First-year Physical Therapy Students Research Articles

Down to the bone: a pilot study into the effectiveness of 3D versus 2D learning in anatomy education.

Possessing excellent anatomical knowledge is crucial for every health care trainee, including medical and physiotherapy students. Hands-on sessions in the dissection class form the cornerstone of anatomy education. Recent years increasing student numbers and decreased availability of time within the anatomy dissection room, forces the development of alternative teaching methods to use the dissection class as efficiently as possible. Most alternatives include video recordings and books (2D), but also 3D high-fidelity models (3D-HFM). These are anatomically accurate, morphable and dynamic 3D models that result from scanning cadaveric specimens. It is assumed that 3D-HFM have some learning benefits over 2D-models. Development of 3D-HFM is a cost- and time-consuming task and the effect of 3D learning into anatomy education needs to be further evaluated before it can be properly integrated into the program. Therefore, a pilot study is set-up to investigate the learning effect of manipulable 3D-HFM.
 The pilot study focuses on the effect of using static 2D atlas-type models (2D-ATM) versus manipulable 3D-HFM on learning processes and outcomes when studying and preparing for hands-on osteology of the skull in first-year physical therapy students. 10 students will be randomly assigned into 2 groups (n=5). Students will be invited one-by-one to the Antwerp Social Lab. After having measured their prior anatomy knowledge and spatial ability, students will watch a knowledge clip explaining the basics of the skull. Then, depending on the condition, students are given either static 2D-ATM or manipulable 3D-HFM to study (as if for an exam) the osteology. While learning, students’ eye movements and electroencephalography (EEG) are collected to capture students’ cognitive load. Log data of their actual manipulation of the 2D-ATM or 3D-HFM is collected as well. When finished, students are given a post-test that maps their anatomical knowledge about the osteology of the skull using (1) nominal questions on pictures and x-rays, and (2) more complex questions capturing students’ insight. Finally, a practical test on a physical skull bone is administered that requires students to recognize certain structures and underlying relationships. 
 
 This pilot will form the basis of a broader research into innovation in anatomy education. Further research is needed to investigate to what extent online 3D-HFM are appropriate to improve the learning process and outcome compared to 2D-ATM. These studies should also examine the effect of 3D-HFM can compensate for the decreased time spent in the dissection room.

On the job training in the dissection room: from physical therapy graduates to junior anatomy instructors

Background The training of near-peer (NP) teachers and junior faculty instructors received major attention as a possible solution for the shortage of experienced anatomy instructors in faculties of medicine and health professions. Several studies described the training of NP teachers and junior instructors (≤ 2 years of teaching experience) using various methods. However, few publications include On the Job Training (OJT), which enables reflection and performance evaluation and encourages professionals to cope with their blind spots. Previous publications describing OJT did not include formal observation of the NP teacher or junior instructor. Therefore, this study aimed to present a novel approach to OJT inclusion during prosection laboratories based on the Lewinian experiential model.Methods Eight physical therapy (PT) graduates were recruited as junior anatomy instructors into the prosection laboratories. All participated in a unique training program during two consecutive academic years (2017, 2018) and received OJT during the teaching sessions. Two questionnaires were filled out to evaluate the educational impact of the training program. Eighty-three first-year PT students participated in prosection laboratories in anatomy taught by junior instructors, and filled out a questionnaire evaluating the performance of both junior and senior instructors. In addition, we compared the final grades in anatomy obtained by students taught by senior instructors to the grades of those taught by junior instructors.Results Each junior anatomy instructor participated in four OJT sessions. Based on self-reported measures, all professional and didactic aspects of the training program received a median score of 4.5 or higher on a five-point Likert scale. Students obtained similar grades in anatomy when taught by junior instructors compared with senior ones, and were similarly satisfied from the teaching performance of both senior and junior anatomy instructors.Conclusions OJT is applicable in a small-sized PT program facing a shortage of anatomy instructors. Including junior anatomy instructors in prosection laboratories for PT students is a viable solution to the shortage of experienced anatomy instructors. Further study, involving a larger cohort with a longer follow up will strengthen the preliminary results presented here.

