Physical Therapist Education Research Articles

Comparison of satisfaction level according to the scale of continuing education for physical therapists

Comparison of satisfaction level according to the scale of continuing education for physical therapists

Objectives to Assess Student Readiness for First, Full-Time Clinical Education Experiences in Physical Therapist Education

Introduction.To date, there is a lack of standardization across physical therapist education programs (PTEPs) in the United States as to what qualifies students to be ready for first, full-time clinical education experiences (CEEs). This study aimed to develop readiness objectives for first, full-time CEEs that will be applicable to all clinical settings, based on input from regional clinical faculty.Methods.Clinical faculty (n = 50) accepted an email invitation from the New England Consortium of Clinical Educators to participate in the study. Academic faculty (n = 20) served as facilitators and scribes during the in-person data collection and also completed the survey. Data saturation and consensus building were used in a 2-round modified-Delphi process. Readiness objectives were developed in-person, during the initial round, using the categories of the American Physical Therapy Association'sClinical Performance Instrument(CPI) and Bloom's Taxonomy to inform the process. The second round of data collection asked participants to rate the previously developed readiness objectives for degree of importance and appropriateness of performance level for first, full-time CEEs. This phase was completed via electronic survey.Results.Participants agreed that 22 readiness objectives were “very important.” Eleven of these readiness objectives were within the affective domain, specifically in theCPIcategories of Accountability, Professional Behaviors, Communication, and Cultural Competence. Of the remaining readiness objectives, 5 were directly related to patient safety.Discussion and Conclusion.The results of this study are consistent with other health care professional literatures that indicate clinical faculty prioritize students' behaviors in the affective domain and their ability to maintain patient safety. It is incumbent on the PTEPs to provide students opportunities for development and practice in these areas and assess performance related to these readiness objectives before the first, full-time CEEs. Utilization of these 22 readiness objectives is one method by which PTEPs may meet this expectation.

Organizational Change Associated With DPT Curricular Transformation: A Qualitative Study of Faculty Experiences in One Program

Introduction. Faculty perceptions of organizational change and culture shifts created by major curricular revision in higher education have been described. However, there are no similar descriptions for faculty in physical therapist education. Methods. All faculty from one Doctor of Physical Therapy program were recruited and agreed to participate in this study (n = 19). A qualitative thematic approach was applied to deidentified transcripts of faculty interviews conducted at the end of the first year (round 1) of a new curriculum and again after all academic courses had been taught at least once (round 2). Independently coded themes were discussed and further refined iteratively. All data and themes were sent to an external reviewer with feedback incorporated into findings. Results. Ten themes emerged from the analysis of the interviews—7 from round 1 interviews and 3 additional themes from round 2 interviews, including Convoluted Planning Process, Challenging Management Processes & Structure, Overwhelming Workload, New Pedagogy, Integrated Curricular Structure, Crucial Teamwork and Communication, Insufficient Resources, Evolving Attitudes and Approaches, Personal & Professional Growth, and Cautious Optimism. Discussion and Conclusion. The themes that emerged from this study—as well as faculty observations, insights, and concerns—parallel those experienced by non-PT faculty going through similar changes to innovative curricula although with greater levels of angst than evident elsewhere in the literature. The themes also fit the framework by Armenakis and Bedeian that identified 4 common issues across the organizational change literature. Most of our faculty remained hopeful that the original goal of a patient-centered, integrated, active learning curriculum could be reached with continued curricular development and faculty growth. There are increasingly urgent calls to rethink physical therapy education to better prepare graduates for a dynamic health care environment, to respond to emerging biopsychosocial research and pandemic demands, and to reduce graduate indebtedness. These will likely lead to extensive curricular change across programs in the near future. Our findings may facilitate more realistic expectations of physical therapy faculty when facing the challenges of major curriculum change.

