Physical Therapy Faculty Research Articles

Commentary on "Experiential Learning in Pediatric Physical Therapist Education: Faculty and Student Perceptions".

“How could I apply this information?” In their research, the authors identify that experiential learning (EL) with children in physical therapist education varies by program. Despite this, students and faculty agree that EL with children positively contributes to students' learning. Further, students value quality more than the quantity of EL with children. Pediatric physical therapy faculty may enhance students' perceived value of EL by clearly describing the goals of the EL activity and focus on direct interaction between students, children, and their families. A common barrier to EL is access to children with participation restrictions and their families. Faculty and local pediatric physical therapists must be proactive in developing partnerships to expand opportunities for meaningful EL with children. Cocreating a process to identify and recruit EL participants may decrease the administrative burden of implementing EL activities on campus and in the community. As faculty and clinicians work to improve EL opportunities for students, they may feel more equipped for an entry-level pediatrics position at graduation. “What should I be mindful about when applying this information?” There was small number of study participants compared with the total number of accredited Doctor of Physical Therapy (DPT) programs, as only 109 faculty and 20 students from 263 currently accredited DPT programs were included. Readers must also consider the potential bias of participants when generalizing the identified themes. Topics that were not covered in the article were how often clinicians from the community were involved with EL opportunities and their impact on quantity and quality of EL. This limits the understanding of the role of the clinician in EL. Questions remain about how the quantity or quality of EL influences students' decisions about pursuing a career in pediatric physical therapy at graduation. Chelsea Lasky-McFarlin, PT, DPT The University of North Carolina Health Care System, Chapel Hill, North Carolina Tricia Catalino, PT, DSc Hawai'i Pacific University, Honolulu, Hawaii

Factors Influencing Intentions to Teach Online Among Physical Therapy Faculty in Saudi Arabia from Faculty Perspectives of View

among physical therapy faculty in Saudi Arabia the theory of planned behavior was used to predict intentions based on attitude, subjective norm, and perceived control. Gender, years of teaching experience, and the numbers of online courses previously taught were analyzed. A sample of 103 faculty members teaching in physical therapy programs in Saudi Arabia was recruited. The results showed that attitudes and subjective norms significantly influenced the intention to teach online courses. Academic rank was statistically significant. There was not a statistically significant gender difference. The participants of this study had positive attitudes as well as subjective norms; therefore, we highly recommend physical therapy programs in Saudi Arabia to promote online teaching method. For future studies, we suggest looking at application of online teaching on both faculties and students

Population Health Content Within Professional Entry-Level Physical Therapist Education Programs

Introduction. Physical therapists can play an important role in improving the health of populations. However, little information exists about how physical therapists are prepared for population-based practice. The purpose of this study was to determine the current and desired coverage of population health concepts within entry-level physical therapist programs accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE). The Clinical Prevention and Population Health (CPPH) Curriculum Framework of the Association for Prevention Teaching and Research guided the study. Methods. Program directors at CAPTE-accredited physical therapist education program were invited to participate in an online survey. Sixty-three of 237 program directors (27%) responded. Results. Program directors agreed that 22 of 23 CPPH domains should be included in entry-level physical therapist education programs, although only 9 of these domains had at least moderate coverage within current curriculums. The largest gaps between current and desired coverage were for occupational health, population health informatics, counseling for behavioral change, global health issues, and organization of clinical and public health systems. Discussion and Conclusion. The CPPH Framework may be a useful tool for physical therapy faculty to use when incorporating population health into their curriculums. The identified gaps between current and desired coverage may be a useful place to start curriculum development efforts. Similarities between responses to this survey and those in a companion study of occupational therapist programs suggests that it may be useful for faculty from physical therapist and occupational therapist programs to collaborate in curriculum development efforts related to population health.

Dental and physical therapy faculty collaborate in assessing and educating dental students on musculoskeletal disorders.

