Professional Physical Therapist Education Research Articles

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 Pre-trained 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 (ROC) 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. While RQA can distinguish artificial intelligence-generated text from human-generated text, it is not absolute. Thus, artificial intelligence 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 re-evaluate the role of personal statements in applications. As artificial intelligence-driven chatbots like ChatGPT complicate the evaluation of personal statements, RQA emerges as a potential tool for admissions committees to detect artificial intelligence-generated statements.

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.

Simulation-Based Education in Physical Therapist Education: A Survey of Current Practice.

The purposes of this study were to describe the current use of (1) simulation in student physical therapist professional education programs and (2) standards of best practice (SOBP) for simulation-based education (SBE) in physical therapist education. Two surveys were created about current use of SBE in student physical therapist professional education programs in the United States. The first survey contained questions about the program, including the best contact person regarding simulation. The second survey investigated simulation use within the context of SOBP. Survey data were analyzed using descriptive statistics. Survey 1 was sent to the program director at all fully accredited physical therapist programs (N = 236), and 143 responses were returned (61% response rate). Survey 2 was sent to the 136 individuals identified in Survey 1, and we received 81 completed surveys (60%). Over 90% of programs reported including SBE in their curricula, with 86% providing 3 or more experiences. A median of 1 core faculty at each program reported training in SBE, but 23% reported no training. A lack of training in specific elements of the SOBP for SBE was reported by 40% to 50% of faculty. Limited use of SOBP was reported, and use of outcome measures without validation was common. Although SBE is commonly used in physical therapist education, many faculties (1) do not have training in SBE, (2) do not consistently follow the SOBP, and (3) utilize unvalidated outcome measures. Limited faculty training in SBE and inconsistent inclusion of the SOBP suggest student learning in simulation is not optimized. These results show that, despite increased use of simulation in physical therapist education programs, there is a dearth of faculty trained in SBE and inconsistent use of SOBP. Addressing these deficiencies could help to optimize the benefits of SBE in physical therapist education.

On "Storm Clouds on the Horizon: The 3 Perils of Unconstrained Academic Growth in Physical Therapist Education." Deusinger SS, Landers MR. Phys Ther. 2022;102:pzac046. https://doi.org/10.1093/ptj/pzac046.

We wholeheartedly agree with Deusinger and Landers1 that the current proliferation of new doctor of physical therapy (DPT) programs will likely lead to damaging consequences for the collective enterprise of academic physical therapy as well as for the students and patients it exists to serve. We do, however, believe that their forecast of “storm clouds on the horizon” is insufficiently severe. Instead, we would argue that, to borrow a phrase from Game of Thrones,2 “Winter is coming.” The unsustainable proliferation of new DPT programs in a marketplace in which demand cannot possibly keep up with supply is a classic example of an economic bubble. Eventually and inevitably, bubbles burst. Indeed, we have seen this occur before in physical therapist professional education. From 1989 to 2002, the number of physical therapist education programs in the United States increased by 75% (from 118 to 205).3 That bubble burst in the late 1990s, partly as the result of the passage of the ``Balanced Budget Amendment'' by the Republican-controlled US Congress in 1997, which led to drastic reimbursement cutbacks and reductions in jobs for physical therapists.4 The results were not pretty. The applicant pool plummeted by 74%, from an average of 342 applicants per program in 1995 to 88 in 2002.3 Total enrollment in US physical therapist education programs dropped by 30% from 1997 to 2003.3 Many programs were unable to fill their classes. Total enrollment did not recover until 2009; average applications per program, not until 2011.3 Those were hard years for physical therapy academic programs – for faculty, for students, and, most of all, for graduates.

Author Response to Gordon and Tilson.

