Postprofessional Education Research Articles

Specialty Certifications and Their Place Within the Practice of Athletic Training

Context Athletic training has evolved dramatically in the last decade. Professional education has changed to the graduate level. Advanced training has manifested itself in doctoral and residency programs. Clinical practice settings have also evolved along with the knowledge and skills required to care for the diverse patients in these settings. Athletic training specialties are accompanying these changes, and now athletic training has specialty certifications to formally validate a specialty and recognize the athletic trainer (AT) specialist. Objective This article conveys key information about credentialing, highlights historical events in the development of AT specialty certifications, and examines the concept of general practice. The purpose of conveying this information is to better understand and explore specialties and certifications in athletic training, which requires also conceptualizing athletic training as a general practice. Background One of the earliest documents mentioning specialty certifications within athletic training was published in 1997. In 2018, the Board of Certification formed the Specialty Council to validate athletic training specialties and oversee specialty certifications. Synthesis Earning a specialty certification is a rigorous process requiring the credentialed AT to gain, as well as maintain, postprofessional education and experience in a focused practice area. This education and training can come from an accredited residency program but also from on-the-job training and professional development. Results Practitioners of a validated athletic training specialty can become board-certified specialists with advanced clinical experience or after completing postprofessional education and training and passing the respective specialty certification examination. Recommendations We recommend conceptualizing athletic training as general practice so that we can differentiate the relationships of general, advanced, and specialty practices. Conclusions Athletic trainer specialty certifications are part of athletic training. Growing existing and creating new specialties and specialty certifications requires conceptualizing athletic training as general, advanced, and specialized practices.

Clinical reasoning during dysphagia assessment and management in acute care: A longitudinal qualitative study.

Competent clinical reasoning forms the foundation for effective and efficient clinical swallowing examination (CSE) and consequent dysphagia management decisions. While the nature of initial CSEs has been evaluated, it remains unclear how new information gathered by speech-language therapists (SLTs) throughout a patient's acute-care journey is integrated into their initial clinical reasoning and management processes and used to review and revise initial management recommendations. To understand how SLTs' clinical reasoning and decision-making regarding dysphagia assessment and management evolve as patients transition through acute hospital care from referral to discharge. A longitudinal, qualitative approach was employed to gather information from two SLTs who managed six patients at a metropolitan acute-care hospital. A retrospective 'think-aloud' protocol was utilized to prompt SLTs regarding their clinical reasoning and decision-making processes during initial and subsequent CSEs and patient interactions. Three types of concept maps were created based on these interviews: a descriptive concept map, a reasoning map and a hypothesis map. All concept maps were evaluated regarding their overall structure, facts gathered, types of reasoning engaged in (inductive versus deductive), types of hypotheses generated, and the diagnosis and management recommendations made following initial CSE and during subsequent dysphagia management. Initial CSEs involved a rich process of fact-gathering, that was predominantly led by inductive reasoning (hypothesis generation) and some application of deductive reasoning (hypothesis testing), with the primary aims of determining the presence of dysphagia and identifying the safest diet and fluid recommendations. During follow-up assessments, SLTs engaged in increasingly more deductive testing of initial hypotheses, including fact-gathering aimed at determining the tolerance of current diet and fluid recommendations or the suitability for diet and/or fluid upgrade and less inductive reasoning. Consistent with this aim, SLTs' hypotheses were focused primarily on airway protection and medical status during the follow-up phase. Overall, both initial and follow-up swallowing assessments were targeted primarily at identifying suitable management recommendations, and less so on identifying and formulating diagnoses. None of the patients presented with adverse respiratory and/or swallowing outcomes during admission and following discharge from speech pathology. Swallowing assessment and management across the acute-care journey was observed as a high-quality, patient-centred process characterized by iterative cycles of inductive and deductive reasoning. This approach appears to maximize efficiency without compromising the quality of care. The outcomes of this research encourage further investigation and translation to tertiary and post-professional education contexts as a clear understanding of the processes involved in reaching diagnoses and management recommendations can inform career-long refinement of clinical skills. What is already known on the subject SLTs' clinical reasoning processes during initial CSE employ iterative cycles of inductive and deductive reasoning, reflecting a patient-centred assessment process. To date it is unknown how SLTs engage in clinical reasoning during follow-up assessments of swallowing function, how they assess the appropriateness of initial management recommendations and how this relates to patient outcomes. What this paper adds to the existing knowledge Our longitudinal evaluation of clinical reasoning and decision-making patterns related to swallowing management in acute care demonstrated that SLTs tailored their processes to each patient's presentation. There was an emphasis on monitoring the suitability of the initial management recommendations and the potential for upgrade of diet or compensatory swallowing strategies. The iterative cycles of inductive and deductive reasoning reflect efficient decision-making processes that maintain high-quality clinical care within the acute environment. What are the potential or actual clinical implications of this work? Employing efficient and high-quality clinical reasoning is a hallmark of good dysphagia practice in maximizing positive patient outcomes. Developing approaches to understanding and making explicit clinical reasoning processes of experienced clinicians may assist SLTs of all developmental stages to provide high standards of care.