A Comparison of Doctor of Physical Therapy Students' Self-Reported Empathy With Standardized Patients Perceptions of Empathy During a Simulated Telehealth Encounter.

Empathy is an important factor in developing a positive patient–provider relationship. It has been shown to lead to improved patient outcomes, well-being, and satisfaction. This study examines the relationship between first-year physical therapy students’ self-reported empathy levels and a patient's perceptions of caregiver empathy during a standardized patient interview via telehealth. Forty-five students completed a self-reported empathy survey before the standardized patient encounter using telehealth. Following the experience, standardized patients rated the perceived empathy demonstrated by the students during that patient–provider encounter using 2 validated measures. The mean student self-reported empathy using the Jefferson Scale of Empathy-Health Care Provider Student (JSE-HPS) version was 123.93 (range 95-135 SD 7.328). The standardized Jefferson Scale of Patient Perception of Provider Empathy (JSPPPE) scores showed a mean of 23.8 (range 11-32 SD 3.951) and a mean of 3.16 (range 1-5 SD.85) on the Global Rating of Empathy (GRE). There was no significant correlation found between the JSE-HPS and the JSPPPE, r = −.47, P = .760, or the GRE r = −.166, P = .276. The artificial nature of a standardized patient interaction using the telehealth format for this encounter may have contributed to the students’ inability to communicate empathy to the patient and may explain this discrepancy.

Utilizing Service Learning to Advance Public Health Messaging in Oklahoma

Research Objectives1) To identify the need for continued public health messaging to promote mask-wearing in the state of Oklahoma during the COVID-19 pandemic.2) To value the importance of future health professionals embracing the role of promoting public health measuresDesignA service-learning project was instituted, including student-led research into health promotion measures to decrease the risk of viral spread, rates of spread in Oklahoma, and interactions with a physical therapist currently working with individuals with COVID 19 in the ICU to give students real-world examples of severity. Students took information garnered to educate their peers about the importance of mask-wearing.SettingUniversity setting.ParticipantsFirst-year Physical Therapy students (N=14).InterventionsPeer education in the importance of mask-wearing to decrease transmission of COVID-19.Main Outcome MeasuresStudents submitted journals recounting their experience with the project and the challenges with educating a public that is resistant to mask-wearing.ResultsStudents reported the interactions with the PT working with COVID-19 in the ICU improved their personal understanding of the severity of COVID-19 and increased their awareness of the potential sequella of the disease process. Students reported the activity enhanced their desire to promote public health as future physical therapists.ConclusionsInteractions with health professionals working on the front-lines of a pandemic may be beneficial to future health professionals in shaping their desire to promote public health measures.Author(s) DisclosuresNone.

Make Changes Early! High Stress Levels Predict Lower Academic Performance in First-Year Physical Therapy Students: A Pilot Study

Purpose: Evidence exists in the literature that allows admissions committees to predict which students will be most successful in entry-level physical therapy educational programs. Evidence linking modifiable predictors of academic performance to currently enrolled students allowing enhancement of their performance during enrollment is lacking. Previous healthcare education literature indicates that stress has a negative predictive relationship with academic performance, and that stress is the highest in the beginning of an academic program. Research studies with medical students report exercise assists in minimizing stress and improving academic performance, while the role of leisure time has also been investigated. No study has explored the role that stress, exercise, and leisure time may have in predicting academic performance in physical therapy students. Method: Physical therapy students (N = 37) who had successfully completed the first year of the program were recruited. Participants completed a questionnaire measuring their stress level and the time spent exercising and participating in leisure activities. Grade point average was used to measure academic performance. A hierarchical multiple regression was performed with each of the three predictor variables and the one outcome variable. Results: A significant negative predictive relationship was observed between stress (M = 43.73, s = 15.90) and GPA (M = 3.75, s = .31), p = .042. The stress predictor [r = .293, r2 = .086], explained only 8.6% of the variance in GPA. Conclusions: Higher stress predicts decreased academic performance in first-year physical therapy students. Future research on stress modification could be beneficial in improving performance in students struggling in an academic program.