Thank you to Drs Gordon and Tilson for their rapid and insightful response to the concerns we voiced in “Storm Clouds on the Horizon: 3 Perils of Unconstrained Growth in Physical Therapist Education.”1 We agree that the Commission on Physical Therapy Education (CAPTE) has considerable power and ability to address the perils of program proliferation and expansion and that publicly available data would enable estimation of program quality. We want to also reinforce the importance of 2 other sources of power that must join the discussion about the character, speed, and impact of program expansion. First, we appeal to those in higher education leadership positions (eg, presidents, provosts, deans) to reevaluate the current landscape and projected trajectory of physical therapist professional education as they consider program development and/or expansion. We urge these leaders to fully acknowledge the perils of program growth and expansion and to recognize that the current growth pattern may not be sustainable. Reliance on physical therapy tuition revenues to cover budget shortfalls, which has been shown to influence development and expansion decisions,2 will affect overall institutional financial health if programs cannot meet expectations for enrollment. These decisions present institutional perils and must be heeded to avoid downstream consequences for faculty, students, and the community.

Empowering Physical Therapist Professional Education Programs to Deliver Modern Pain Content.

Empowering Physical Therapist Professional Education Programs to Deliver Modern Pain Content.

Innovation in Pediatric Clinical Education: The Development of a Clinical Instructor Toolkit

Introduction/Literature Review: Clinical education (CE) experiences are essential components of physical therapist assistant (PTA) and professional physical therapist education requiring qualified clinical instructors (CIs). The 2014 CE Summit recognized the need for CI development. The Academy of Pediatric Physical Therapy Academic and Clinical Educators special interest group assembled a task force to address the need for pediatric CI resources. The purposes of this study are to describe the process used to create a pediatric CI Toolkit and describe the results of the task force's work as a mechanism to meet the needs of CIs to facilitate clinical teaching. Participants: Pediatric PTAs and physical therapists (PTs) engaged in physical therapy CE were included in the needs assessment survey. The target population of the survey also represented the intended users of the created CI Toolkit. Method: A task force composed of individuals with diverse pediatric subspecialties, geographic regions, and roles in CE convened to create the CI Toolkit. The task force completed a literature search and online CE resources search to assist with survey development and with guidance in the development of the CI Toolkit. A needs assessment survey was created and deployed to gather information from pediatric PTAs and PTs. The task force developed the structure of the CI Toolkit and collected resources to populate the online tool. Results: An online CI Toolkit was created and contained 160 resources organized into topics, settings, and descriptors. Tools include resources for clinical reasoning, student assignments, general resources, weekly objectives, and CI development. A four-person committee was created to review proposed additions to the CI Toolkit. Discussion and Conclusion: The CI Toolkit is a model for accessible CI professional development for clinical teaching and learning. Health professions educators interested in creating resources for clinical educators will benefit from the lessons learned in the creation of the CI Toolkit.

Quality Improvement Content in Physical Therapist Education: A Scoping Review.

The purpose of this study was to systematically review the literature regarding teaching quality improvement (QI) in physical therapist education based on the Institute of Medicine's 6-element definition of QI. Educational activities in QI methods in physical therapist professional education curricula, their developmental stage, and their level of evaluation were described. Keywords related to physical therapist students and QI educational activities were used to search studies indexed in PubMed, CINAHL, and ERIC published from 2004 through November 2020. This search yielded 118 studies. After applying inclusion and exclusion criteria, 13 studies were retained for full-text review, which was conducted independently by 2 reviewers. The University of Toronto framework was used to assess developmental stage, and Kirkpatrick's taxonomy was used to assess the evaluation level of 4 retained studies. The scope of QI educational activities in the 4 retained studies was limited to 3 of the 6 elements of QI: identifying opportunities for improvement, designing and testing interventions, and identifying errors and hazards in care. None of the studies included educational activities to teach understanding and measuring quality of care. Three of the 4 studies spanned the first 2 stages of the University of Toronto framework (exposure and immersion); 1 study was limited to exposure. None of the studies assessed competence in QI methods. Evaluation of QI education was limited to Kirkpatrick levels 1 (reaction) or 2 (learning). None of the studies evaluated activities at level 3 (transfer of new behaviors) or level 4 (results). Education in QI methods in professional physical therapist curricula may be limited in scope due to constraints in physical therapist education and the strategic objective of the profession to differentiate itself from other professions. Entry-level physical therapists might not be educated to fully participate in interprofessional teams that use QI methods to continuously improve the quality of patient-centered care.

