practice analysis method is consistent with that used by other health professions. Systematic assessment of performance standards across the spectrum of PT education will continue to be important to distinguish specialists and support residency curricula.

Fostering cultural responsiveness in physiotherapy: curricula survey of Australian and Aotearoa New Zealand physiotherapy programs

BackgroundDeveloping cultural responsiveness among physiotherapists is considered essential to promote quality and equity in healthcare provision for our culturally diverse populations. The aim of this study was to evaluate how entry-level physiotherapy programs in Australia and Aotearoa New Zealand (NZ) design curricula to foster the development of cultural responsiveness in physiotherapy students. Further, the challenges of integrating educational content and approaches, and the perceptions of the effectiveness of these curricula were also explored.MethodsA cross-sectional telephone survey with closed and open-ended questions, was conducted with 18 participants representing 24 entry-level physiotherapy programs (82% of all programs) in Australia and NZ between May and September 2017. Data were analysed descriptively in the form of frequencies, percentages or ratios as appropriate. Open-ended responses were thematically analysed.ResultsResults suggest variability in the structure, and teaching and assessment methods used across all programs. The majority of programs appeared to rely on didactic teaching methods, along with knowledge based and implicit assessment methods. The main challenges reported were that cultural responsiveness was thought to be perceived by academic staff as unimportant and that the curriculum was perceived to be ‘overcrowded’. Participants also felt there was room for improvement despite perceiving the curriculum to be effective at fostering cultural responsiveness.ConclusionResults provide insight into the educational content and approaches integrated in entry-level physiotherapy curricula in Australia and NZ, and suggest opportunities for further research and development to foster cultural responsiveness among physiotherapy students.

High-Fidelity Simulation in an Entry-Level Physical Therapy Program: A Format for Debriefing

Purpose: The importance of debriefing after high-fidelity simulation (HFS) is well accepted; however, no recommendations exist in physical therapy literature for how best to do this. The primary purpose of this study was to describe a format for debriefing and a secondary purpose was to report student responses to the educational benefit of that process. Methods: Based on a review of the literature and the HFS case objectives, a semi-structured debriefing format using open-ended questions was developed. Students were surveyed regarding the educational benefit of the debriefing process and the effectiveness of the debriefer using open-ended and Likert-scale questions. These responses were analyzed. Results: After each of the 3 HFS experiences, an experienced faculty member facilitated the debriefing process by moving students through a reaction, analysis, and summary phase. Based on student feedback, the debriefing format used seemed to be effective in providing an opportunity for student reflection. A statistically significant positive correlation was found between the perceived educational benefit of debriefing and the effectiveness of the debriefer. Conclusions: A semi-structured debriefing session after HFS, modeled on best practices in the literature, resulted in high student satisfaction. Future research should focus on standardization of the debriefing session and validating a debriefing tool.

An Investigation of Professional Networks and Scholarly Productivity of Early Career Physical Therapy Faculty

Introduction and Review of the Literature. Physical therapy (PT) faculty must retain a scholarly agenda. Active engagement and dissemination are challenging, especially for new faculty. Evidence suggests that faculty professional networks can improve performance and innovation. The aim of this study was to determine an effective network structure and composition for scholarly activity of early career PT faculty. Subjects. Early career faculty (less than 5 years of experience) with primary teaching and service/administrative duties who worked in accredited entry-level PT programs from institutions of varying Carnegie Classification levels. Data from 50 faculty were analyzed. Methods. Subject questionnaires gathered data for social network analysis (visualization and calculation of network structure and composition). Participants' scholarly activity was determined by curriculum vitae analyses. Multivariable ordinary least squares regression models were developed to determine associations between networks and scholarly productivity. Results. The results show evidence that a more open, less interconnected (ie, low density) network is associated with higher scholarly activity when controlling for the duration as a faculty member and whether the individual has an academic doctoral degree. Discussion and Conclusion. Key implications from this study include 1) faculty can be productive in their first 5 years regardless of their institution's Carnegie Classification, days on the job, and achievement of an academic doctoral degree; 2) an effective network for scholarly productivity is one that is open and less densely interconnected; and 3) there are practical strategies faculty and their mentors can take to make networks more effective.

Paediatric Physiotherapy curriculum: an audit and survey of Australian entry-level Physiotherapy programs

BackgroundNo documented standard or core competencies exist for paediatric curriculum in entry-level physiotherapy programs in Australia. Consequently, extensive variability is thought to exist amongst Australian entry-level physiotherapy programs for preparing physiotherapists to work safely and effectively with children. The purpose of this study was to explore the landscape of paediatric curriculum in Australian entry-level physiotherapy programs and identify the paediatric content being covered, its perceived importance according to university academics who teach paediatrics, the mode of delivery and assessment, and the strengths, weaknesses, barriers and facilitators to implementing paediatric curriculum.MethodsA web-based desktop audit and an online cross-sectional survey using closed and open-ended questions was administered to all Australian universities offering entry-level physiotherapy programs in November 2017. Content coverage and perceived level of importance for paediatric content areas were determined using Likert scale responses. Open-ended responses were thematically analysed to identify key themes for strengths, weaknesses and facilitators to implementation of paediatric curriculum.ResultsAll (n = 20, 100%) entry-level programs used the terms lifespan, child and/or paediatrics somewhere in at least one subject descriptor. Forty-five percent (n = 9) of universities did not use the terms lifespan, child or paediatric in their published learning objectives. Eight (40%) universities offered a paediatric stand-alone course. Sixty-five (13/20) percent of universities invited, responded to the survey. For paediatric conditions the perceived level of importance was predominately higher than its course content coverage for 19 of the 31 conditions surveyed. Key barriers to implementating paediatric curriculum were: crowded curriculum, limited financial resources resulting in a lack of qualified staff, lack of prioritisation of paediatric curriculum and inadequate paediatric placement availability. Facilitators for effective implementation of paediatric content were stand-alone paediatric subjects, demonstrated dedication to paediatric curriculum and having suitably qualified faculty members.ConclusionThe results of this survey provide the physiotherapy community with the views of paediatric physiotherapy academic educators regarding the content, perceived need to expand content delivery in identified clinical areas, and the barriers and facilitators to implementing paediatric content in Australian entry-level physiotherapy programs. Further research exploring similar questions with paediatric physiotherapy clinicians would complement the findings of this study.