Changes in Physical and Occupational Therapy Students' Self-efficacy Using an Interprofessional Case-based Educational Experience

Introduction. The Commission on Accreditation in Physical Therapy Education and the Accreditation Council for Occupational Therapy Education require the integration of interprofessional education (IPE) into their respective educational programs. This follows reports from the Institute of Medicine and the World Health Organization that highlight the importance of IPE to prepare professionals for interprofessional collaborative practice. However, information related to practical strategies to incorporate learning experiences into the curriculum is sparse. The purpose of this study was to examine the impact of an interprofessional simulation on the self-efficacy of physical therapy (PT) and occupational therapy (OT) students and to explore student perceptions of the IPE experience to better understand their engagement in learning. Methods. The study sample included 51 first-year PT students and 36 third year OT students, all enrolled in a case-based class, respectively. A quasi-experimental pretest–posttest design was used to examine changes in self-efficacy for interprofessional learning among participants after an interprofessional simulation activity. Participants completed the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) survey 1 week before the simulation activity (pretest) and 1 week after (posttest.) Qualitative methods were used to gather feedback from participants about the learning activity. Results. Self-efficacy scores for OT students and PT students on each SEIEL subscale were calculated. For the interprofessional interaction subscale, there was a significant main effect between pretest and posttest scores, with posttest scores higher than pretest scores. There was no difference based on whether they were an OT or PT student. Similarly, there was a significant main effect between pretest and posttest scores on the interprofessional team evaluation and feedback subscale, whereas there was no significant effect based on student discipline. Both OT and PT students reported they gained knowledge about the other profession's role, scope of practice, goals, and evaluation and treatment activities and described the opportunity to plan and problem solve as the most helpful aspect of this learning activity. Their responses indicated that they perceived the greatest learning through the direct hands-on time with the standardized patients and the rest of the time was not valuable as they were just watching. Discussion and Conclusion. Occupational therapy and PT students benefited equally with improved self-efficacy and positive learning outcomes. In a time with many uncertainties in IPE, this study provides evidence that a single, brief learning activity can be beneficial.

Analysis of Dissection Methods to Facilitate Student Understanding of Knee Ligaments

Research shows knee injuries are among the most common injury, and physical therapy is often used as an effective treatment intervention. To best diagnose and treat these injuries, clinicians must have a suitable understanding of knee anatomy. This knowledge is imparted through dynamic education which can be gained through cadaveric dissection and prosection educational models. The objective of this study was to analyze whether there was a better presentation and teaching method of knee ligaments to students that would optimize understanding of the knee anatomy and biomechanics. This study compared two dissection techniques, a traditional anterior‐posterior knee dissection and an alternative technique presented by Clemente et al (2009), to determine which technique would result in increased comprehension of the knee structures and higher test scores for Physical Therapy (PT) students. A single‐blinded randomized controlled trial was conducted using first‐year PT students in a semester‐long Gross Anatomy course. The cohort (n=92) consisted of both third‐year undergraduate students (n=70) and first‐year graduate students (n=22). Students were split into two groups, a control group (n=46) who viewed the traditional anterior‐posterior knee dissection and an experimental group (n=46) who viewed the alternative and traditional dissections. All students during laboratory sessions were taught identification and functioning of the knee ligaments utilizing the assigned dissection method. Data was collected from identification based practical exam and a multiple‐choice function based written exam during the co‐requisite lecture. Likert‐scale surveys were also conducted to determine students' confidence and preference of learning method. An independent t‐test should significant difference between control and experimental groups in the identification of the specific bands of the anterior and posterior cruciate ligaments in undergraduate students (p<0.05). There was no significant difference between groups in the identification of other structures in the knee or in questions regarding functioning of knee ligaments. However, students in the experimental group preferred the cadaver laboratory learning to a greater degree compared to the control group. Knee injuries are commonly seen in PT clinics and to treat these patients optimally, physical therapists need to understand the anatomy of the knee. This study compared two methods of teaching the anatomy of the knee for increased comprehension and determined that both types of dissection techniques are effective ways for teaching students about knee ligamentous anatomy.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

