Physical Therapist Education Programs Research Articles

Student physical therapists’ confidence in appraising and applying research after participating in a weekly journal club

Introduction: The objective of this study was to assess changes in student physical therapists’ confidence in their ability to critically appraise research and use research findings to inform their practice after completing a weekly journal club. Methods: Thirty-four students in a doctoral-level physical therapist education program completed a questionnaire before and after participating in a weekly journal club. The questionnaire asked students to rate their confidence in critically appraising research and using research to inform their practice. Results: Over the semester, there was significant improvement in students’ confidence in their ability to critically appraise research related to physical therapy practice and their confidence in using research to inform their practice. Conclusions: In general, it appears that a course-based weekly journal club can be effective for improving student physical therapists’ confidence in their ability to perform some of the key functions required for evidence-based practice.

Justice, Equity, Diversity, and Inclusion-Related Curricular Elements in Entry-Level Physical Therapist Education: A Delphi Study.

The purpose of this Delphi study was to determine whether experts in justice, equity, diversity, and inclusion (JEDI) in the field of physical therapy could achieve consensus on the key JEDI-related curricular content topics to be included in entry-level physical therapist education. Inequities exist at all levels of health care for historically underserved populations, including referrals, access, and quality of physical therapy services. The physical therapy field is facing challenges and opportunities in how to best prepare providers to address individual, community, and population health inequities. There is a lack of consensus in physical therapist education regarding essential curricular content related to justice, equity, diversity, inclusion, and antiracism. Eighty-four experts in JEDI in the physical therapy profession were invited through email to participate in the Delphi process. A Delphi survey brought together 39 identified experts in justice, equity, diversity, and inclusion within the field of physical therapy to reach consensus on key JEDI-related curricular topics in physical therapist education. In the first-round survey, participants answered an open-ended question: "What JEDI-related curricular content should be included in entry-level physical therapist education?" The work team coded these free-text responses to populate an initial list of curricular elements. Over 2 subsequent rounds of surveys, the experts came to a consensus on which curricular elements should be addressed within physical therapist education. Nineteen experts completed all survey rounds. In round I, coding of the expert group's responses generated 61 initial JEDI-related curricular elements. By round III, the group refined the list to 43 curricular elements; 41 of the 43 (95%) elements garnered 94% or higher consensus. The expert group deemed 30 of the elements "entry-level" content and 13 as more "advanced practice" topics. Experts had a strong consensus on key JEDI-related curricular elements that physical therapist education programs should include to best prepare providers to improve the health of society. Future scholarship will explore recommendations for how physical therapist education programs might prioritize and implement JEDI-related content.

Meeting the Health Needs of Society Through Curricular Innovation in Physical Therapist Education: Examples From 3 Entry-Level Programs.

Entry-level physical therapist (PT) education programs play a critical role in inspiring future leaders to become moral change agents, capable of understanding and addressing evolving societal health needs. Social reconstructionism represents an educational philosophy focused on alleviating pervasive inequities and improving the health of society; however, its application in PT education is not well understood. The purpose of this article is to describe the approach 3 entry-level PT programs used to manifest social reconstructionism within their curricula to foster social consciousness and strengthen moral agency. The Framework for Educating Health Professionals to Address the Social Determinants of Health informed the development of a conceptual framework that illustrates the role of PT education programs in creating transformative learning environments and preparing learners to meet societal health needs. Concepts within this framework were operationalized according to 5 domains put forth by Jensen et al. and related competencies put forth by the Association of American Medical Colleges. Narratives from each program demonstrate how the design and implementation of curricula, grounded in social reconstructionism, can be accomplished through 1) ongoing modifications, 2) thoughtful reconstruction, and 3) initial design. Sample learning activities, objectives, and assessment strategies are provided. The proposed method was effective in guiding meaningful objectives, learning activities, and assessment strategies grounded in social reconstructionism. Such findings can inform the design of curricula that inspire the next generation of transformative leaders who work to alleviate pervasive inequities and improve the health of society.