Proposed Criteria for Assessment of Student Learning when Introducing New Manual Skills into the Entry-Level Physical Therapist Education Program

PurposePhysical therapy educators are responsible for ensuring that learners demonstrate sufficient skill acquisition for safe and effective clinical practice, which includes the learners’ ability to execute manual skills in a reliable and accurate manner. This study is the first attempt to assist physical therapy educators in assessing the feasibility of including new manual skills in the educational curriculum by using criteria for assessment of student learning. An example using these criteria is illustrated by a pilot experiment using the Vertical Compression Test (VCT) and Saliba Postural Classification System (SPCS), which are currently taught predominantly at the post-graduate level. MethodPhysical therapy students (SPT) were trained in the VCT and SPCS during the first year of the educational curriculum. Six SPTs and two experienced clinicians (PT) participated in the experiment. An SPT and a PT applied the VCT to subjects in their normal resting posture (PPre) and in a corrected posture (PCor). Data collection measured quantity of force, duration of application, subjects' sway, SPT/PT interpretation of test results, and students’ confidence in order to determine feasibility of inclusion. ResultsThere were no differences in quantified manual compression forces with a significant correlation between SPT and PT. Movements of the center of pressure indicated test subjects stood steadier during VCT performed by PT compared to SPT, but not to a clinically significant degree. Interpretation of VCT and SPCS test results was excluded as a focus of this study due to curricular limitations that influenced the study design. Student feedback indicated satisfaction with the learning experience. DiscussionThe use of the proposed criteria for assessment of student learning confirmed feasibility of inclusion of the VCT in the entry-level physical therapy education curriculum. First-year DPT students demonstrated ability to perform the VCT with appropriate technique after minimal training.

Moving Toward Equitable Health Care for Lesbian, Gay, Bisexual, Transgender, and Queer Patients: Education and Training in Physical Therapy Education

Introduction. Disparities in health and health care experienced by sexual and gender minorities in the United States (US) are well documented, and physical therapists (PTs) play a role in perpetuating them. This study aimed to determine to what degree lesbian, gay, bisexual, transgender, and queer (LGBTQ) health education and training is integrated into physical therapy education curricula. Studies in medicine and nursing have led to increased curricular attention to LGBTQ health topics; yet, similar physical therapy education research has not been published. Methods. A link to an anonymous Google Forms survey was emailed to Program Directors (PDs) of US physical therapist education programs accredited by the Commission on Accreditation in Physical Therapy Education for the academic years of 2015–2017. The survey gathered information on the current and optimal number of curricular hours spent on equitable care for LGBTQ patients and perceived barriers to inclusion of LGBTQ curriculum. Results. Seventy-two of 229 (31%) programs responded to the survey. Half of the respondents reported inclusion of LGBTQ-related topics in the curriculum. The average number of current hours was 1.43 per year. The average number of optimal hours was 2.82 per year. Eighty-nine percent reported that one or more curricular hours per year should be included. Barriers to LGBTQ health education and training include perceived lack of time and adequate faculty training. Discussion. Most PDs believe that more hours should be dedicated to LGBTQ health topics. Open-ended question responses reflect various perspectives held by PDs regarding the importance of including LGBTQ health topics and barriers to inclusion. The development of core competencies may facilitate the inclusion of LGBTQ-specific health education in Doctor of Physical Therapy program curricula. Conclusion. Resources to educate faculty and students on LGBTQ health topics are readily available. These topics may be effectively woven into existing curricula, making it an attainable goal to increase the competency of entry-level PTs to assist in meeting the American Physical Therapy Association's mandate to provide nondiscriminatory care.

Assimilation of the Pediatric Essential Core Competencies by Professional Physical Therapist Education Programs.

This study examined the degree to which pediatric essential core competencies (ECCs) are meeting their intended purpose to provide guidance to pediatric educators in professional physical therapy (PT) education programs and to determine facilitators, barriers, and recommendations to implementation of ECCs in curricula. Pediatric PT educators from professional PT education programs were recruited to participate in a survey. Descriptive statistics were used to analyze close-ended questions for frequency of responses and content analysis to generate themes. Of the 162 completed surveys, most participants were aware of the ECCs (96%) and used them to inform pediatric curriculum (88%). A mean proportion (86%-95%) of participants perceived their program curricula addressed the ECCs very or moderately well. Multiple themes of facilitators/barriers/recommendations to ECC implementation were determined. Most pediatric educators are aware of and using the ECCs to guide pediatric education to prepare graduates for pediatric patients/clients.