入学直後の大学生活不安に関する理学療法学科学生と非医療系学科学生との比較

〔目的〕理学療法学科学生の大学生活不安について，非医療系一般学科の学生と比較することによりその特徴をより明確にすること．〔対象と方法〕2015年に入学した四年制大学の理学療法学科1年生88人と一般学科1年生109人を対象として，集合調査法にて大学生活不安尺度を調査し，各設問の回答頻度をχ2検定にて比較した．〔結果〕大学生活不安尺度における3つの下位尺度のうち，大学不適応尺度で群間差が認められ，大学不適応尺度の設問すべてで理学療法学科の学生が有意に多く「いいえ」と回答していた．〔結語〕理学療法学科の学生は，大学入学早期には一般学科の学生と比べて大学不適応を示さず一定の意志を持っていることが推測されたことから，入学後の学習環境を整え学業を継続できる支援をすることが退学予防として重要であることが示唆された．

理学療法学科１年次生が臨床実習に対して抱くイメージ

〔目的〕理学療法学科1年次生が臨床実習に対して抱く感情とその理由について明らかにすることとした．〔対象と方法〕理学療法学科１年次生38名が「臨床実習」から連想する語の中から感情を表す語を抽出し，その理由を計量テキスト分析にて分析した．〔結果〕感情を表す語には「怖い」「きつい」「緊張」「大変」「難しい」「楽しい」「厳しい」「辛い」「不安」が抽出され，その理由についての共起ネットワークでは，8つのサブグループが示された．〔結語〕1年次生は臨床実習における学びにポジティブな感情を抱きつつも，実際の患者に関わるために技術や知識が必要であること，多くの仕事や課題を行うことや初めての環境に適応する必要性などについてネガティブな感情を抱いていると考えられた．

An abbreviated therapeutic neuroscience education session improves pain knowledge in first-year physical therapy students but does not change attitudes or beliefs

Objective: To determine if a 3-hour therapeutic neuroscience education session alters physical therapy student’s knowledge of pain and effects their attitudes and beliefs regarding treating chronic pain. Methods: Seventy-seven entry-level doctoral physical therapy students participated in the study. Following consent, demographic data were obtained and then the subjects completed the Neuroscience of Pain Questionnaire, the Health Care Provider’s Pain and Impairment Relationship Scale and an additional questionnaire designed by the researchers. The subjects then received a 3-hour educational session developed by the researchers, focusing on the neurobiology and physiology of pain. The questionnaires were re-administered immediately after the educational session and at 6 months post-education. Results: Seventy-seven subjects (mean age = 24.7 years, 57.1% female and 81.8% white) completed the questionnaires pre- and post-educational session with 75 completing the questionnaires at 6 months. To assess the effect of the education on the scores of the questionnaires, a repeated measures ANOVA was conducted. Students demonstrated significantly higher scores on the neuroscience of pain questionnaire (p < 0.001) with no significant effect found on the attitudes and beliefs questionnaire at any of the time points. There were significant differences found on some of the individual questions that were part of the additional questionnaire. Discussion: An educational session on the neuroscience of pain is beneficial for educating entry-level doctoral physical therapy students immediately post-education and at 6 months. This educational session had no effect on the student’s attitudes and beliefs regarding treating the chronic pain population. There were additional significant findings regarding individual questions posed to the subjects.

Use of individual feedback during human gross anatomy course for enhancing professional behaviors in doctor of physical therapy students

Medical professionals and public consumers expect that new physical therapy graduates possess cognitive, technical, and behavioral skills required to provide safe and high-quality care to patients. The purpose of this study was to determine if a repertoire of ten professional behaviors assessed at the beginning of doctorate of physical therapy education and before the first significant clinical internship could be enhanced in a semester course in gross human anatomy using individual formative feedback. During the human anatomy course, 28 first-year physical therapy students completed six biweekly, anonymous self- and peer assessment surveys that targeted ten professional behaviors important to physical therapists. All professional behaviors were assessed using a five-point Likert scale. Feedback reports occurred at week eight (mid-semester) and week 16 (end-of-semester) and comprised the direct intervention components of this study. At the midpoint of the semester, professional behavior scores and narrative comments from weeks two, four, and six were compiled and shared with each student by one of three faculty members in a feedback session. Students then submitted biweekly self-and peer professional behavior assessments (weeks 10, 12, and 14) for the remainder of the human anatomy course. Differences between preintervention and postintervention scores for each of the ten professional behaviors were compared using the Wilcoxon signed-ranks test. Upon receiving mid-semester individual feedback, students demonstrated significant improvement in each of the ten professional behaviors. Results from this study indicated a gross anatomy laboratory dissection experience during the first academic semester provided an effective opportunity for teaching and assessing professional behaviors of doctoral students in physical therapy.

