Physical Therapist Assistant Students Research Articles

Learning to Communicate Together: Perspectives on an Interdisciplinary Experience Among Nursing and Physical Therapist Assistant Students

BackgroundInterprofessional communication is imperative to quality patient care and improved outcomes as well as a requirement of nursing education programs, however, gaps exist between theory and practice. Often, students are not exposed to interprofessional interactions until later in the program when simulation experiences are offered or a clinical opportunity arises. Sample29 Bachelor of Science in Nursing and three physical therapist assistant students ranging in age from 18-35 years. MethodAn interdisciplinary communication role-play simulation among second year Bachelor of Science in Nursing students and first year physical therapist assistant students was implemented utilizing a situation-background-assessment-recommendation structured communication tool to facilitate and organize their communication. ResultsA total of 15 out of 32 students reported an increase in confidence to communicate with other healthcare professionals after participation in the simulation. ConclusionThis experience provided evidence of the effectiveness of a collaborative simulated experience improving undergraduate nursing students’ understanding and confidence with interprofessional communication prior to a clinical opportunity.

Interprofessional Collaboration with Occupational Therapy Assistant and Physical Therapist Assistant Students Through a Simulated Academic Setting

Interprofessional Collaboration with Occupational Therapy Assistant and Physical Therapist Assistant Students Through a Simulated Academic Setting

Clinical Reasoning in PTA Students: A Survey of PTA Program Directors

Purpose: The purpose of this study was to investigate the perspectives of program directors of CAPTE accredited physical therapist assistant (PTA) educational programs on clinical reasoning (CR) in PTA students and the applicability of the Integrated Clinical Education Theory (ICET) to clinical reasoning in PTA students through exploratory research. Methods: Participants completed a survey that collected information about demographics and PTA program directors’ perspectives on qualities of clinical reasoning and on the concepts of the ICET. Descriptive statistics and directed content analysis were used to analysis participants’ responses to Likert scale questions and open-ended questions, respectively. Results: Three hundred and seventy PTA program directors were emailed a questionnaire and 97 participated. Participants indicated that clinical reasoning is an important skill for PTA students to develop and perceived that the ICET concepts are an important component in clinical reasoning development. Perceptions of clinical reasoning also aligned well with the definition of clinical reasoning associated with physical therapy students. Conclusion: Clinical reasoning is an important skill that should be developed in PTA students. The ICET framework can potentially serve as the foundation for the development of clinical reasoning in PTA students.

Students' Perceptions of Clinical Education during a Global Pandemic

Abstract Introduction Clinical education is an essential component of allied health programs. The coronavirus disease 2019 (COVID-19) global pandemic had significant impacts on clinical education. The central purpose of this research was to recognize student perceptions of the impact of COVID-19 on their face-to-face clinical experiences during the global pandemic. Methods A Qualtrics survey was sent to 80 physical therapist assistant students whose clinical education was affected during the 2019 to 2020 academic year. Subjects were asked about the following: factors that influenced their decision to complete clinical rotations during the pandemic; perceptions of learning, safety, and stress under these conditions as well as perceptions of the effectiveness of clinical preparatory activities. Results Twenty-six responses to the survey were received and analyzed using descriptive statistics and nonpaired t-tests calculated for each scaled survey item to compare groups. A majority (83.3%) of the respondents reported graduation followed by professional experience (58.3%) as extremely important factors of consideration for participation in clinical education. Personal safety (33.3%) ranked the lowest of the extremely important factors. In preparing for the clinical experience, 75% reported that individual or small group meetings with the faculty member were extremely helpful. The majority of students (78.26%) strongly agreed that they learned a great deal from the clinical experiences under global pandemic; however, 52.17% reported they found the clinical experiences to be stressful. Conclusion During the global pandemic, students placed greater value on interpersonal, trusted relationships when seeking information. Even though students felt stressed during their clinical education, they perceived that learning did occur. As the impacts of COVID-19 remain, physical therapy programs can use this data to recognize areas that require increased support and preparation for students' clinical experiences to encourage an impactful and sustainable future in clinical education.