Comparative analysis of education, awareness, and knowledge of dentists and physical therapists in the treatment of temporomandibular disorders

ABSTRACT Objective To compare the education, awareness, and knowledge of Filipino dentists and physical therapists (PTs) in terms of temporomandibular disorders (TMDs). Methods A 30-item structured online questionnaire was given to recruited PTs and dentists from January 2019 to December 2019. Welch’s t-test was used to compare the education, awareness, and knowledge of health professionals. Brown-Forsythe and Welch ANOVA with Games-Howell post hoc were used to compare test scores across the knowledge components. Results Of the 620 professionals, 46.67% dentists and 6.38% PTs had training in TMD. Professionals with more years of experience and who had previous TMD training were more aware of TMD management. Both dentists and PTs showed the lowest knowledge in TMD pathophysiology. Discussion This study showed high awareness but low education and knowledge of Filipino dentists and PTs in TMD management. Improving the educational curriculum and refining the training given by accredited professional organizations is suggested.

Defining Excellence in Physical Therapist Education: A Comparison of 2 Theoretical Perspectives

Background and Purpose. Defining excellence and assessing quality in physical therapist education are challenging for many reasons, including the variable nature of curricular approaches, program structure and settings, teaching approaches, and institutional culture. In addition, the stakeholders differ depending on the unique program mission or outcome one considers. Thus, there are tensions about measuring inputs, processes, or outcomes, using quantitative versus qualitative data, and the value of program diversity. Recently, 2 approaches to measuring physical therapist education program excellence have been reported in the literature. Although these studies were not connected, the foundations of each suggest some unifying core concepts. This paper evaluates the 2 approaches to assessing program excellence, comparing clusters and attributes of the Engagement Theory of Program Quality applied by the American Council of Academic Physical Therapy task force for benchmarking excellence with the dimensions and elements for education reform proposed by the study of Excellence and Innovation in Physical Therapist Education. Position and Rationale. The Engagement Theory of Program Quality is a generic model designed to assess graduate programs, whereas the theoretical model proposed by the study of Excellence and Innovation in Physical Therapist Education is specific to physical therapist education. The models, however, demonstrate considerable correspondence, suggesting that excellence in graduate programs in higher education has common roots regardless of type of program. Discussion and Conclusion. There is clear convergence of major constructs across the 2 theoretical models. The most salient commonalities include the emphases on shared vision; leadership; collaborative relationships/partnerships; adequate resources to support students, faculty, and infrastructure; and the capacity for transformation of the people and institutions involved in the educational endeavor. These commonalities suggest a basis for initial consensus of a professional shared vision, as well as the foundation for further efforts at defining excellence and developing structures and processes for appraising quality in physical therapist education programs. We urge development of a culture of assessment to move our physical therapist education programs closer to achieving excellence.

An Observational Study to Understand the Features of “Syllabi” of Under Graduate Physiotherapy Education in Western and Central India

Introduction: The level of education for physical therapists should reflect the current and future needs and expectations of professional practice and society. The syllabus of the Bachelors of Physiotherapy Program in Northern India is variable. Therefore, through our study, we would assess the existing contents and features of syllabi of various universities conducting Under-graduate Physical Therapy education program in Western and Central India and throw a light whether they are diverse or in consonance to each other. Aim: To study the contents and features of various syllabi for Under-graduate Physiotherapy Education conducted by various Universities of Western and Central India Methodology: There are 34 universities conducting Undergraduate Physiotherapy program in Western and Central India, 31 universities were found suitable out of which data of 24 universities could be collected. The data was collected by personal visit, from official website of universities, via e-mail and by other sources. The data collected includes course scheme – syllabus, transcript, subject credits and examination scheme Results: The results of this study show that features of syllabi in these universities differ on the basis of total number of academic hours, subject allocation in various years, number of theory and practical hours allotted, percentage weight age of hours, maximum marks and percentage weight age of marks of each subject. Conclusion: This study concludes that syllabus of the Bachelors of Physiotherapy program in Western and Central India is variable. The variability is not seen in the program structure rather in: Total number of subjects, Curriculum hours allotted to each subject, Subject allocation in various years, Examination system–annual or semester system, Maximum marks allotted to a subject in the university examination scheme, Total academic hours in a year, Hours allotted for clinical training.