Controlling split attention and redundancy in physical therapy instruction

In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students. The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control group received a traditionally designed unit of instruction. Four hypotheses were tested relating to achievement on cognitive and psychomotor tests, ratings of cognitive load, and task completion times. The multivariate analysis yielded significant results for three of the four hypotheses (ES = +0.52). As predicted, the participants receiving the modified instructional materials scored significantly higher on the written post-test and psychomotor tasks, while reporting a lower level of cognitive load on both tasks. These results suggest that designers can increase the germane cognitive load by reducing the extraneous cognitive load through good instructional and message design practices.

Use of a Test of Logical Thinking With First-Year Physical Therapy Students: Classroom Performance Prediction, At-Risk Student Identification, and Change in Logical Thinking Ability

Knowledge of physical therapy students' ability to think logically would be potentially useful information for admissions committees, academic and clinical instructors, and those responsible for enrichment programs. The purposes of this study were to determine whether first-year physical therapy students' performance on a test of logical thinking is correlated with basic science course grades or with performance on the Graduate Record Examination and to identify whether there was an improvement in their logical thinking ability after the first year in an entry-level master's degree program. The sample consisted of 80 first-year students whose logical thinking was measured by a previously validated test that was administered twice, initially before the first semester and then again 9 months later. Data analysis consisted of descriptive statistics, Pearson Product-Moment Correlation Coefficients, and the Wilcoxon Signed-Rank Test. Findings indicated that preentry logical thinking test scores were not correlated with student performance in basic science courses and were weakly correlated with Graduate Record Examination performance. However, there was a significant improvement in logical thinking test scores (P<.001) after the first year of study. Logical thinking ability may be of help in learning basic science material; however, other skills and strategies appear to work equally well. The noticeable increase in students' logical thinking ability after the first year of professional study indicates that further study of various factors contributing to this cognitive change, including the impact of various instructional methods, is warranted.

Improving physical therapy students' clinical problem-solving skills: an analytical questioning model.

The purpose of this study was to assess the effectiveness of a model for teaching problem-solving skills to first-year physical therapy students using the Watson-Glaser Critical Thinking Appraisal (CTA) and participant feedback. We used a pretest-posttest control group design. Subjects were 31 first-year physical therapy students divided into a Control Group (n = 15) and an Experimental Group (n = 16). Students in the Experimental Group used the problem-solving model during a four-week clerkship. No difference was found between the Experimental and Control Groups' performance on the CTA. Subjectively, students in the Experimental Group and their Clinical Instructors found the model to be an effective tool that aided students' understanding of patient assessment and treatment program planning. The need for an objective assessment tool of problem-solving models in physical therapy is discussed.

Evaluation of students' approaches to studying in a problem-based physical therapy curriculum.

The purpose of this study was to investigate the approaches to studying of first- and second-year students in a problem-based physical therapy program. The Short Inventory of Approaches to Studying was administered to 112 first-year students (66 female, 46 male) and 100 second-year students (62 female, 38 male). Ninety-nine first-year students and 88 second-year students responded to the inventory, representing a return rate of 88%. The results of both groups were compared. Further comparisons were made with reported normative inventory scores and with inventory results reported of first-year students in a medical problem-based school. All comparisons were made using two-tailed t tests. The inventory scores proved similar in both year groups of physical therapy students and were more desirable than the normative values. The first-year physical therapy students' scores were similar to those of the first-year medical students reported to be desirable. It was concluded that the physical therapy students possess desirable approaches to studying.