국내 작업치료에서 인지재활 현황 및 미래발전방안 조사연구: 임상현장 작업치료사 중심으로

Objective: This study aimed to investigate the current status of cognitive rehabilitation (CR) and provide policy suggestions and future directions. Methods: From September 2022 to February 2023, a survey was distributed to currently working members of the Korean Society of Cognitive Rehabilitation. A total of 154 participants responded to the questionnaire. The survey contained 104 items about the development, problems, and future directions of CR, which were validated from the previous Delphi pilot study, and a 5-point scale was used for scoring. Results: The role of the occupational therapist (OT) in CR has been legally covered. Post-professional education has improved, and the number of organizations and therapists providing CR has increased. However, there is also a need to develop occupation-based cognitive assessments and intervention tools for short practice sessions. Institutionally, medical insurance reimbursements for CR and guidelines for the therapist’s role should be developed. The OTs recognized the need for functional occupation-based CR rather than a bottom-up approach for implementation in clinical practice. Conclusion: CR is one of the major specialties of OT, therefore, future research is needed to address systemic issues such as medical insurance reimbursement and support clinical professionalism.

Comparisons of Clinical Competency and Job Responsibilities of Physical Therapists With and Without Postprofessional Training.

Understanding how educational pathways may influence clinical competence and work responsibilities is important in providing guidance to academic and clinic stakeholders and physical therapists (PTs) on PT career development. The purpose of this paper was to compare perceived clinical competency and job duties between PTs with formal mentored postprofessional clinical education with PTs without formal postprofessional clinical education. The understanding of self-perceived clinical competence of PTs overall in the United States is limited, especially as related to the impact of postprofessional education. Furthermore, there is limited understanding of the career pathways and development of job duties of PTs in the United States. Two thousand three hundred thirty-four PTs in the United States. An online survey was sent to licensed PTs. This survey included items measuring self-perceived clinical competency and questions related to weekly job responsibilities. Participants were categorized as residency trained, fellowship trained, or non-residency/fellowship trained. Frequency analyses and Kruskal-Wallis tests with pairwise post hoc tests were performed comparing the 3 groups. Residency-trained (P < .007) and fellowship-trained (P < .001) groups demonstrated elements of higher self-perceived clinical competency compared with the non-residency-/fellowship-trained group. Both the residency- and fellowship-trained groups spent less time with patient care and more time with other responsibilities (e.g., teaching, mentoring, and research) (P < .02) during an average workweek. Fellowship-trained PTs (P < .001) spent more time with administrative duties compared with the non-residency-/fellowship-trained group. Results from this paper demonstrate that residency- and fellowship-trained PTs have elements of higher self-perceived clinical competency and spend more of their job duties outside of direct patient care compared with PTs who were not residency or fellowship trained. These results may help guide PTs, academic institutions, and employers in planning and achieving specific career paths.