Identifying and Addressing Social Determinants of Learning During the COVID-19 Pandemic.

The COVID-19 pandemic has negatively impacted the health of people from communities of color and people of limited socioeconomic means in a disproportionate way due to social determinants of health (SDoH). The Centers for Disease Control defines SDoH as the “conditions in the places where people live, learn, work, and play that affect a wide range of health and quality-of life-risks and outcomes.” A related construct, social determinants of learning (SDoL), includes contextual conditions and variables that impact students’ ability to optimally participate in their education, including academic and clinical development. SDoL directly impact students’ ability to participate in the educational process. During the COVID-19 pandemic, students struggling with SDoH and, by extension SDoL, may be more likely to have sick family members, caregiving responsibilities, food and housing insecurity, and obligations to supplement lost family wages. SDoL are also influenced by individual experiences within and outside of the classroom. Beyond bringing this matter to the attention of our profession, especially clinical and academic educators, we must take action to reach and support students who are at higher academic risk due to the SDoL. The purpose of this paper is to: (1) define SDoL, (2) explain how SDoL are impacting DPT and physical therapist assistant students, and (3) discuss actions that physical therapists and physical therapist assistants can take to mitigate the effects of SDoL on current DPT and physical therapist assistant students.

Intercollegiate collaboration to promote interprofessional education (IPE)

BackgroundBarriers may prevent opportunities for interprofessional education IPE. A regional university and community college overcame barriers to collaborate in an IPE experience. This article describes an IPE experience and students’ perceptions following the experience. MethodsAssociate degree nursing and physical therapist assistant students participated in IPE involving a low-fidelity safety simulation and teaching/learning presentations. Descriptive statistics were used to measure students’ perceptions of the IPE experience. ResultsStudents felt the safety simulation was a valuable experience and increased their confidence to identify safety issues. The teaching/learning presentations improved student knowledge on topics presented, increased confidence in teaching skills and collaborating with other disciplines, and increased awareness of other discipline's role in healthcare. DiscussionThe students’ perceptions and attitudes toward the interprofessional education experience were positive. The positive experience of collaborating may improve collaboration skills in future interprofessional interactions. ConclusionCollaborating with other institutions in the community may be a viable option for IPE experiences.

Defining Key Elements for Effective Physical Therapist–Physical Therapist Assistant Working Relationships: A Qualitative Study

Introduction. Education of doctor of physical therapist (DPT) and physical therapist assistant (PTA) students about their roles and responsibilities for working collaboratively is required for entry-level clinical practice. Research maintains that DPTs graduate with inadequate knowledge regarding the roles, scope of work, utilization and supervision of PTAs. Study objectives were to uncover the characteristics that comprise an effective physical therapist (PT) - PTA working relationship from 3 perspectives; and identify pedagogy that might inform the relationship development. Methods. Using purposive sampling, we recruited PT and PTA clinician recipients of the APTA Outstanding PT-PTA team award; and DPT students and PTA students from 3 academic institutions. Qualitative case study with a phenomenological approach. Interview questions explored participant perceptions and experiences regarding: effective PT-PTA relationships; barriers and gaps in DPT and PTA educational preparation for intra-professional teaming; and educational strategies for addressing deficiencies in students' knowledge and skills. Results. Thirty-two semi-structured interviews were conducted. Four with PT and 5 with PTA Outstanding PT-PTA award recipients. Fifteen interviews were conducted with DPT students, eight were conducted with PTA students. Data resulted in 4 themes; communication, trust and respect, environment, and bonding. The themes described the PT-PTA relationship and included a triad (PT-PTA-patient) with the patient centrally located. Discussion and Conclusion. Respondents indicated that DPT and PTA programs should create curriculum that develops both cognitive and affective clinical skills pertaining to the PT-PTA relationship. Academic and clinical practice settings play an integral role in creating pedagogy and environments conducive to effective PT-PTA teaming. Role clarification may optimize health care performance, patient satisfaction, cost of care and reduce problems related to miscommunication.