A Brief but Spectacular Take: Reflecting on Professionalism by Student Physical Therapists.

Professionalism is an abstract concept that requires reflection for students to generate personal meaning and application. It should be taught explicitly within the academic part of a professional physical therapist education program. The purpose of this case report was to present one unique strategy to increase reflection about professionalism. Forty-four students enrolled in the first semester of a professional physical therapist education program participated in the case report. All were enrolled in a 1-credit hour course, Professional Issues, in which they developed a 2- to 3-minute video presenting their brief but spectacular take on various professional issues. Students responded in an online discussion tool to 2 of their colleagues' videos, developing a rich conversation. An optional 11-item survey about student satisfaction with the assignment was distributed electronically. A 4-point Likert scale was used for 10 items with the 11 being open ended. An analysis of the video presentations identified 4 themes: diversity, equity, and inclusion; self-care; core values; and patient management. Discussions were positive, professional, and encouraging. The optional survey had a 45% response rate. The medians for individual items ranged from 3 (6 items) to 4 (3 items). Reflection is essential to provide meaning in the learning process. Creating a video reflection that allowed students to describe their passion for the profession and then to discuss it in an online format was a unique teaching/learning activity. The concept of professionalism was successfully explored using the assignment that was well-received, and most students found it beneficial to their personal growth.

A Novel Approach to Safe Patient Handling and Mobility Training in Physical Therapist Education

Background: Safe patient handling and mobility (SPHM) training is prevalent in health care education and practice. However, there is limited evidence of this training in physical therapist education programs. Purpose: To determine if a single training session with a mobile laboratory equipped with SPHM equipment increases the knowledge of SPHM principles and techniques and is valuable to students prior to their first clinical experience. Methods: Training included a 1-hour lecture on SPHM principles, research, and techniques, followed by two 50-minute SPHM practice stations. One session was conducted using a mobile laboratory. Students completed a pretest/posttest measuring knowledge of SPHM principles. Students completed a survey regarding the perception and placement of SPHM training within the curriculum. Results: A total of 129 students in a physical therapist education program were invited to participate; 59 from first-year cohorts and 70 from second- and third-year cohorts. Eighty-seven students volunteered to participate, including all 59 students from the first-year cohorts receiving training as the experimental group, and 28 from the other cohorts receiving no training as the control group. Seventy students met the criteria for survey data analysis; 42 experimental and 28 control. Of those who received training, 90.5% reported that SPHM training improved their confidence prior to their inpatient clinical experience; 85.5% in the control group would have felt more confident being placed in an inpatient facility if they received SPHM training, and 85.7% of the experimental group and 89.3% of controls agreed that SPHM training should be performed prior to the first clinical experience. A paired t test showed that first-year students reported a statistically significant increase in knowledge of SPHM principles (P < .001). Conclusions: Physical therapist education programs should consider SPHM training prior to students’ first clinical experience to increase student confidence in inpatient settings.

Preliminary Evaluation of a Questionnaire to Measure Program-Level Sense of Belonging Among Student Physical Therapists.

A greater sense of belonging has been found to correspond with better academic performance/motivation, retention, and general mental well-being among college students. As a result, it is important to be able to meaningfully assess student physical therapists' sense of belonging. While there are questionnaires available to assess sense of belonging at the university level, it is also important to be able to assess students' sense of belonging in a narrower context, such as within their program of study. The purpose of this study was to develop and evaluate a program-specific tool, referred to as the Program Sense of Belonging (ProSB) questionnaire, that could be used to assess sense of belonging among student physical therapists. As part of this study, we examined the internal structure of the ProSB questionnaire items and assessed internal consistency. One hundred twenty-four student physical therapists from 2 different physical therapist education programs completed the ProSB questionnaire. We conducted an exploratory factor analysis to examine the internal structure of the ProSB questionnaire and examined Cronbach's alpha to assess the internal consistency of the items associated with each retained factor. For the final 10-item version of the ProSB questionnaire, 2 factors were retained, which explained 57.5% of the variance (factor 1 = 30.9%, factor 2 = 26.6%). The 5 items that loaded on factor 1 were related to "social acceptance," while the 5 items that loaded on factor 2 were related to "valued competence." Both subscales exhibited acceptable levels of internal consistency (Cronbach's alpha ≥0.84). The ProSB questionnaire appears to capture different dimensions of student physical therapists' sense of belonging (social acceptance, valued competence) at the program level. Based on our preliminary findings, the ProSB questionnaire appears to be a valid tool for assessing program-level sense of belonging among student physical therapists.