Preparedness of Doctor of Athletic Training (DAT) Credentialed Athletic Trainers to Take Roles in Academia

Purpose: The athletic training education landscape is shifting, which has opened new avenues for postprofessional education. Previous literature has investigated stakeholder perceptions and attitudes towards hiring a DAT degree holder in academia. Yet, there is no research investigating the experiences of DAT degree holders in academic roles. The purpose of this study was to explore the preparation and experiences of DAT degree holders related to their roles in academia. Methods: We used a consensual qualitative research design to explore the lived experiences of DAT degree holders in academia through semi-structured web-based interviews. Twelve DAT degree holders with at least one-year post-graduation that have been in their current academic role for at least 6 months (5 male, 7 female) were interviewed. Participants engaged in semi-structured interviews that were audio-recorded and transcribed verbatim. We used a constant comparative analysis and multi-analyst triangulation to create a consensus codebook including domains and categories identified from the transcripts. Credibility and trustworthiness were established through member checking, multiple researcher triangulation, and auditing. Results: Three domains emerged from the experiences of DAT degree holders in their preparation within their program and their transition into education: 1) Common program preparation 2) Program variability and 3) Integration. Participants indicated they were commonly prepared in the areas of advanced clinical practice skills, clinically meaningful research, the value of service, and academic culture. However, there was variability in preparation regarding instructional design and program administration. Finally, participants spoke to receiving system acceptance through the perceived benefits of hybrid faculty as well as their increased translational teaching skills. Conclusions: DAT degree holders are prepared to assume academic roles based on the preparation received in their DAT program, despite not being formally prepared for teaching. Doctor of Athletic Training (DAT) degree holders are accepted by academia due to the perceived benefit of hybrid faculty and their ability to bridge the gap between didactic and clinical learning in professional athletic training programs

Telerehabilitation Delivery in Canada and the Netherlands: Results of a Survey Study.

Following the onset of the COVID-19 pandemic, telerehabilitation (TR) has been expanding to address the challenges and risks of in-person delivery. It is likely that a level of TR delivery will continue after the pandemic because of its advantages, such as reducing geographical barriers to service. Many pandemic-related TR initiatives were put in place quickly. Therefore, we have little understanding of current TR delivery, barriers and facilitators, and how therapists anticipate integrating TR into current practice. Knowing this information will allow the incorporation of competencies specifically related to the use and provision of TR into professional profiles and entry-to-practice education, thereby promoting high-quality TR care. This study aimed to obtain a descriptive overview of current TR practice among rehabilitation therapists in Canada and the Netherlands and identify perceived barriers to and facilitators of practice. A web-based cross-sectional survey was conducted with occupational, physical, and respiratory therapists and dietitians in Canada (in French and English) and the Netherlands (in Dutch and English) between November 2021 and March 2022. Recruitment was conducted through advertisements on social media platforms and email invitations facilitated by regulatory and professional bodies. The survey included demographic and practice setting information; whether respondents delivered TR, and if so, components of delivery; confidence and satisfaction ratings with delivery; and barriers to and facilitators of use. TR satisfaction and uptake were measured using the Telehealth Usability Questionnaire and modified Technology Acceptance Model. Data were first summarized descriptively, and then, comparisons were conducted between professions. Overall, 723 survey responses were received, mostly from Canada (n=666, 92.1%) and occupational therapists (n=434, 60%). Only 28.1% (203/723) reported receiving specific training in TR, with 1.2% (9/723) indicating that it was part of their professional education. Approximately 19.5% (139/712) reported not using TR at all, whereas most participants (366/712, 51.4%) had been using this approach for 1 to 2 years. Services delivered were primarily teleconsultation and teletreatment with individuals. Respondents offering TR were moderately satisfied with their service delivery and found it to be effective; 90.1% (498/553) indicated that they were likely to continue offering TR after the pandemic. Technology access, confidence, and setup were rated the highest as facilitators, whereas technology issues and the clinical need for physical contact were the most common barriers. Professional practice and experience with TR were similar in both countries, suggesting the potential for common strategic approaches. The high prevalence of current practice and strong indicators of TR uptake suggest that therapists are likely to continue TR delivery after the pandemic; however, most therapists (461/712, 64.7%) felt ill prepared for practice, and the need to target TR competencies during professional and postprofessional education is critical. Future studies should explore best practice for preparatory and continuing education.