Research shows 54% to 93% of practicing dentists suffer from musculoskeletal disorders (MSDs), with many developing afflictions early in their careers. Studies also show that dental students are developing MSDs early in their professional education. The research goal was to quantify the prevalence, anatomical location and initial onset of MSDs among first-year dental students. The study also assessed the students' self-reported opinion as to whether there were enough educational touchpoints to improve their ergonomics in daily activities. At the conclusion of a 9-month preclinical restorative course, that included 2 lectures on MSDs, ergonomics, and postural cueing sessions, a dental and physical therapy faculty member administered a survey to 143 first-year dental students. This survey included questions about the history and presentation of the students' MSD symptoms and their opinion on the relative value of the educational interventions. There was a 96.5% response rate to the survey with 87.8% of students reporting mild to moderate pain. The cervical spine (41.7%) and hands (42.4%) were the most common areas afflicted. 55.4% reported pain commencing 1 month after starting in the simulation clinic. Over 60.9% of students "agreed" or "somewhat agreed" that the 2 sessions of hands-on ergonomic educational interventions resulted in improved biomechanics and students requested additional educational resources. Dental students are developing MSDs as soon as 1 month after commencing dental school. Dental education should include ongoing ergonomic training throughout the curriculum to help students prevent MSDs.

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.

Scholarly Productivity Among Doctor of Physical Therapy Faculty in the United States

Introduction. Doctor of Physical Therapy (DPT) faculty members are expected to participate in scholarly endeavors that contribute to the knowledge of our profession. There is currently limited evidence describing the level of productivity among DPT faculty throughout the country or how it is influenced by various factors. The purpose of this project is to describe the scholarly productivity of DPT faculty members within the United States and how it is influenced by the highest earned degree, academic rank, and institutional Carnegie classification. Methods. The authors extracted the faculty information from the web sites of all accredited DPT programs in the United States. A systematic search query was performed, using Google Scholar, on each identified faculty member. Bibliometric values related to scholarly productivity were collected including the number of papers and citations along with the h-index, g-index, and e-index for each author. Data were analyzed through nonparametric methods to identify how highest earned degree, academic rank, and institutional classification affected scholarly productivity. Results. A total of 2,961 faculty members were identified, although only 2,468 (83.4%) were used for the analysis. Median bibliometric values included publications = 7, citations = 42, h-index = 2, g-index = 5, and e-index = 5.4. Overall scholarly productivity varied with the highest earned degree and academic rank with moderate effect size, and institutional classification with low to moderate effect size. Discussion and Conclusion. This is the first national study of DPT educators describing the bibliometrics of the DPT professoriate. Individual and institutional factors appear to influence scholarly productivity of individual faculty members. The data yielded by this study can aide faculty members along with internal and external stakeholders in developing meaningful targets for scholarly productivity.

Perceptions of Academic Rights and Responsibilities in Physical Therapy Students and Faculty

Introduction. The purpose of this study was to compare the perceived academic entitlement of physical therapy students with the way in which physical therapy faculty members perceived their students' academic rights and responsibilities. Three groups of researchers have published academic entitlement questionnaires. Although several researchers have attempted to measure the academic entitlement of undergraduate students, very few studies have investigated the same issue because it relates to graduate students. In addition, only one study has attempted to measure the academic entitlement of graduate students enrolled in a health care curriculum. Methods. The participants were Doctor of Physical Therapy (DPT) faculty members and DPT students at a public liberal arts university in the Midwest part of the United States. The data collection tool was the 15-item academic entitlement questionnaire created by Greenberger et al. A comparison of how the DPT faculty members and the DPT students answered the individual questionnaire items was calculated using the Fisher Exact Test, and a comparison of how the DPT faculty members and the DPT students responded to the entire questionnaire was calculated using Cronbach's Alpha. Results. There was no statistically significant difference between the way in which the DPT faculty members answered the individual questionnaire items and the way in which the DPT students responded to each question. When the entire questionnaire was taken into consideration, the overall academic entitlement of the DPT students was significantly greater than the way in which the DPT faculty members perceived their students' academic rights and responsibilities (P = .0452). Discussion and Conclusion. This study found that some DPT students may have an inflated sense of their academic entitlement. Therefore, DPT faculty members should explore meaningful ways in which to convey expectations regarding academic rights and responsibilities.