Doctor of Physical Therapy Education in a Hybrid Learning Environment: Reimagining the Possibilities and Navigating a "New Normal".

Professional physical therapist education has experienced a transformation over the last few decades, moving to a doctoring profession with more autonomy and a broader scope of practice. These changes have occurred in parallel with systemic and structural changes in health care and higher education, both of which have experienced challenges with improving access and controlling costs, and have become a centerpiece of legislative and political discourse. At the same time, advances in technology have introduced new possibilities in education, with the emergence of online, blended, and “flipped” learning models that supplement or replace face-to-face instruction with distance learning. Hybrid education is a type of blended learning, utilizing both face-to-face and online instructional strategies. In a hybrid learning environment, online content may be delivered synchronously or asynchronously, replacing traditional face-to-face instructional time and reducing “seat time” for students. Recent attention has been brought to online and hybrid/blended learning in physical therapist education in the wake of the COVID-19 pandemic, as programs have been required to abruptly move from face-to-face to remote instruction. Hybrid and other forms of blended learning strategies have been described at the physical therapist education course level. However, there is no literature describing hybrid learning implementation at the physical therapist education program “levels,” and there has been limited discussion on best practices for delivering hybrid, blended, and online instruction in physical therapist education. This perspective provides an overview of hybrid education, describes theoretical frameworks that guide implementation of a hybrid education curriculum, and discusses future directions for hybrid physical therapist education and educational research.

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

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

Stroke Prevention: Education and Barriers for Physical and Occupational Therapists Caring for Older Adults

Aims: Describe the frequency of common stroke prevention education topics provided by occupational and physical therapists (OTs/PTs) to individuals at risk for stroke; summarize barriers to such educationMethods: OT/PT professional association subgroups were surveyed regarding prevention education for individuals with risk factors, transient ischemic attack, and stroke, and barriers to such education.Results: A total of 293 therapists completed the survey, 11% OTs and 89% PTs. Education about risk/symptoms (61% of respondents) and activity/exercise (60%) was most commonly provided. The most frequently cited barriers to education were compromised health literacy of the patient/caregiver (62%), lack of interest by the patient/caregiver (51%), and lack of time (46%).Conclusion: The proportion of OTs/PTs providing stroke prevention education appears to be suboptimal. Therapist knowledge, patient characteristics, and institutional constraints were common barriers. Since stroke risk increases with age, reducing risk by identifying and eliminating barriers may help improve health of older adults.

The Physiological and Psychological Effects of the First Year of an Entry-Level Physical Therapist Education Program on Students

Introduction/Review of Literature. Physical therapy students anecdotally report the adverse physiological and psychological effects of attending an entry-level physical therapist education program. Previous research on medical students has demonstrated significant negative changes in health and physical fitness during the course of medical school. Purpose. The purpose of this study was to quantify the changes in anthropometric parameters, fitness, exercise, stress, sleep, and quality of life in students during their first year of an entry-level physical therapist education program. Subjects. Thirty-eight first-year Doctor of Physical Therapy students at the New York Institute of Technology. Methods. The design was a prospective longitudinal cohort study. The outcome measures were assessed during the first 3 semesters of the first academic school year. Results. Significant changes in aerobic fitness were documented from the beginning to the end of the first year, with V̇o 2max decreasing from 40.8 to 35.5 mL/kg/min. Exercise levels decreased significantly when comparing the fall semester to the summer and winter semesters. Stress levels showed a significant increase, whereas hours of sleep, global quality of sleep, and quality of life decreased significantly, as students progressed through each semester. Discussion and Conclusion. The results are based on a cohort of students belonging to a single physical therapist education program and may not be broadly generalizable. These findings suggest that stress management programs and wellness resources ought to be offered while enrolled in a physical therapist education program.