OADN foundation

Barriers may prevent opportunities for interprofessional education IPE. A regional university and community college overcame barriers to collaborate in an IPE experience. This article describes an IPE experience and students’ perceptions following the experience.Associate degree nursing and physical therapist assistant students participated in IPE involving a low-fidelity safety simulation and teaching/learning presentations. Descriptive statistics were used to measure students’ perceptions of the IPE experience.Students felt the safety simulation was a valuable experience and increased their confidence to identify safety issues. The teaching/learning presentations improved student knowledge on topics presented, increased confidence in teaching skills and collaborating with other disciplines, and increased awareness of other discipline's role in healthcare.The students’ perceptions and attitudes toward the interprofessional education experience were positive. The positive experience of collaborating may improve collaboration skills in future interprofessional interactions.Collaborating with other institutions in the community may be a viable option for IPE experiences.

Impact of a Self-contained Clinical Learning Space on a Physical Therapist Assistant Education Program

Background and Purpose. Immersion within practice areas or clinical education (CE) experiences are required to be both integrated within the curriculum (ie, integrated clinical education [ICE] experiences) and at the end of the curriculum (ie, terminal clinical education [TCE] experiences) for an accredited physical therapist assistant (PTA) education program. In addition, programs must meet accreditation requirements for ICE and TCE within specified clock hour (520–720) and program length limitations (five semesters). The purpose of this article was to describe one program's model for providing integrated PTA CE in a self-contained learning space and to describe the outcomes achieved in the first 2 years of operation. Method/Model Description and Evaluation. Planning, administrative approval, community fund-raising, and institutional capital budget allocation commitments took 6 years before the Nate Waters Physical Therapy Clinic (NWPTC) at Tulsa Community College, Tulsa, OK, opened in August 2014. The clinic design is based on a learning spaces framework providing students an actual clinic setting to learn and practice skills. The learning space allows students to gain clinical confidence in a comfortable, supportive learning environment, in which time restraints, high productivity requirements, and reimbursement restrictions are eliminated or minimized for the novice student. A mixed-method program evaluation assessed the 2-year performance of the self-contained clinic with two quantitative and three qualitative assessments. Outcomes. Implementation of the self-contained clinic allowed for a curriculum reduction of clinical hours from 680 to 560. The clinic generated an average of 65 visits each month with a range of 41–124 visits. No significant difference was found on the PTA students' midterm scores from the final TCE's Clinical Performance Instrument (PTA CPI, Version 1998) for the 2015 and 2016 cohorts compared with two preclinic cohorts (2013 and 2014), despite 22% less clinical time for the studied cohorts. Qualitative interviews of faculty and students showed three parallel themes and two related themes. Parallel themes in both groups included teaching in context, confidence, and communication, whereas related themes included faculty absence of concerns or complaints and student fear of failure. Students also identified an enhanced PT/PTA role formation as a benefit of the clinic. Discussion and Conclusion. Student experiences in the NWPTC are aligned to support integration of learning in the classroom. Faculty supervision in the clinic reinforces the concepts taught in didactic courses. As a self-funded, self-contained teaching clinic, NWPTC allowed faculty control on curriculum alignment and scheduling, thus allowing for a reduction in required clinical contact hours with no indication of decreased student outcomes. While CE in PTA education programs continues to be predominantly outsourced, a self-contained ICE clinic can be of value to PTA programs.