Abstract 119: Elevating The Cerebrovascular Nurse Practitioner: Program Development With Neurosurgeon Champions

Background: The cerebrovascular nurse practitioner (NP) continues to have an ever-evolving role, particularly in neurosurgical departments. Although more NPs are obtaining their doctorate degrees, further post professional education is needed to promote specialty clinical practice. Our team developed a 16-week comprehensive educational program that addresses the main disease processes of stroke and highlights the importance of collaboration with cerebrovascular neurosurgeons. Methods: Four clinical domains were identified- see table 1. Each week, a neurosurgeon gave a 1 hour lecture that reviewed neuroimaging and anatomy, pathophysiology, clinical care presentation, and preoperative and postoperative management. After all lectures were completed for each domain, a 1 hour journal club was held discussing the most recent stroke clinical practice guidelines. NPs were surveyed to report which domains were most clinically meaningful. Results: Our division delivered a comprehensive educational program, allowing the cerebrovascular NP to take on a more independent role in patient care. Of the sections presented in each clinical domain, neuroimaging and clinical management were reported as the most important section of the lectures by NPs. Discussion: The cerebrovascular NP plays a unique role on the clinical team, regardless if a patient is seen throughout the entire continuum as an elective case or treated emergently and later discharged to clinic. This program optimized evidence-based cerebrovascular practices, improved collaborating relationships between NP and surgeon, and promoted professional development. Future work will include course evaluation for on-boarding NPs and program implementation in other neurosurgical subspecialties.

Student Physical Therapists' Orientation to Postprofessional Education and Perceptions of Strain: Identification of 4 Subgroups of Students Based on Cluster Analysis.

Determining why physical therapists choose certain pathways to expertise is not well understood. Developing an understanding of these different choices is important for the physical therapy profession and the future of postprofessional education. Pathways to expertise as a physical therapist have evolved over the history of the profession, including the most recent emergence of residency education. Regardless of the path taken, physical therapists have a societal duty to be lifelong learners. The decision on which path to pursue is influenced by many factors, including financial stress, personal factors, and relational obligations. Developing an understanding of these different pathways and barriers for physical therapists is essential if the physical therapy profession is to advance with the evolving needs of society. Participants were from a stratified purposive sample of Doctor of Physical Therapy Students (n = 124) across the eastern, central, and western regions of the United States. This study was a secondary analysis using hierarchical cluster analysis based on students' orientation toward lifelong learning and future professional engagement, self-rated likelihood of pursuing various postprofessional education pathways, and perception of personal and interpersonal strains as a barrier to postprofessional education. The cluster analysis resulted in a 4-cluster solution representing different student subtypes: clinically oriented average learners; resilient, clinically oriented lifelong learners; academically oriented lifelong learners; and strain-limited, clinically oriented lifelong learners. Results from this study describe important differences in how student physical therapists view postprofessional education and the pathways they choose to pursue. Factors such as lack of awareness and the perception of personal or interpersonal strain may influence these decisions. Understanding postprofessional education decision making of student physical therapists is of particular interest to the physical therapy profession given the current debates related to student debt and the necessity of residency education. Further research is needed to understand how to increase awareness and diminish barriers to quality postprofessional education for physical therapists.

The value of an online postprofessional (transitional) Doctor of Physical Therapy program

The elevation of education is found across the business continuum. Professional doctoral programs are growing in response to the complex nature and consumer demand in business sectors. The healthcare field has experienced a demand for doctoring professions, beginning with nursing. The movement toward a doctorate in physical therapy was predicated by a federal physical therapy governing association emphasizing the need for physical therapy to become a doctoring, clinical profession. The directive resulted in the creation of transitional Doctor of Physical Therapy (tDPT) programs responding to the need for doctoral-level courses to bridge the educational gap between currently licensed physical therapists with baccalaureate or master's degrees and the newer graduates in the field who hold doctorate degrees. Programs erupted, but over time, online programs emerged as the primary method of education with flexibility and reachability for working clinicians. Outcomes of online tDPT programs are lacking and perhaps overlooked as being an essential medium within postprofessional education for professional advancement and currency. This mixed-methods study sought to understand the perspectives of tDPT graduates on the value of an online tDPT education. The 105 participants completed an online survey through the Qualtrics data gathering system. The findings included themes related to the value of a tDPT degree in improving clinical skill sets in diagnostic imaging, evidence-based practice, and differential screening. Many participants reported that they thought differently as clinicians, primarily identifying as autonomous practitioners. The overarching common theme was the value of postprofessional programs in providing education currency achievable through an online program.