Mental and Physical Health Behaviors of Doctor of Physical Therapy Students

Introduction. High incidences of mental health issues in the undergraduate and graduate students are reported nationwide. The purpose of this study was to assess the Doctor of Physical Therapy (DPT) students' depression, anxiety, and stress levels using the 21-item Depression, Anxiety, and Stress Scale (DASS-21) to investigate how mental and physical behaviors correlate with DPT students' mental health and to identify the coping strategies of DPT students to guide the intervention strategies of PT programs. Methods. A 49-item survey with demographic questions and 3 open-ended questions was developed to assess the students' mental and health behaviors. The DASS-21 was imbedded in the survey. Email invitations to 136 DPT students from one DPT program in the Southwestern region of the United States resulted in 59 responses. Results. Most students had normal DASS-21 scores for stress (66%), anxiety (64%), and depression (73%). However, only 46% had normal ranges for all 3 scales and a concerning number of students scored in the moderate and severe ranges for stress (19%), anxiety (25%), depression (12%), and previous suicide ideation (7%). No correlation was found between the DASS-21 scores and the gender or relationship status. No significant difference was found between the years in the program in the subscores of stress (P = .189), anxiety (P = .095), or depression (P = .149). All subscores of the DASS-21 were inversely correlated with hours of sleep: stress (r = −0.317, P = .014), anxiety (r = −0.467, P ≤ .005), and depression (r = −0.310, P = .017). Depression subscores were associated with lower frequency of aerobic (r = −0.335, P = .01) and strengthening exercises (r = −0.259, P = .049). Discussion and Conclusions. Physical therapist education programs should address the mental health issues of students by providing education on how to incorporate active positive coping strategies into their very busy lives. Students in this study are aware of healthy physical and mental strategies but do not use them consistently.

Population Health, Prevention, Health Promotion, and Wellness Competencies in Physical Therapist Professional Education: Results of a Modified Delphi Study.

Physical therapists are well positioned to meet societal needs and reduce the global burden of noncommunicable diseases through the integration of evidence-based population health, prevention, health promotion, and wellness (PHPW) activities into practice. Little guidance exists regarding the specific PHPW competencies that entry-level clinicians ought to possess. The objective of this study was to establish consensus-based entry-level PHPW competencies for graduates of US-based physical therapist education programs. In a 3-round modified Delphi study, a panel of experts (N=37) informed the development of PHPW competencies for physical therapist professional education. The experts, including physical therapists representing diverse practice settings and geographical regions, assessed the relevance and clarity of 34 original competencies. Two criteria were used to establish consensus: a median score of 4 (very relevant) on a 5-point Likert scale, and 80% of participants perceiving the competency as very or extremely relevant. Twenty-five competencies achieved final consensus in 3 broad domains: preventive services and health promotion (n=18), foundations of population health (n=4), and health systems and policy (n=3). Adoption of the 25 accepted competencies would promote consistency across physical therapist education programs and help guide physical therapist educators as they seek to integrate PHPW content into professional curricula. This is the first study to establish consensus-based competencies in the areas of PHPW for physical therapist professional education in the United States. These competencies ought to guide educators who are considering including or expanding PHPW content in their curricula. Development of such competencies is critical as we seek to contribute to the amelioration of chronic disease and transform society to improve the human experience.