Item Distribution in the Berg Balance Scale: A Problem for Use With Community-Living Older Adults.

The Berg Balance Scale (BBS) is a commonly used clinical test measure to determine balance performance and fall risk. However, a ceiling effect of the BBS has been reported in studies of older adults with relatively higher levels of physical performance. The underlying reason for this ceiling effect may be that the task items in the BBS are insufficiently challenging to discriminate individuals with less severe balance limitations. The purpose of this study was to investigate the unidimensional construct, item difficulty hierarchy, and item distribution of the BBS in order to determine its usefulness among community-living older adults (CLOAs). CLOA volunteers (N = 112; 34 men, 78 women), mean age 82.4 years (SD = 7.9) (range, 65-99 years), were tested with the BBS by physical therapy faculty and students from Drexel University. Rasch principal component analysis (PCA) was used to investigate the dimensionality of the BBS, and the Rasch rating scale model was used to determine the item difficulty hierarchy and distribution. Rasch PCA confirmed the unidimensional construct of the BBS as a balance ability test. Two items failed to fit the Rasch model, "sitting unsupported" and "standing unsupported with eyes closed." Item difficulty hierarchy indicated that the most difficult test item was "stand on one leg" and the easiest was "sitting unsupported." Item and person measures ranged from -4.35 to 2.66 and -1.77 to 6.58 logits, respectively. Person and item separation indexes were 2.10 and 6.41 (reliabilities of 0.82 and 0.98, respectively). Comparing the item difficulty and person ability, the balance ability of the CLOAs exceeded the difficulty of the test items, rendering it less useful for detecting balance ability and fall risk in CLOAs. More challenging test items, or selection of a different balance test, are recommended for use with this population.

Academic Ethos in Physical Therapy Education

Background and Purpose. Academic ethos is the character or virtuousness of the academic institution and its programs that drives scholastic accomplishments. Ethos is obscure yet real and contains emotional energy or passion that gives meaning and moral worth to universities, colleges and academic health centers in contributing to the public good. Little information on academic ethos exists in the higher education literature, likely because it is an elusive concept that does not lend itself to a precise definition. The purpose of this paper is to describe the importance of academic ethos in physical therapy's role in the enterprise of higher education. Position and Rationale. Emphasis includes the responsibilities academic ethos imposes upon academics for being vigilant on matters of character/virtuousness to sustain higher education's noble mission of promoting the public good. Also, threats intrinsic and extrinsic to the academy that weaken academic ethos are described in the form of diminished commitment to intellectualism, corporatization of higher education, political forces, and Faustian bargaining. Discussion and Conclusion. Reflecting on academic ethos will assist physical therapy faculty in congealing their own programmatic ethos, as well as contributing to their institution's ethos, thus enabling them to optimize their role in the academy in serving the public good.

A Hybrid Learning Program for Developing some English Language Skills for Physical Therapy Faculty Students

A Hybrid Learning Program for Developing some English Language Skills for Physical Therapy Faculty Students

An Investigation of Professional Networks and Scholarly Productivity of Early Career Physical Therapy Faculty

Introduction and Review of the Literature. Physical therapy (PT) faculty must retain a scholarly agenda. Active engagement and dissemination are challenging, especially for new faculty. Evidence suggests that faculty professional networks can improve performance and innovation. The aim of this study was to determine an effective network structure and composition for scholarly activity of early career PT faculty. Subjects. Early career faculty (less than 5 years of experience) with primary teaching and service/administrative duties who worked in accredited entry-level PT programs from institutions of varying Carnegie Classification levels. Data from 50 faculty were analyzed. Methods. Subject questionnaires gathered data for social network analysis (visualization and calculation of network structure and composition). Participants' scholarly activity was determined by curriculum vitae analyses. Multivariable ordinary least squares regression models were developed to determine associations between networks and scholarly productivity. Results. The results show evidence that a more open, less interconnected (ie, low density) network is associated with higher scholarly activity when controlling for the duration as a faculty member and whether the individual has an academic doctoral degree. Discussion and Conclusion. Key implications from this study include 1) faculty can be productive in their first 5 years regardless of their institution's Carnegie Classification, days on the job, and achievement of an academic doctoral degree; 2) an effective network for scholarly productivity is one that is open and less densely interconnected; and 3) there are practical strategies faculty and their mentors can take to make networks more effective.