Perceived Value of Preadmission Physical Therapy Observation Hours and Their Ability to Predict Academic Performance

Introduction. Most physical therapist (PT) and physical therapist assistant (PTA) education programs require applicants to complete observation hours (ObHr) before admission. Observation hours are believed to enable the prospective PT and PTA student to gain knowledge about the profession and increase chances of success in academic programs; however, few studies have examined these relationships. The purposes of this study were to: 1) examine the relationship between the number of ObHr completed and indicators of success in a Doctor of Physical Therapy (DPT) program, 2) identify PT and PTA student opinions and perceived value of the required ObHr, including the number of hours needed to make an informed decision to pursue physical therapy as a career, and 3) identify clinical instructor (CI) opinions about the perceived value of ObHr and their impact on clinic productivity. Methods. Part 1 was a retrospective cohort study, examining data from 323 students who matriculated into a DPT program during a 6-year period (2009–2014). The relationship between admission variables (undergraduate grade point average [GPA], undergraduate math/science GPA, verbal Graduate Record Examination [GRE], quantitative GRE, age, and total ObHr) and outcome variables (National Physical Therapy Examination [NPTE] success, DPT probation status, and DPT GPA) were examined. Parts 2 and 3 focused on perceived value of ObHr gathered from surveys of PT and PTA students and CIs. Results. The number of ObHr was not a significant predictor of NPTE success, DPT probation status, or DPT GPA. Most PT (92%) and PTA (83%) students believed that ObHr positively impacted their decision to pursue physical therapy as a profession and that they needed 40–60 hours to make this decision. Most CIs (64%) do not believe that reducing ObHr opportunities would result in an increase in the number of full-time clinical experiences offered by their clinic. An overwhelming majority of the CIs (95%) believed that ObHr are meaningful for prospective students. Discussion and Conclusion. Observation hours were perceived as being valuable by both PT and PTA students and CIs. Observation hours may be useful to prospective PT students to help determine whether they pursue a career in physical therapy. However, there is no evidence that ObHr impact DPT academic performance. Physical therapist students may need fewer ObHr to confirm a career choice than what some programs currently require.

Fostering PT-PTA Student Relationships, Pilot Study

Purpose: The purpose of this study was to assess physical therapist (PT) and physical therapist assistant (PTA) students' attitudes toward working in a team, direction and supervision, preparation for effective communication, and respect for and the value of physical therapist/physical therapist assistant (PT/PTA) teams following an interactive classroom session via a brief online questionnaire. Methods: PT students in the second year of their doctor of physical therapy graduate studies in St Louis, MO and PTA students in the second year of their associate’s degree program in St Louis, MO were involved. A questionnaire was completed prior to and after attending an interactive classroom session. The interactive session included four stations; curriculum and education, communication and documentation, PT/PTA teamwork scenarios in different practice settings, and social interaction. The questionnaire consisted of six questions asking students to indicate their level of agreement or disagreement. Results: Attendance status at the interactive session was related to student responses on the questionnaire for both PT and PTA students. Among PTA students, responses on three of six questionnaire items were found not to be independent of attendance status. PTA students indicated they felt more prepared for PT/PTA communication, had more respect for the similarities in roles of PTs and PTAs, and felt more strongly that effective PT/PTA teams were essential to optimal patient care. Among the PT student population, the only questionnaire item found to be independent of interactive session attendance status was the belief in effective PT/PTA teams. Generally, students’ responses tended to be more positive after attending the interactive session, with “Strongly agree” responses increasing by as much as 24 percent on some questionnaire items. Increases in weighted means for PTA students were not found to be statistically significant; however, among PT students these increases were significant across three questionnaire items. Conclusions: The findings suggest that both PT and PTA students experienced increased comfort with the idea of working as part of a PT/PTA team after the interactive event where communication was the focus. The affective behavior of “comfort” in working as part of a PT/PTA team increased in our study among both PT and PTA students. The interactive session was easy to implement and had no cost associated with it. Follow-up study or methodologies could provide more robust results to further support these findings. This activity could also be replicated across healthcare professions that utilize professional and paraprofessional assistant relationships.