Clinical Teaching Competencies in Physical Therapist Education: A Modified Delphi Study.

Clinical instructors play a key role in physical therapist professional education but may serve with minimal preparation and without clearly defined expectations for their teaching performance. The objective of this study was to utilize a consensus-building process to establish core competencies of clinical teaching within physical therapist education. A modified Delphi approach was used to identify core competencies of clinical teaching. An expert panel consisted of clinical instructors, site coordinators of clinical education, and directors of clinical education, representing multiple geographic regions in the United States. The panel assessed the relevance of 30 original competencies. Criteria for consensus included 75% of participants perceiving the competency as very or extremely relevant and a median score of 2 (very relevant) on a 5-point Likert scale. Consistent with a Modified Delphi approach, quantitative and qualitative data analysis were completed for each of the 3 rounds. Revised surveys were used in Rounds 2 and 3 based on the results from previous data analysis. Twenty-four competencies achieved final consensus. The competencies were categorized within 3 domains: learner-centered educator (n = 8), assessor/evaluator (n = 7), and professional role model (n = 9). The 24 competencies and 3 domains provide the foundation for a competency framework for clinical teaching in physical therapy. This framework provides clarity for the expected knowledge, skills, and attitudes of clinical instructors in physical therapist professional education. This is the first study, to our knowledge, to utilize a consensus-building strategy to clearly define competencies of clinical teaching in physical therapist professional education. Like efforts in nursing and medical education, adoption of these competencies could promote consistency in clinical instructor teaching behaviors and contribute to the creation of assessment and professional development mechanisms for clinical instructors, positively impacting the preparation of the next generation of excellent physical therapist clinicians.

Master Adaptive Learning as a Framework for Physical Therapist Professional Education: A Call to Action

Master Adaptive Learning as a Framework for Physical Therapist Professional Education: A Call to Action

Stakeholder Assessment of Student Preparedness and Capability to Apply Anatomical Knowledge in Physical Therapy Practice

Introduction & ObjectiveAnatomy is the foundation of clinical practice and great effort has gone into the examination and optimization of its place in professional programs. A thorough literature review revealed a scarcity of information on how well prepared and capable graduates are to apply anatomic knowledge in a clinical setting. For example, medical educators have reported that only 29% of residency directors felt that residents were adequately prepared in gross anatomy, however, the learner themselves felt prepared. The research objective of this work was to examine ratings of preparedness and capability by stakeholders of a physical therapist education program.Materials & MethodsA web‐based survey was developed and distributed to 409 stakeholders of a professional (entry‐level) physical therapist education program. Stakeholders were either a faculty member, recent graduate, or clinical instructor. Clinical anatomy was presented over 16 weeks in the curriculum (ten weeks in Year 1, six weeks in Year 2) and included whole‐body donor dissection. Sections on the survey included demographic information and four Likert‐scale items that addressed the themes of student preparedness in terms of adequate anatomic knowledge and capability to apply that knowledge in a clinical setting. The Kruskal‐Wallis test (ordinal level data) was selected to analyze differences between stakeholder groups.ResultsThe survey was completed by 165 respondents (40% response rate), which represented various levels of experience and post‐professional education (see Table 1). The median overall rating of the four Likert‐scale items was a 4 out of 5 (“quite prepared” and “quite capable”). Statistical analysis revealed significant differences in ratings between stakeholder groups for three survey items, and no significant difference for one item (see Table 2). Recent graduates most often rated students with 4 or 5 (out of 5) on preparedness in terms of adequate anatomical knowledge (P = 0.0477) and capability to explain complex anatomical details to a lay person (P = 0.0003). Faculty least often rated students with 4 or 5 (out of 5) on capability of explaining patient symptoms using underlying anatomy (P = 0.008). Ratings were equivalent for the survey item assessing capability of describing anatomical structures by location.ConclusionOverall, stakeholders reported that physical therapy graduates were prepared with adequate anatomic knowledge and capable of applying it in a clinical setting. There were group differences in the rating of preparedness and capability. Recent graduates rated their preparedness higher than those with more years of experience in the work force (faculty and clinical instructors).Significance & ImplicationThis work presents evidence that students maintain adequate anatomic knowledge and are capable of applying it in a clinical setting upon graduation from the physical therapist education program in this study. It should be noted that these ratings were not uniform across stakeholder groups. These results are important because they represent the opinion of clinicians practicing in the work force.