Call for Educational Consistency: The Need to Establish Gross Anatomy Learning Objectives for the Entry Level Physical Therapist

Background and ObjectivesGross anatomy guidelines and recommendations are available for pre‐clinical medical faculty, however there is no consensus regarding anatomy student learning objectives for physical therapist education (PTE) programs. The Commission on Accreditation in Physical Therapy Education (CAPTE) requirements for gross anatomic content are vague and leave room for misinterpretation. This results in varied anatomical curricular content among PTE programs at different institutions. Faculty, whether seasoned or new, can benefit from guidelines and recommendations when making decisions during curricular reform or when prioritizing and emphasizing anatomic content for the curriculum. As such, developing recommended anatomy objectives to serve as a curricular guide may foster more consistent student outcomes, while preserving instructional autonomy.Position and RationaleAnatomy faculty in PTE, who may or may not be physical therapists, would benefit from evidence‐based, objective, and consensus‐driven curricular recommendations to ensure that the most appropriate and clinically relevant anatomy is taught. Anatomy course content is often chosen as the material core faculty (which may or may not include anatomists) deem most important. Importance may be determined due to prior training, personal experience, and pedagogical views of anatomy content. Since all students must pass the same licensure exam, determining the key anatomy content for PTE will promote consistency and reduce ambiguity among faculty. Recommendations must also allow for instructional and programmatic autonomy.MethodSimilar to the approach used to create anatomy learning objectives published by the Education Affairs Committee of AAA for pre‐clinical medical students, we suggest that anatomic content be identified, collaboratively vetted by basic science faculty and clinicians, affirmed, and recommended for adoption. Involvement of members in key professional organizations, such as the Anatomy Education Special Interest Group of the American Physical Therapy’s Academy of Physical Therapist Education, the American Association for Anatomy, and the American Association of Clinical Anatomists is paramount.Discussion and ConclusionWe are advocating for collaboration amongst anatomy faculty in PTE to create specific and measurable anatomy learning objectives, guidelines, and recommendations that are peer‐reviewed and evaluated by both educators and clinicians, and that reflect a global consensus.

A Theoretical Framework and Process for Implementing a Spiral Integrated Curriculum in a Physical Therapist Education Program

Background and Purpose. In 2016, faculty at the MGH Institute of Health Professions implemented a new physical therapist education curriculum based on contemporary theoretical models of learning to address shortcomings of the existing, traditional curriculum. Course content was siloed, students were spending too much time in class to the detriment of self-directed learning, and there was unwarranted repetition of content. Students seemed to emphasize superficial learning in an effort to pass numerous examinations across multiple courses, and they were learning factual knowledge in isolation. The purpose of this article is to describe a new curricular model framed within theoretical perspectives on learning, including cognitive load theory and constructivism. We also describe how we structured decisions about curriculum at the program, course, session, and assessment levels. Method/Model Description and Evaluation. We developed a curriculum that represents spiral integration, including integration of the foundational, clinical, and behavioral sciences at the program, course, session, and assessment levels. Courses employ increasingly complex patient narratives that present patients holistically. Course objectives focus on the higher levels of the learning taxonomies. Outcomes. The curriculum not only integrates content within and across courses but also uses constructivist learning theory by explicitly engaging students in iterative learning with emphasis on depth versus breadth of information. Discussion and Conclusion. The approach to teaching is focused on stimulating curiosity and motivating learning through patient narratives and early focus on clinical reasoning. Cognitive load is addressed by reducing in-class time and having students take only 1 course at a time. An ongoing process of critical study, review, and revision of the curriculum will continue to improve students’ learning experiences, environment, and outcomes.

State of the art: What have the pain sciences brought to physiotherapy?