Predicting Academic and Licensure Examination Success Among Physical Therapist Assistant Students

Introduction. Identifying and admitting students most likely to succeed is key to physical therapist assistant (PTA) student and program success. However, there is currently no information available regarding admission criteria outcomes among PTA students. The purpose of this research was to examine quantitative PTA program admission criteria and their ability to predict student academic and National Physical Therapy Examination (NPTE) success. Methods. All CAPTE-accredited PTA programs were asked to return data for each student admitted to the program since 2009 including those who graduated, were dismissed, or left the program. Data on 2809 PTA students from 31 programs in 24 states were used for this research. Predictor variables included prerequisite course grades, overall prerequisite GPA, and standardized test scores. Outcome variables included dichotomized academic success (academic difficulty/no academic difficulty) based on research by Utzman et al and ultimate NPTE status (pass/fail). Binary logistic regression with multiple models was used for data analysis. Results. A&P I grade (academic: odds ratio = 1.44, P = .0005; NPTE: odds ratio = 1.72, P = .007), overall prerequisite GPA (academic: odds ratio = 2.02, P = .0005; NPTE: odds ratio = 2.14, P = .0005), and TEAS total score (academic: odds ratio = 1.05, P = .0005; NPTE: odds ratio = 1.06, P = .006) were the only significant predictors of both academic and NPTE success. For both outcomes, A&P I, GPA, and TEAS remained the significant predictors regardless of the program type (public/private/for-profit), students' sex, and students' ethnicity. Discussion and Conclusion. When establishing the PTA program admission criteria, A&P I grade, overall prerequisite GPA, and TEAS total score offer predictive values for both academic and NPTE success regardless of the program type, students' sex, and students' ethnicity. These scores should be important contributors to admission decisions for PTA education.

Prevalence and Risk of Inappropriate Sexual Behavior of Patients Toward Physical Therapist Clinicians and Students in the United States.

For health care providers in the United States, the risk for nonfatal violence in the workplace is 16 times greater than that for other workers. Inappropriate patient sexual behavior (IPSB) is directed at clinicians, staff, or other patients and may include leering, sexual remarks, deliberate touching, indecent exposure, and sexual assault. Inappropriate patient sexual behavior may adversely affect clinicians, the organization, or patients themselves. Few IPSB risk factors for physical therapists have been confirmed. The US prevalence was last assessed in the 1990s. The objectives of this study were to determine career and 12-month exposure to IPSB among US physical therapists, physical therapist assistants, physical therapist students, and physical therapist assistant students and to identify IPSB risk factors. This was a retrospective and observational study. An electronic survey was developed; content validity and test-retest reliability were established. Participants were recruited through physical therapist and physical therapist assistant academic programs and sections of the American Physical Therapy Association. Inappropriate patient sexual behavior risk models were constructed individually for any, mild, moderate, and severe IPSB events reported over the past 12 months. Open-ended comments were analyzed using qualitative methods. Eight hundred ninety-two physical therapist professionals and students completed the survey. The career prevalence among respondents was 84%, and the 12-month prevalence was 47%. Statistical risk modeling for any IPSB over the past 12 months indicated the following risks: having fewer years of direct patient care, routinely working with patients with cognitive impairments, being a female practitioner, and treating male patients. Qualitative analysis of 187 open-ended comments revealed patient-related characteristics, provider-related characteristics, and abusive actions. Self-report, clinician memory, and convenience sampling are limitations of this type of survey research. The extremely high prevalence of IPSB among physical therapist professionals warrants practitioner and student education as well as clear workplace policy and support.