Work-Life Balance of Faculty in Professional Physical Therapist Education: A Mixed-Methods Study.

The purpose of this mixed-methods study was to explore perceptions of work-life balance (WLB) of full-time faculty in professional physical therapist (PT) education programs. Studies show that faculty are at risk of diminution of WLB and subsequent burnout due to job expectations and changing educational landscapes. Limited evidence exists to describe perceived WLB of faculty in professional PT education. Full-time faculty in professional PT education programs (n = 239) responded to an online survey and 16 participated in focus group discussions. The Work/Nonwork Interference and Enhancement Survey (W/NW Scale), faculty characteristic prompts, and open-ended questions were disseminated electronically to all accredited professional PT education programs within the United States. Focus groups were conducted to further explore nuances of WLB. Frequencies and percentages were calculated for survey categorical variables with means and standard deviations for continuous variables. Differences in W/NW Scale and faculty characteristics were analyzed using independent-samples Mann-Whitney U tests. Open coding and an iterative process of thematic analysis was used to analyze the qualitative data. Medians for all W/NW Scale dimensions were between 2 and 3 out of 5. W/NW Scale dimension scores differed significantly in each of the faculty characteristics of gender, defined workload, and faculty job searching (Z = -2.399 to -3.517, P ≤ .016). Qualitative data yielded 3 main themes: 1) implicit and explicit job duties; 2) leadership; and 3) individual boundaries. Ebb and flow of WLB emerged as an overarching theme. This study offers a portrayal of the lived experience of faculty regarding WLB. Results offer useful information about faculty demographics, work-related factors, and personal responsibilities. One limitation was that cultural, community, and religious demands were not explored. Findings may facilitate improved understanding of faculty WLB perceptions and can guide leadership to optimize the balance between faculty's paid work and personal life.

National Benchmarks to Understand How Doctor of Physical Therapy Learners From Minoritized Race and Ethnicity Groups Perceive Their Physical Therapist Education Program.

The demographic homogeneity of the physical therapist workforce and its educational pathway may undermine the profession's potential to improve the health of society. Building academic environments that support the development of all learners is fundamental to building a workforce to meet societal health care needs. The Benchmarking in Physical Therapy Education study uses the Physical Therapy Graduation Questionnaire to comprehensively assess learner perceptions of the physical therapist academic environment. The present report examined whether racial and ethnic minoritized (REM) physical therapist learners perceive their doctor of physical therapy education differently from their non-REM peers. Five thousand and eighty graduating doctor of physical therapy learners in 89 institutions provided demographic data and perceptions of a range of learning environment domains. Analyses included REM versus non-REM comparisons as well as comparisons among individual race and ethnicity groups. Compared with their non-minoritized peers, REM respondents expressed less satisfaction with their education and lower confidence in their preparedness for entry-level practice. REM respondents observed more faculty professionalism disconnects and demonstrated less agreement that their program had fostered their overall psychological well-being. REM respondents experienced higher rates of mistreatment than their peers and reported higher rates of exhaustion and disengagement, the 2 axes of academic burnout. Black/African American and Hispanic/Latino/a/x (Hispanic, Latino, Latina, and/or Latinx) respondents incurred significantly more educational debt than Asian and White respondents. REM respondents reported greater empathy and greater interest in working in underserved communities. REM respondents perceived the physical therapist learning environment more negatively than their non-minoritized peers but expressed strong interest in serving people from underserved communities. These national benchmarks offer academic institutions the opportunity to self-assess their own environment and to work to improve the quality of the educational experience for all learners. In a nationwide benchmarking study, learners from minoritized race and ethnicity backgrounds reported more negative experiences and outcomes during physical therapist education than their non-minoritized peers. These same learners demonstrated high empathy and interest in serving people from underserved (under-resourced) communities. Learning environments that permit all individuals to thrive may be an essential avenue to improve the health of a rapidly diversifying society.