Research productivity of Doctor of Physical Therapy faculty promoted in the Western United States

Little information exists on the research productivity of successfully promoted tenure-track Doctor of Physical Therapy (DPT) faculty. Publicly available curriculum vitae (CV) were collected from tenure-track DPT faculty who were promoted in the western United States between 2000 and 2016 in order to identify research productivity of promoted DPT faculty through publication count, journal impact factor, funding, citations, and other metrics. Forty-two subjects from 16 of the 56 CAPTE accredited DPT programs in the west were included. The faculty included in the study exhibited a median publication count of 3, ranging from 0 to 18; median of average citation count of 25.5, ranging from 0 to 752; median of average journal impact factor of 2.603, ranging from 0 to 8.330; median external funding received of $0.00, ranging from $0.00 to $3,270,000; and median author h-index of 2, ranging from 0 to 13. The median number of years before promotion was 6, ranging from 4 to 21 years. Prior to promotion 57% (24 of 46) did not receive external funding and 21% (9 of 46) had a 0 h-index. Linear regression analysis indicates a poor fit with no significant correlation overall between years before promotion and the studied metrics (p = 0.480). Carnegie classification of the institution did not significantly correlate overall with faculty research productivity (p = 0.307). CVs were non-uniformly distributed across institutions, and faculty unsuccessful in promotion were not identifiable using this method. The broad range and non-normal distribution of research productivity metrics indicates other factors are considered for successful promotion.

Naming the Dead: What information do Physical Therapy and Physician Assistant Anatomy Faculty Share With Students?

In this novel study, the researchers quantify cadaver information provided to Physical Therapy (PT) and Physician Assistant (PA) anatomy faculty and ask what portion of that information is then shared with students. Descriptive statistics were used to the describe demographics of the study respondents and to report survey responses. The majority (60% or greater) of faculty who teach anatomy to PT and PA students have clinical degrees matching the student groups they teach. Chi-square analysis showed no appreciable difference (P<0.001) between PT and PA anatomy faculty in the amount of cadaver information they receive or then share with students. There was a difference in the type of cadaver information (identifying vs. non-identifying) that is received and then shared by these faculty. Faculty are more likely to receive non-identifying cadaver information (93%) than identifying information (40%) (P<0.0001) and share non-identifying information (83%) than identifying information (26%) with students (P<0.0003). Interestingly, there is no consensus as to whether sharing cadaver information is respectful or disrespectful to those who donate their bodies for anatomy education and research. Further research is warranted into the reasons anatomy faculty withhold cadaver information from students and in the value, if any, for students knowing more about the cadavers they are learning from.

Self-compassion and Compassion for others in Physical Therapy Students, Faculty and Clinical Instructors

Self-compassion and Compassion for others in Physical Therapy Students, Faculty and Clinical Instructors

Dispositional factors of personality professional development of the future teachers of physical education and sport