The Effects of Intraprofessional Collaborative Case Based Learning: A Cohort Study of Student Physical Therapist and Physical Therapist Assistant Perceptions of the Physical Therapist Role

Background: The changing nature and complex regulation of healthcare require the efficient use of resources, including the appropriate delegation and supervision of the physical therapist assistant (PTA). Knowledge of the scope of PTA practice introduced in the academic curriculum is mandated for entry-level practice. This study assessed the effect of a collaborative case-based educational intervention within the didactic curriculums of a physical therapy (PT) and PTA program on student knowledge of PTA scope of practice.Methods and Findings: A pre- and post-test research design was used. Students completed a validated survey exploring their perceptions of the PTA role before beginning the case study. The case study was a classroom assignment followed by instructional prompts requiring interactions between student cohorts three times over four weeks. Following case study completion, students completed the same survey. Independent and paired samples t-tests detected significant differences between and within groups (p < .05).Conclusions: Based on the results, the case-based instructional model was efficacious in teaching both student cohorts about the role of the PTA. The impact was greater on the accuracy of the PT students, but PTA students became less uncertain in their perceptions. The effect of the clinical learning environment should be investigated to determine the impact on student perception of PTA role delineation following didactic instruction.

Testing Accommodations: Implications for Physical Therapy Educators and Students

Background and Purpose. Academic programs in physical therapy prepare students to assume clinical roles, assuming these roles require the students to take the National Physical Therapy Examination (NPTE). Nationally, more students with disabilities are graduating from these programs and requesting accommodations for the NPTE. The purpose of this article is to review learning disability issues within higher education, accommodations provided on the NPTE, and recommendations for academic programs, licensing boards, and clinical sites. Position and Rationale. One percent of NPTE candidates received accommodations between the years 2000 and 2009. The majority of those candidates tested with at least 2 accommodations. Extra time and testing in a separate room were the most frequent requests granted. Accommodated exams doubled during the 10-year study period, as did the total cost of providing the accommodations. The pass rate on the NPTE was significantly lower for physical therapist (PT) and physical therapist assistant (PTA) candidates who took the exams with accommodations. Documentation of a disability and the accommodations that were granted during physical therapist education programs will help support the need for accommodations when taking the NPTE. It will not, however, guarantee that the jurisdictional board will approve special accommodations when sitting for the NPTE. We believe that with the increasing number of students with disabilities, educators should have a proper understanding of the Americans with Disabilities Act of 1990 (ADA) and be aware of the implications when providing special accommodations. Recommendations. Physical therapy is a profession that promotes the abilities of people with disabilities, and as such, physical therapy educators should prepare PT and PTA students who have disabilities by using the accommodations that are likely to be provided on the NPTE. For those students who self-identify with a disability during the academic program, faculty need to encourage them to seek early testing and implementation of approved accommodations during the academic program.

Interprofessional Education in a Rural Community-Based Falls Prevention Project: The CHAMP Experience

BACKGROUND AND PURPOSEThe recent trend toward health care delivery in community-based settings is driven by escalating health care costs and socioeconomic disparities,1 as well as by the finding that one of the most effective methods for improving the health of a population is to work in partnership with communities.2 Health care delivery in community-based settings, when compared with traditional practice settings, involves much more than a simple change in venue.3 Providers must develop skills in such areas as communication, coalition building, shared decision making, service coordination, advocacy, conflict resolution, and program and resource development.3,4 This paradigm shift demands greater integrated learning experiences for physical therapist (PT) and physical therapist assistant (PTA) students to prepare them to work in communities as collaborative interprofessional team members.In a study published in 2001, Levin and Herbert3 surveyed a group of health care professionals, including social workers, nurses, occupational therapists, and PTs, concerning their perspectives on community-based health care. Although a majority of the respondents reported with the community, this apparently involved primarily referral to and liaison with existing service providers. Most of the PT respondents reported spending less than 20% of their time in this work. The respondents tended to define somewhat narrowly, in terms of geographic location or institutional/social supports. The authors of the study, on the other hand, favored a definition of that includes common interests and a sense of belonging.3 A broad definition of as a set of relationships or connections among individuals and/or institutions that share common values, beliefs, interests, or goals5 is consistent with our vision of community-based education for PT and PTA students. Although the connections that create maybe geographically based, this is not necessarily the case.More than a decade has passed since the Levin and Herbert3 study was published, and much has changed in the education of health professionals. The National Advisory Committee on Interdisciplinary, Community-Based Linkages, in its 2001 annual report,6 called for integration of concepts of interdisciplinary collaboration and community-based learning in health professions education. The intent was to prepare a national health care workforce to meet the needs of unserved, underserved, and vulnerable populations. Although much remains to be accomplished, health care providers have begun to understand the concepts of interdisciplinary, and community in ways that are altering their practice and, by necessity, the nature of their educational preparation.3,7The term interprofessional refers to members of 2 or more professions working together.8 Interprofessional education is an approach to preparing health care students to function effectively as members of interprofessional teams.9 Students participating in interprofessional education share skills and knowledge with students and clinicians from other professions in a manner that promotes better understanding, common values, and mutual respect. The goal is to develop an interprofessional, collaborative approach that leads to optimal quality of care and client outcomes.4,8,9 Interprofessional education does not require development of a complete curriculum, but can take place whenever different professions learn with, from, and about each other.4 Because of the complexity of caring for older adults, interprofessional education is especially critical for health professionals who work in geriatrics.8,10As the health care challenges facing our nation grow more complex, the need for interprofessional education grounded in real world practice becomes even more pressing.11 Interprofessional education, with integration of didactic instruction with clinical and community-based learning, has been endorsed by numerous national and international governmental, philanthropic, and educational organizations. …