On Merit and Equity in Admission to US Physical Therapist Education Programs: A Qualitative Analysis of Faculty Habitus

Introduction. In contrast to the increased diversity of the US population, historically excluded racial and ethnic groups remain underrepresented in the physical therapist profession. As decision-makers, faculty exert direct influence on enrollment through evaluating applications and determining which applicants are deserving of admission to physical therapist programs. Review of Literature. Faculty decision-making in admissions is a cultural process which can reproduce inequities and perpetuate underrepresentation if faculty fail to recognize systemic disparities in legitimized forms of merit. No studies within physical therapist education have directly investigated faculty habitus and patterns of thought and behavior which reinforce admissions decision-making. The purpose of this study was to describe patterns of faculty habitus which influence judgments of admission merit and equity in US physical therapist education programs. Subjects. Sixteen physical therapy faculty across 3 physical therapist education programs. Methods. Using interpretative research methodology and a constructivist approach, semistructured interviews were conducted with each participant. Faculty social actions were also observed during field observations. Thematic analysis using Bourdieu's social reproduction theory was used for coding and establishment of themes. Results. Two predominant patterns of faculty habitus with corresponding themes emerged from the data: Transformative habitus oriented faculty toward a sense of responsibility to promote equity, construct a more contextualized understanding of merit, and formulate compelling applicant storylines; gatekeeping habitus positioned faculty to support a meritocratic process, reinforce traditional notions of academic rigor, and support the necessity of adjusting standards to address underrepresentation. Discussion and Conclusion. Findings revealed contrasting patterns of faculty habitus which legitimized certain criteria, knowledge, and experiences on which decisions of merit were based. Attention to the individual dispositions of faculty decision-makers in addition to criteria and processes used in holistic review may shape equitable access to physical therapist education programs.

Factors Influencing Intent to Stay for Faculty in Physical Therapist Education Programs: A Mixed-Methods Analysis.

In May 2022, the American Council of Academic Physical Therapy announced a "nationwide shortage of faculty" in entry-level Doctor of Physical Therapy (DPT) programs across the country. As the number of physical therapist education programs continue to grow, concerns with faculty shortages increase. Research on reasons faculty stay in entry-level DPT programs is limited. With a nation-wide shortage of faculty and the continued growth of DPT programs across the country, more investigation into faculty retention is warranted. Two hundred forty-four participants responded to the quantitative survey. Ten program directors (PD) and 10 faculty members (FM) completed a qualitative interview through Zoom. This mixed-methods design included a quantitative survey across 264 accredited DPT programs followed by 20 qualitative online interviews. Multiple regression was completed for the data analysis, and a phenomenological approach was used to explore perceptions of job satisfaction and organizational commitment on intent to stay. Two hundred thirty-six subjects (mean age = 50.04 ± 9.54 years; males = 63, females = 173; PD = 55, FM = 180) were included in the analysis. The multiple regression model significantly predicted intent to stay for all participants, F(9,211) = 12.43, P < .001; adj R2 = .32. Commitment to the organization was the greatest predictor of intent to stay, β = 0.61, t(0.622) = 5.05, P < .01. Three themes with 6 subthemes emerged from the qualitative analysis, the impact of leadership, making a commitment, and the Covid crisis. Encouraging leadership to focus on structural factors such as striving to establish FMs as part of the departmental team, allowing autonomy and flexibility in the teaching role, building transparency and openness with communication, and focusing on realistic and equitable workloads could potentially increase intent to stay for faculty in entry-level DPT programs.