Embedding Population Health in Physical Therapist Professional Education.

 The future of health care professional education is moving from a focus on the individual to embrace the health of the larger society. The COVID pandemic has further highlighted the connection between social determinants and the health of populations. There are frameworks and competencies to support the delivery of population health content in the entry-level DPT curriculum. Three options for integrating population health content into the DPT curriculum are presented: (1) threading the content throughout the curriculum, (2) concentrating the content in 1 or 2 identified courses, and (3) offering elective courses. Each of these strategies has benefits and challenges but threading the content throughout the curriculum provides the best opportunity to reinforce population health competencies across populations and practice settings. Experiential learning using authentic scenarios provides an ideal opportunity for students to understand population health concepts in a real-world context. Activities that incorporate interaction with other health professions broadens students’ perspectives of the role of different professions for achieving population health goals. Examples of learning activities are included in three competency areas, Foundations of Population Health, Prevention and Health Promotion, and Health Policy. Current societal issues provide an opportunity to enhance population health education from a meaningful perspective for students. The topic of health equity presents an opportunity to tie social and political factors of population health to social justice and health outcomes. Similarly, the COVID-19 pandemic puts issues of mental health, health disparities, and health systems front and center in our understanding of population health.ImpactHealthcare practitioners are looking at health through the lens of health equity and acknowledging the impact of social and political determinants on health to address health disparities, decrease healthcare expenditures, and respond to changes necessitated by pandemics such as COVID-19. As healthcare systems and practices are rethought and reconstructed, the intentional integration of population health principles woven into the fabric of professional education is a critical component of preparing future providers. This paper describes how population health concepts can be meaningfully embedded into Doctor of Physical Therapy curriculum along with providing realistic examples and activities.

National Study of Excellence in Pediatric Physical Therapy Education: Design, Methods, and Results.

The purposes of this study were to identify and describe the attributes of excellence and innovation in professional pediatric physical therapy education and develop a conceptual framework identifying dimensions of excellence. A multimethod case study design based on a grounded theory framework was used. Data collection included review of artifacts and field interviews (individual and focus group). A constant-comparative method for within case and across case was used for data analysis to verify and revise coding schemes, identify categories and subcategories, revise emerging themes, and develop a conceptual framework. Based on results of a predetermined grading rubric, 6 of 17 self-nominated academic sites were selected representing diverse institution types (public/private, Carnegie classification, size) and geographic locations. Pedagogical approaches and method of content delivery varied among programs; all used the essential core competencies. The core pediatric faculty member(s) were Board Certified Clinical Specialists. A conceptual framework was developed based on 4 key dimensions: Culture of Excellence, Exemplary Pediatric Faculty, Pedagogy, and Child and Family as Teacher (CFT), and 16 related elements. CFT is a unique and nonnegotiable dimension of excellence in pediatric physical therapy education, highlighting the partnership between the learner, child, family, and pediatric faculty member. CFT intersects with the other dimensions and integrates their elements (ie, faculty characteristics, contributions from the child and family, use of instructional strategies) to effectively prepare future pediatric physical therapists. Based on the pervasiveness of this dimension in teaching and learning across all programs, this may be the signature pedagogy of pediatric physical therapy education. Results of this study are important to professional physical therapist education administrators, pediatric academic faculty, and clinical educators because they represent an understanding of the attributes of excellence. The model can serve as a guide for best practice in pediatric physical therapy education.

Impact of Faculty and Programmatic Resources on the Proportion of Academic Doctoral Degrees in Professional Physical Therapist Education Programs.