Introduction to Physical Therapy, ed 3

Pagliarulo MA, ed. St Louis, MO 63146, Mosby, 2007, paperback, 387 pp, illus, ISBN: 0-323-03284-2, $44.95. The third edition of Introduction to Physical Therapy provides a comprehensive and current description of the profession and practice of physical therapy, as stated by the editor. The purpose and intended audience (physical therapist and physical therapist assistant students) remains consistent with the first 2 editions, published in 1996 and 2001. The book provides an overview of the current profession and practice of physical therapy in the United States. The book is organized in 2 parts: “Profession” and “Practice.” The 8 chapters in the first part define the profession of physical therapy. Chapter 1 provides a historic context for its evolution, beginning with the American Women's Physical Therapy Association in the early 1900s to the current American Physical Therapy Association (APTA) to APTA's Vision 2020 statement. Core professional documents are presented in chapter 2.Roles and characteristics of physical …

A Description of Comments Written by Clinical Instructors on the Clinical Performance Instrument

Background and Purpose. The Clinical Performance Instrument (CPI), developed by the American Physical Therapy Association (APTA), is used by clinical instructors (CIs) to evaluate physical therapist (PT) student and physical therapist assistant (PTA) student performance. This tool includes quantitative scores using a Visual Analog Scale (VAS) and qualitative comments to support the ratings on the VAS. These narrative comments are also intended to provide students with feedback on their performance. The purpose of this study is to describe and compare the ratings on the VAS with written comments for each criterion, including the performance dimensions (PDs) of quality, supervision, consistency, complexity, and efficiency. Subjects. Twelve educational programs in California participated in this field study which included the 13 corresponding academic coordinators of clinical education (ACCEs) and directors of clinical education (DCEs), 320 PT and 101 PTA students, and their respective CIs. Methods. Data recorded by the 12 programs included VAS scores at mid term and conclusion of student affiliations, written comments, and any checks of the following boxes: “Not Observed” (NO), “Significant Concerns” (SCs), or “With Distinction” (WD). ACCEs and DCEs rated all written comments that were noted for any of the PDs (quality, supervision, consistency, complexity, and efficiency). The ACCEs and DCEs rating evaluated whether the final VAS score for each criterion was considered “passing” by their respective education program. Interrater and intrarater reliability was established using percent agreement prior to rating inclusion of the PDs. Frequency distributions of all variables were calculated. Results. Fifty-four percent of the PT CPIs had at least 1 criterion listed as “NO” at the final evaluation, 40% of all PT CPIs had criterion #17 (consultation) listed as “NO” by the end of the affiliation, and 30% of PTA CPIs had criterion #15 (other services) listed as “NO” by the end of the affiliation. SCs were checked in only 4 of the 320 PT CPIs, although 50% of these had at least 1 criterion that did not meet a program's standard for passing. At least 1 criterion was marked WD in 40% of all CPI's. Ninety percent of all CPI's had at least 1 comment written for each criterion, and 68% of those comments only addressed 1 or no PDs. The frequency with which each performance dimension was addressed was 42% for quality, 10% for supervision, 15% for consistency, 12% for complexity, and 12% for efficiency. Discussion and Conclusion. While many comments are written in the CPIs, most do not provide an adequate description of the student's performance relative to the 5 PDs. CIs may benefit from additional training to make comment writing more relevant and efficient. Future research should further explore the reasons for the prevalence of “NO” marks on criteria considered to be part of professional practice.