A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 2: Noncognitive Variables.

Physical therapist (PT) education professionals agree on promoting holistic admissions practices to increase student body diversity but lack consensus about what factors in an application should be part of this process. This systematic literature review aimed to understand the value of noncognitive variables in PT education admissions. The initial literature search identified 1,592 articles in databases and relevant journals. Of the 39 studies meeting the inclusion criteria, 29 reported on noncognitive variables. Commonly used noncognitive variables (interviews, written essays, letters of recommendation, and clinical experiences) were insignificant or inconsistently associated with performance in the PT program or on the National Physical Therapy Examination. Sociodemographic variables appeared to negatively affect the academic qualifications of applicants who were older, identified with underrepresented racial/ethnic groups, and reported English as a second language. Finally, 5 studies identified personal attributes, such as emotional intelligence and grit, as having a significant relationship with successful student outcomes. Cognitive variables should serve as only one of several factors considered in admissions to achieve a more diverse class of students. Physical therapist education programs may use this evidence to reevaluate their admissions practices to include a balanced consideration of cognitive and noncognitive variables.

Detecting Artificial Intelligence-Generated Personal Statements in Professional Physical Therapist Education Program Applications: A Lexical Analysis.

The objective of this study was to compare the lexical sophistication of personal statements submitted by professional physical therapist education program applicants with those generated by OpenAI's Chat Generative Pretrained Transformer (ChatGPT). Personal statements from 152 applicants and 20 generated by ChatGPT were collected, all in response to a standardized prompt. These statements were coded numerically, then analyzed with recurrence quantification analyses (RQAs). RQA indices including recurrence, determinism, max line, mean line, and entropy were compared with t-tests. A receiver operating characteristic curve analysis was used to examine discriminative validity of RQA indices to distinguish between ChatGPT and human-generated personal statements. ChatGPT-generated personal statements exhibited higher recurrence, determinism, mean line, and entropy values than did human-generated personal statements. The strongest discriminator was a 13.04% determinism rate, which differentiated ChatGPT from human-generated writing samples with 70% sensitivity and 91.4% specificity (positive likelihood ratio = 8.14). Personal statements with determinism rates exceeding 13% were 8 times more likely to have been ChatGPT than human generated. Although RQA can distinguish artificial intelligence (AI)-generated text from human-generated text, it is not absolute. Thus, AI introduces additional challenges to the authenticity and utility of personal statements. Admissions committees along with organizations providing guidelines in professional physical therapist education program admissions should reevaluate the role of personal statements in applications. As AI-driven chatbots like ChatGPT complicate the evaluation of personal statements, RQA emerges as a potential tool for admissions committees to detect AI-generated statements.

Additional Tendon Slip of the Extensor Carpi Radialis Longus: A Case Report with Clinical Application

Additional tendon slips of the extensor carpi radialis longus are rare anatomical variants, with incidence ranging from 12-35%. While this anatomical variant is typically benign, it is clinically important as it can contribute to neuromusculoskeletal dysfunction. Medical providers should be aware of variations of the wrist extensors during surgeries involving the forearm and wrist. The presence of additional tendons may cause confusion when interpreting imaging findings. This case report details findings of an additional wrist extensor tendon identified during a cadaveric dissection lab in a physical therapist education program.