Purpose: The relevance of the problem of professional development of teachers led to the emergence of a large number of publications on this topic in the literature. But these publications do not clarify this very complex phenomenon and do not encourage the emergence of new scientific problems. This has determined the research interest. It is based on the need to clarify idea of internal factors on an intrapersonal level that contribute to the effective professional development of future physical education and sport teachers. The purpose of the work is to study them. Methods: Study participants were students from four Physical Education Faculties (physical education, sports, physical therapy and tourism) of higher education in the field of physical education in Western Ukraine. A total of 356 students participated in the study of internal factors on an intrapersonal level. The choice of research sample was random, the age of students - 18-19 years old. We used the questionnaire to determine the correlation between the two signalling systems and to determine the temperamental characteristics of students. To gather and analyze data we used the quantitative method. Result: Result showed that the second signalling system dominates in the majority of surveyed students. Most of the students with the prevailing second signalling system belong to the faculty of tourism (74%). We have determined the average level of the intellectual development sphere for all students without any exceptions. The highest rates were identified for the students of physical therapy faculty. The future teachers of physical education and sport showed the lowest results in communicative sphere. This is insufficient for professional and pedagogical activity. This group of students showed the best development in psychomotor qualities, even though the results were on average level. In general, we have not determined any significant discrepancies in psychomotor, intellectual and communicative spheres of the future teachers of physical education and sports in comparison with the students of other areas of training. Conclusions: We have demonstrated that the properties of the various personality aspects of the future physical education and sports teacher in the intellectual and communication domains are insufficient for professional work. They require the development of targeted effective methods for professional education and psycho-pedagogical means of motivation. The results of internal factors of students’ personality professional development diagnostics are supported by compliance of their characterological features to the professional demands but also by the conscious professional interests.

Physical Therapy Faculty, Clinical Instructors, and Employer Expectations for New DPT Graduates in the Acute Care Setting

Purpose: The purpose of this study was to determine how the expectations of new graduate physical therapists held by physical therapy faculty (PTF), clinical instructors (CIs), and employers (PTE) compared in the acute care (AC) setting, and determine if graduates are meeting the entry-level expectations of the three stakeholders in acute care. Methods: This mixed method study used Survey Monkey to gather data from participants. Faculty, CIs and PTEs were recruited from CAPTE accredited DPT programs. The current survey used the top 25 characteristics developed by the Delphi study by Gazsi to determine level of agreement of importance among the three participant groups for entry-level performance in acute care. Results: The study had 399 participants. Of the 25 characteristics, 7 were ranked most important by more than 75% of all participant groups combined. Two characteristics – safe and reliable – were consistently ranked highest by all 3 participant groups. Four significant differences among groups were for the characteristics of recognition of red flags, critical thinker, problem solver, and team player. A majority (82.4%) reported that new graduates were meeting expectations. Conclusions: Although the majority of participants reported that new graduates were meeting expectations, the implication of differences in expectations among some of the participants is that these differences should be considered in curricula development.

Perception Versus Reality: Estimated and Actual Online Content Consumption Comparisons and Relationships to Classroom Performance

Introduction. As students and faculty are increasingly becoming more comfortable with technology, physical therapy programs are using the flipped classroom (FC) to provide an environment more conducive to active and problem-based learning. Most literature on students in graduate level health care professional programs rely on subjective student report. To our knowledge, no studies have compared objective actual student consumption of online content to subjective student perception of online content consumption. Nor have studies explored the relationship between actual online content consumption and classroom performance. In this study, we compared estimated and actual online content consumption as well as its relationship to student performance. We hypothesized that students would inaccurately estimate online content viewing amounts and that a positive correlation would exist between online content consumption and student performance. Methods. Upon completion of a patient mobility training course, 46 year-one physical therapist students estimated their weekly online content consumption. In this cross-sectional study design, we compared these estimations with student usage data provided by an online learning management system. Additionally, we compared examination grades and overall course grades to average weekly viewing times. A Pearson's product moment correlation assessed the relationship between weekly viewing time and student performance. Discriminant ability of weekly viewing time was assessed with receiver operating characteristic curve analyses. Results. At least 40% of the students overestimated their online consumption. Students overestimated their weekly viewing by 63.2%. Weekly viewing time was correlated with percentile class ranks. Discussion and Conclusion. Students chronically overestimated online content consumption. Physical therapy faculty should be aware of discrepancies between objective actual and subjective perceived consumption of online content and may consider implementing an open feedback loop relative to actual preparation for the FC since this study also found a positive relationship between weekly viewing time and student performance.

Impact of funding allocation on physical therapist research productivity and DPT student graduates: an analysis using panel data.