Physical Agents: Theory and Practice, ed 2

Behrens BJ, Michlovitz SL. Philadelphia, PA 19103, FA Davis Co, 2005, paperback, 274 pp, illus, ISBN: 0-8036-1134-X, $ 44.95. The purpose of Physical Agents: Theory and Practice is to provide a textbook for teaching thermal, mechanical, and electrical modalities. The first edition was intended for physical therapist assistant students; however, this newer edition would work well for students in either physical therapist or physical therapist assistant education programs. The book contains 4 sections. The first section, “The Concept of Adjunctive Therapies,” provides background information necessary for the effective use of physical agents. Chapter 1 presents concise information about the physiology, assessment, and theories of pain and information about the process of soft tissue repair. Chapter 2 is titled “Patient Responses to Therapeutic Interventions.” One of the strengths of this book is the underlying concept of this …

Collaboration Between Physical Therapists and Physical Therapist Assistants: Fostering the Development of the Preferred Relationship Within a Classroom Setting

Background and Purpose. The role of the physical therapist assistant (PTA) emerged over 35 years ago, yet the relationship between physical therapist (PT) and PTA remains controversial, and, for some, illdefined. Proper utilization of the PTA and development of the preferred relationship between PT and PTA is essential to effective clinical decision making and quality patient care. An instructional model to educate PT students about the educational training and proper utilization of the PTA is presented. Further, the model fosters the development of the preferred relationship within the classroom setting. Method/Model Description and Evaluation. Thirty-four first-year students from the Stony Brook University Physical Therapy Program (SBU-PT) and 21 second- year students from the Nassau Community College Physical Therapist Assistant Program (NCC-PTA) participated. Instruction consisted of 3 class sessions, culminating in an interactive team-based problem-solving session. A pretest/posttest questionnaire was used to capture the PT students' knowledge of the appropriate utilization of the PTA. For comparison, 46 second- and third-year SBU-PT students completed the same questionnaire. Finally, 5 PT and 6 PTA participants joined in summative focus group interviews. Analysis included quantitative (ie, t test, ANOVA, and a post-hoc Scheffé comparison of means) and qualitative methods. Outcomes. T test analysis indicated that a significant difference existed between pretest and posttest questionnaire scores for the first-year PT students (t = 5.99, P<.01). ANOVA indicated that a significant difference existed between questionnaire scores for all 3 groups (F = 3.81, P<.05). Post hoc Scheffé comparison of means indicated that the only significant difference existed between mean posttest scores for first- and second-year students (F = 8.619, P<.05). Focus group interviews indicated that PTA students found the experience particularly satisfying since they were able to educate future colleagues about their role. Given the timing of this experience within the curriculum, PT students felt limited in their knowledge base. Both groups suggested this model be continued, noting an enhanced appreciation for the preferred relationship. Discussion and Conclusion. Data analysis suggests that the instructional model presented is effective in teaching PT students about the role of the PTA and provides a mechanism to foster the development of the preferred relationship within the classroom setting.