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

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

The Effects of Pediatric Experiential Learning During a 1-Week Intensive

Background and Purpose. Growing evidence supporting the effectiveness of pediatric experiential learning (EL) in physical therapist education programs suggests that EL can aid in the development of students' clinical reasoning (CR) and self-efficacy (SE). Previous studies indicate that pediatric EL provides students with structured learning opportunities that may lead to meaningful gains in psychomotor skills, self-confidence, communication, and CR. Whether gains can be achieved during a pediatric intensive course rather than a semester-long course is unknown. The purpose of this research was to evaluate the change in perceived CR and SE experienced by physical therapist students who completed a high-dose (at least 15 hours) EL pediatric-intensive (1 week). Case Description. Second-year physical therapist students (n = 18) enrolled in the Advanced Pediatric Elective Intensive completed the Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the Physical Therapy Self-Efficacy Scale (PTSE) on the first and last day of the course. Outcomes. A paired-samples t test revealed a statistically significant increase in SACRR scores from pre-test (M = 91.29, SD = 8.04) to post-test (M = 102.88, SD = 7.06), t (16) = 7.30, P &lt; .001, as well as PTSE scores from pre-test (M = 13.44, SD = 2.64) to post-test (M = 19.00, SD = 2.06), t (17) = 9.70, P &lt; .001. The results of this research suggest that active teaching methods, such as EL, may contribute to improvements in physical therapist students' perceived CR and SE. Discussion and Conclusion. Educators could consider a week-long EL intensive as a feasible and effective option to increase physical therapist students' perceived CR and SE related to pediatric physical therapy practice.

A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 1: Cognitive Variables.

Physical therapist (PT) education programs seek to identify applicants who will be academically successful in the program and pass the licensure examination. Part one of this systematic literature review aimed to understand the value of cognitive variables in PT education admissions. The initial literature search identified 1,592 articles in databases and relevant journals. Of the 39 studies meeting the inclusion criteria, 31 reported on cognitive measures. Seven studies identified one or more sections of the Graduate Record Examination (GRE) as significant predictors of students' academic performance in PT programs. Ten studies reported that one or more sections of the GRE predicted National Physical Therapy Exam (NPTE) performance, wheres 4 studies found no significant relationship. Undergraduate grade point average (GPA) predicted academic performance in the PT program and on the NPTE in more than 10 studies, whereas 4 found no significant relationship. Other components of the academic record, such as prerequisite course grades, undergraduate institution quality, undergraduate degree, and retaking prerequisite courses, had varying relationships with academic and NPTE performance. These outcomes appear to inform the policies and processes for admissions into PT education programs, evidenced by customary use of applicants' GRE scores and GPAs in admission decisions. The inclusion of both cognitive measures in admission decisions may help ensure that admitted students successfully manage the academic rigor of doctoral education and pass the NPTE.

A Survey of the Prevalence of Impostor Phenomenon Among US Entry-Level Doctor of Physical Therapy Students

Introduction. Individuals experiencing impostor phenomenon (IP) report feelings of intellectual phoniness and are unable to internalize their successes. Students experiencing IP may incur barriers to success in their educational and professional careers. The purpose of this study was to investigate the prevalence of IP in entry-level, physical therapist (PT) education programs in the United States. Review of the Literature. The prevalence of IP among other students of health care professions has been established. No previous study has investigated the prevalence of IP in Doctor of Physical Therapy (DPT) students. Subjects. Five hundred ninety-three US-based, entry-level, DPT students were recruited in the study. Methods. An anonymous, electronic survey of demographic data and the Clance Impostor Phenomenon Scale (CIPS) were distributed. Doctor of Physical Therapy students who scored ≥ 62 on the CIPS demonstrated feelings of IP. Results. Four hundred thirty-nine (74.03%) respondents demonstrated feelings of IP. Female students (78.9%) experienced greater feelings of IP than male students (59.7%). A smaller proportion of African Americans (59%) demonstrated feelings of IP compared with students of other races (75.1%), although this association was no longer significant when considering gender. Discussion and Conclusion. Nearly three-quarters of the DPT students enrolled in US-based, entry-level PT education programs who participated in this study met the criteria for IP, with female students more likely to report IP compared with male students. Doctor of Physical Therapy students reported lack of resources or decreased awareness of resources to support IP. Physical therapist education programs should consider identifying students with IP and develop methods to support student success.