BackgroundPain is the most common reason for patients to seek help from a health care professional. In the past few decades, research has yielded gains in the Pain Sciences - multiple fields of scientific research that, when integrated, help to clarify what causes and influences human pain.ObjectivesIn this article, we discuss the key areas in which the Pain Sciences have shifted the physiotherapy profession.MethodA narrative review of the Pain Sciences literature was conducted. The review analyses how the Pain Sciences have influenced physiotherapy in several categories: assessment; clinical reasoning; treatment; research rigor and building the profile of the profession.ResultsScientific research on pain has largely converged in support of three ‘game-changing’ concepts that have shifted the physiotherapy profession’s understanding and treatment of pain: (1) pain is not a signal originating from bodily tissues, (2) pain is not an accurate measure of tissue damage and (3) the plasticity of the nervous system means the nervous system itself is a viable target of treatment. These three concepts have influenced physiotherapy assessment and treatment approaches, and research design to consider pain mechanisms using patient-centred models.ConclusionThe Pain Sciences have shifted physiotherapists’ assessment and treatment approaches and shifted the status of the physiotherapy profession. Ultimately the Pain Sciences have embedded interdisciplinary teams and expanded physiotherapy practice.Clinical implicationsWe believe that the pain sciences should be embedded in undergraduate and postgraduate education and training of physiotherapists (including the three key concepts regarding pain) to benefit physiotherapists and their patients.

Biophysical Agent Curriculum in Entry-Level Physical Therapist Education Programs Across the United States: A Survey

Introduction: The literature supporting the use of biophysical agents (BPAs) for patient care in Physical Therapy is conflicting. Although some guidelines exist, the academic institution makes decisions as to which individual BPAs are included in the Doctor of Physical Therapy curriculum. This study investigated current BPA curricular content in physical therapist education programs. Subjects/Methods: Two hundred thirty-eight emails were sent to program directors and/or individuals with an identified role of teaching BPAs at accredited physical therapist education programs across the United States. Eighty-six people completed the survey (response rate 35%). The survey consisted of 4 sections: instructor demographics (teaching responsibilities and role), institutional demographics (geographical location, and cohort size), curricular content (timing of course, contact hours, curricular changes, student assessment, and importance of BPA inclusion), and one open-ended response question. Results: For most programs, BPA is a stand-alone course (72.3%) taught in the first year of curriculum (72.0%). The most common instructional method included a combination of lecture and laboratory (89.2%). A combined percentage of 77% of respondents reported changes to the BPA curriculum in the past 5 years (ie, decrease in contact hours, change in content, or change in delivery method). Discussion and Conclusion: Evidence and clinical practice patterns were referenced by respondents as factors contributing to changes. Certain BPAs are taught using multiple methods, assessed in a variety of ways, and perceived by instructors to be more important to include in the curriculum than others. In addition, there is variation among BPAs regarding the expected levels of competency for students. Overall, the extent to which each BPA is taught in physical therapist education program curriculum aligns with current need for instruction in safe, appropriate operation and clinical usage. However, educators need to be cognizant of both clinical practice patterns and changing evidence and to be willing to alter curriculum as needed to graduate competent physical therapists.

Factors associated with cervical arterial dysfunction: a survey of physical therapist educators in the United States

ABSTRACT Objectives: The purpose of this study was to identify the key constructs associated with symptom description and behavior, natural history of complaints, and previous medical history of cervical arterial dysfunction (CAD) according to a panel of physical therapist (PT) educators. Methods: An electronic survey was conducted of licensed PT educators currently involved in musculoskeletal physical therapy education within a credentialed program. Survey prompts queried educators to list the subjective and objective items associated with CAD, in open-text format. Responses were coded to identify unique themes (constructs). Principal axis factor analysis with Varimax rotation was performed to identify underlying constructs associated with CAD according to the panel of educators. Results: Seventy-two educators completed the survey (24.2% response rate) resulting in 50 identified unique items through thematic coding. Factor analysis (Kaiser-Meyer-Olkin measure of sampling adequacy = .679, Bartlett’s test of sphericity (x 2(351) = 1129.06. p < .001), resulted in a four-factor solution: ‘5Ds and 3 Ns,’ ‘Other Neurological Findings,’ ‘Signs & Symptoms in Rotation and/or Extension,’ and ‘General Health.’ Discussion: According to the PT educators in this study, the factors associated with CAD appear to reflect the IFOMPT guidelines. The responses and subsequent factor analysis demonstrate the lack of any one clinical finding for the identification of CAD in a patient with neck pain. Level of Evidence: V.