The Commission on Accreditation in Physical Therapy Education has introduced a requirement that 50% of core faculty members in a physical therapist education program should have an academic doctoral degree, which many programs are not currently meeting. Competition between programs for prestige and resources may explain the discrepancy of academic achievement among faculty despite accreditation standards. The purpose of this study was to identify faculty and program characteristics that are predictive of programs having a higher percentage of faculty with academic doctoral degrees. Yearly accreditation data from 231 programs for a 10-year period were used in a fixed-effects panel analysis. For a 1 percentage point increase in the number of core faculty members, a program could expect a decline in academic doctoral degrees by 14% with all other variables held constant. For a 1% increase in either reported total cost or expenses per student, a program could expect a 7% decline in academic doctoral degrees with all other variables held constant. Programs that have been accredited for a longer period of time could expect to have proportionately more faculty members with academic doctoral degrees. Programs may be increasing their core faculty size to allow faculty with academic doctoral degrees to focus on scholarly productivity. The percentage of faculty with academic doctoral degrees declines as programs increase tuition and expenditures, but this may be due to programs' tendency to stratify individuals (including part-time core faculty) into teaching- and research-focused efforts to maximize their research prowess and status. This study illuminates existing relationships between physical therapist faculty staffing, time spent in research versus teaching, and program finances. The results of this study should be used to inform higher education policy initiatives aimed to lower competitive pressures and the costs of professional education.

Outcomes of 2 Multimodal Human Anatomy Courses Among Doctor of Physical Therapy Students (Entry-Level): A Quasi-experimental Study

Introduction. Alternative methods of anatomy instruction have increased in popularity; however, cadaveric dissections were not consistently reported as the most effective teaching tool. Subjects from 2 professional (entry-level) physical therapist education programs who were taught anatomy using multimodal strategies and either cadaveric dissection or prosected cadavers were compared. The purposes of this study were to 1) determine subjects' approach to learning (surface or deep), 2) determine the preferred learning style of the subjects, 3) assess the subjects' retention of anatomy at the completion of an anatomy course and 6 months later, and 4) determine how much time subjects spent in learning activities for each anatomy pedagogy. Methods. Outcome measures consisted of an anatomy quiz, the Revised 2-Factor Study Process Questionnaire, a Learning Perception Inventory, and the Visual, Auditory, Read/Write, Kinesthetic Questionnaire. Data were collected at 3 points during the study: before anatomy class, immediately at the conclusion of the anatomy class, and 6 months after the class had ended. Data were analyzed using SPSS 25.0 and included descriptive statistics, Wilcoxon signed ranks tests, and Mann–Whitney U tests. Results. Subjects in both programs were kinesthetic learners who used a deep learning approach. Subjects were able to retain anatomical knowledge postanatomy and 6 months after the class ended, no matter which learning tools were used. The group who worked with prosected cadavers perceived spending more total time preparing for anatomy class. Discussion and Conclusion. Based on these results, cadaveric prosection was as effective as cadaveric dissection in 2 multimodal anatomy classes for subjects in 2 professional (entry-level) physical therapist education programs.

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.

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.

A Survey of Physical Therapist Education: Relationships Among Pediatric Curriculum Delivery, Faculty, and Clinical Education

Introduction. This study is a secondary analysis of a 2014 survey study exploring pediatric clinical education in professional physical therapist (PT) education and describes PT education programs within the United States with respect to (1) how the pediatric curricular content is delivered; (2) the characteristics of the individual primarily responsible for delivering the pediatric content; (3) the relationship between characteristics of the individual primarily responsible for delivering the pediatric content and a program's report of sufficient numbers and variety of pediatric clinical education sites; and (4) the relationship between the type of pediatric curricular design used by a program and the program's report of sufficient numbers and variety of pediatric clinical education sites. Methods. A single Director of Clinical Education/Academic Coordinator of Clinical Education from 159 accredited professional PT programs completed the survey. Survey questions in this secondary analysis of the 2014 survey study pertain to the delivery of the pediatric content, characteristics of faculty, and pediatric clinical education experiences. Cross tabulations were used to examine possible relationships. Results. Ninety-nine (62.3%) responding programs reported delivery of the pediatric content through a single stand-alone course. One hundred and twelve (70.4%) responding programs reported that the pediatric content was delivered by a core faculty member with pediatric clinical experience. No significant relationships were found between a report of sufficient numbers and variety of pediatric clinical education sites and either characteristics of individuals delivering the pediatric curricular content or the type of pediatric curricular design used by a program. Discussion and Conclusion. Delivery methods for the pediatric curricular content are variable. Characteristics of the individual delivering this pediatric content are mixed.