Clinical Site Visits: Perspectives of Clinical Instructors and Site Coordinators of Clinical Education.

Site visits (SVs) are a common component of clinical education. The purpose of this paper was to explore clinicians' perspectives regarding SVs, including methods of communication used and their effectiveness, purposes of SVs, and the level of interaction between the stakeholders. Several communication methods are used to conduct SVs, with varying levels of "richness" and effectiveness. Previous studies have explored the perceptions of physical therapist (PT) students and Directors of Clinical Education regarding communication methods used during SVs, as well as reporting the purposes, effectiveness, and logistics. Clinicians, including clinical instructors (CIs) and Site Coordinators of Clinical Education, from across the United States, representing various geographical locations and settings were invited to participate. An electronic survey was distributed to participants using information from 2 PT education programs and the Physical Therapist Clinical Performance Instrument database. A total of 273 responses were included in the analysis. Clinicians ranked in-person visits as their first choice of communication for future SVs (n = 157, 59.9%) and indicated that in-person communication was "very effective" (n = 143, 52.4%) when compared with videoconferencing (n = 55, 20.1%) and telephone (n = 49, 17.9%). Clinicians ranked verifying the competency level of the student and verifying site resources during the SV as "extremely important" or "important" (n = 257, 94.2% and n = 250, 91.5%, respectively). Answering CI's questions and providing support to the CI were also identified as "extremely important" or "important" (n = 262, 96% and n = 244, 89.4%, respectively). Analysis of open-ended responses revealed 5 themes: Communication is important, flexibility allows best fit for a situation, on-site visits offer a more complete picture, real-time dialog is preferred, and email can lead to misinterpretation. Communication is a key component of the clinical-academic relationship. Although clinicians prefer in-person communication, flexibility is necessary when planning and conducting SVs. Future research recommendations include gathering student and clinician perceptions regarding faculty involvement in SVs, as well as gathering faculty perspectives regarding their participation in SVs. In addition, the impact of the pandemic on the future of SVs warrants further exploration.

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

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

Longitudinal outcomes of simulation enhanced interprofessional education within a physical therapist education program

Purpose: Simulation-enhanced interprofessional education (Sim-IPE) has been shown in cross-sectional studies to be beneficial in improving students’ perceptions of interprofessional teamwork and collaboration. However, there is limited literature regarding the progression of these perceptions over time. Therefore, this study aimed to explore the influence of multiple sim-IPE embedded across a physical therapy education program on student perceptions of collaborative patient care over a 2-year period. Methods: A sample of convenience of students in an entry-level Doctor of Physical Therapy program (n = 94) was utilized. Students were placed in one of three groups with students completing either three sim-IPE experiences across the first 2 years of the program (n = 57), one simulation at the beginning of the program (n = 17), or one experience prior to their second full-time clinical experience (n = 20). The Interprofessional Socialization and Values Scale-21 (ISVS-21) was used to assess student perceptions of interprofessional collaboration. Scores across the program were analyzed using a Friedman analysis with a post hoc Wilcoxon matched pairs test. To assess the influence of maturation on student perceptions, performance on the ISVS-21 for students completing three experiences was compared with students completing one sim-IPE experience within the program. Results: Overall, scores on the ISVS-21 demonstrated a statistically significant improvement across the three simulations occurring within the program (P &lt; 0.001). Furthermore, students completing three sim-IPE experiences demonstrated statistically significantly higher scores on the ISVS-21 compared to students completing just one experience, regardless of the placement of the experience within the program. Conclusion: Multiple sim-IPE performed across a professional education program may be an effective learning strategy to influence perceptions of interprofessional collaboration. Further research is needed to determine the number and placement of simulations for optimal preparation for interprofessional practice.