Financial support for institutional research is relatively stagnant, and thus institutions are likely to seek tuition revenue to offset the costs of research and teaching. It is likely that this has led to increases in tuition driven activities, and thus has limited research activities of academic physical therapy (PT) programs in particular. However, the relationships between sources of program revenue, the number of graduates from PT programs, and the scholarly production of PT faculty have not been studied. The purpose of this paper is to study the effects of types of funding-including research grants and tuition-on the number of physical therapy graduates from each program and the research productivity of physical therapy faculty. Data from 2008 to 2016 were utilized to perform a fixed-effects panel analysis. Panel models created predictions for the number of graduates and the number of peer-reviewed publications for programs from grant funding, annual tuition, and number of funded faculty members. In any given program, a 1% increase in annual tuition is associated with 24% more graduates per year, but a single percentage point increase in the mix of NIH grant funding over other funding types is associated with 8% fewer graduates, all else equal. For every 1% increase in annual tuition, a program can expect to have 41% fewer publications per year. Those institutions with higher numbers of graduates tended to have higher numbers of publications. Higher annual program tuition appears to be associated with both higher numbers of physical therapy graduates and lower levels of publications. Different funding sources have variable effects on degree production and scholarly productivity. Data are self-reported by programs on the Annual Accreditation Report, and cause and effect cannot be established through observational design.

Perceptions of Doctor of Physical Therapy Students and Faculty About Graduate Assistantships

Introduction. Graduate assistantships provide students with financial assistance and the opportunity to gain professional experience. Doctor of physical therapy (DPT) students face increasing student loan debts, and graduate assistantships are one method to provide financial support and opportunities for professional involvement. Responsibilities of graduate assistants (GAs) typically include teaching, research, and/or administrative activities as assigned by their faculty supervisor. The purposes of this study were to 1) explore the perceptions of GAs and their faculty supervisors about entry-level DPT graduate assistantship responsibilities and experiences and 2) develop a conceptual framework to describe the graduate assistantship experience in a physical therapist education program. Previous authors have demonstrated that GAs face challenges if there is a lack of clear expectations, training, or mentorship. However, with effective training and faculty supervision, GAs can receive valuable professional experience. In addition, GA faculty supervisors may benefit from increased research productivity and assistance with teaching responsibilities. There is limited research about the experiences of GAs and the faculty supervisors in health care professions, and no research about physical therapist education was found. Methods. There were a total of 33 subjects: nine full-time physical therapy faculty members and 24 entry-level DPT students. In this qualitative study, subjects completed a demographic form and participated in a focus group interview with peers. Guiding questions focused on the following: reasons for becoming a GA/faculty supervisor, fairness of compensation, description of assigned roles and responsibilities involved with graduate assistantships, the benefits and challenges of being a GA/faculty supervisor, and future recommendations. Descriptive statistics and the constant comparative method were used for data analysis. Themes and concepts were generated and a conceptual framework was developed. Results. Participants described GA responsibilities that included teaching, research, and/or administrative activities. All participants agreed that the financial compensation for GAs was fair and, despite some challenges, the graduate assistantship experience was beneficial for both students and faculty. Examples of benefits for students included increased knowledge about teaching and research, improved communication/time management skills, and a collegial relationship with faculty. Faculty benefits included increased productivity, training in new technology/computer skills from GAs, and gratification related to growth of the GA. Concepts with accompanying themes included the following: factors for a successful experience (supportive structure and relationship building), transitions in roles and relationships (changing roles and evolving relationships between the GA and the faculty supervisor), and influences on professional development (doing and becoming). Discussion and Conclusion. The graduate assistantship experience can be beneficial for students and faculty. The conceptual framework illustrates how the concepts contribute to a successful experience and facilitate professional development of both students and faculty. These findings may assist faculty in effectively mentoring GAs and help encourage physical therapist educators to develop GA positions and establish training programs for both students and faculty.

CAPTE Response to Position Papers

CAPTE Response to Position Papers