Integration of Safe Patient Handling and Mobility Principles in Professional Physical Therapist Education: A Case Report

Background and Purpose. Safe patient handling and mobility (SPHM) programs are being used across the country to safely transport and mobilize patients while at the same time reducing injury risk to caregivers, including physical therapists (PT) and physical therapist assistants (PTA). The American Physical Therapy Association has called PTs and PTAs to not only use the concepts of SPHM in clinical practice, but also be leaders in utilization, development, and implementation of SPHM programs, including training and education of other health care team members. Perlow, et al have recommended that SPHM content be integrated into Doctor of Physical Therapy (DPT) education. This case report outlines 1 current module used to deliver such content. Case Description. A neurologic interventions course within the DPT curriculum was selected using a framework that linked content, objectives, and learning activities with relevant Normative Model criteria and Physical Therapist Code of Ethics to improve student self-efficacy with SPHM content. Primary goals were to improve student awareness about risk and impact of work-related musculoskeletal disorders, expose students to the expected role of the PT as an advocate for and educator in SPHM programs, and provide hands-on experience with SPHM technologies. The 6-hour session was completed in 1 day with a 1-hour lecture and 5 hours with a variety of hands-on activities. Outcomes. Student learning was assessed through a pre–post class questionnaire, documentation/discussion of experiences, and presentations of student-generated neurologic interventions using SPHM equipment. Awareness of increased risk of injury, limits of 'good' body mechanics, and feasibility of using SPHM technologies to improve the quality of physical therapy practice dramatically increased. Discussion. Students should participate in a variety of learning activities threaded through the curriculum to provide sufficient hands-on opportunities to improve self-efficacy in using SPHM principles in rehabilitation. By developing a basic level of competency with SPHM principles, students may be more likely to adopt SPHM as a professional value once graduated. Improvements to this model, recommendations for SPHM integration into DPT curricula, and research opportunities are discussed. Conclusion. We have provided 1 model that embeds SPHM content into entry-level physical therapist education. In doing so, educators are advancing physical therapy skills needed to apply evidenced-based therapeutic principles in difficult to move patients while reducing risk of injury to students and new graduates of the profession.

Factors That Predict Institutional Adoption of Professional Physical Therapist Education Programs.

Between 1995 and 2015, the number of accredited physical therapist education programs in the United States rose from 127 to 224. Colleges and universities have been known to develop new programs in an effort to generate revenues through student tuition. In the present study, sources of institutional revenue and expenditures were used as predictors for the adoption of physical therapist education programs. Yearly data from the Integrated Postsecondary Education Data System for 1731 higher education institutions were combined with dates from the Commission on Accreditation in Physical Therapy Education for physical therapist education program accreditation from 1995 to 2015. A retrospective event history analysis of yearly institutional data was used to calculate the hazard of an institution adopting a physical therapist education program on the basis of institutional revenues and expenditures. Private institutions were 62% less likely to adopt a physical therapist education program when they experienced a 1% increase in total revenue per full-time-equivalent student. Conversely, a given private institution was 2.71 times more likely to adopt a physical therapist education program for every 1% increase in total expenditures per full-time-equivalent student. Both public and private institutions experienced an increased chance of adopting an entry-level (professional) physical therapist education program when instructional expenditures rose. They were also more than twice as likely to adopt physical therapist education programs when they experienced a 1% increase in the number of students. Causation between professional physical therapist education program adoption and the variables studied cannot be determined through observational analysis alone. The more revenue a private institution generated, the less likely it was to add a program in the search for further revenues. As expenses rose, the chance of adoption trended upward beyond increases in institutional revenues for both public and private not-for-profit institutions.