Celebrating the Culture of Interprofessional Collaboration in Athletic Training

Celebrating the Culture of Interprofessional Collaboration in Athletic Training

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

Introduction &amp; 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 &amp; 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 &amp; 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.

The effectiveness of post-professional physical therapist training in the treatment of chronic low back pain using a propensity score approach with machine learning.

Low back pain (LBP) is a leading cause of disability in the United States creating substantial hardships through negative social, financial, and health effects. Chronic low back pain (CLBP) accounted for above half of patients treated in physical therapy (PT) clinics for LBP. However, research shows small benefit from PT in CLBP treatment. Preliminary evidence suggests clinician-level training variables may affect outcomes, but requires further investigation to determine whether patients with CLBP benefit from treatment by providers with post-professional training. This study examined the relationship between clinician training levels and patient-reported outcomes in CLBP treatment. Physical therapies were surveyed using a large patient outcome assessment system to determine and categorise them by level of post-professional education. To account for the possibility that clinicians with higher levels of training are referred more-complex patients, a machine learning approach was used to identify predictive variables for clinician group, then to construct propensity scores to account for differences between groups. Differences in functional status score change among pooled data were analysed using linear models adjusted for propensity scores. There were no clinically meaningful differences in patient outcomes when comparing clinician post-professional training level. The propensity score method proved to be a valuable way to account for differences at baseline between groups. Post-professional training does not appear to contribute to improved patient outcomes in the treatment of CLBP. This study demonstrates that propensity score analysis can be used to ensure that differences observed are true and not due to differences at baseline.

Narrowing the physiotherapy knowledge-practice gap: faculty training beyond the health sciences

ABSTRACT Physiotherapists seek to improve client movement and promote function within an individual’s unique environmental and social realities. Despite this intention, there is a well-noted knowledge-practice gap, that is, therapists generally lack sufficient foundational preparation to effectively navigate societal challenges impacting contemporary healthcare. As one step toward addressing the issue, we propose an educational solution targeting current and future physiotherapy faculty, whose responsibilities for entry-level course development and curriculum design substantially impact student readiness for clinical practice. We propose that physiotherapy faculty trained via postprofessional education in a non-biomedical field (e.g. psychology, education, and philosophy) will be uniquely prepared to provide students with tools for dealing with complex social issues facing their clients; critical analysis skills; statistical and technological training; and a deeper theoretical and philosophical understanding of practice. Taken together, such interdisciplinary tools could help address the knowledge-practice gap for physiotherapists and promote the ongoing evolution of the profession in concert with contemporary healthcare. Physiotherapists who pursue interdisciplinary studies may more deeply understand the challenges faced by clinicians and may be well-positioned to leverage knowledge and methods in another scientific discipline to expand and transform the scope of solutions to these challenges.

Educational Innovations Drive Athletic Training

Since the formal development of athletic training in the 1950s, it has evolved both clinically and academically to produce qualified health care professionals. Historically, potential athletic trainers would work one-on-one with athletic trainers in the clinical setting for at least 1500 hours and would take a few related college courses such as first aid, human anatomy, and general science classes.1 The internship model was not formalized and there was no way to determine if the student was learning everything necessary to be a successful athletic trainer; thus, curricular models were developed. Through the curricular model, students would take more courses than internship students, and typically these courses would be in the education department or physical therapy program to make students more marketable upon graduation. Athletic training education continued to change after the original curricular programs were developed. Specific competencies ensured that students were proficient before sitting for the Board of Certification exam. Although professional preparation historically occurred at the baccalaureate level, the advancement of the health care system, the increased scope of care, the increased requisite knowledge, and the influence of peer health care professions have progressed the educational preparation once again, to requiring entry-level preparation at the postbaccalaureate level.2 Postprofessional education pathways include residencies, fellowships, clinical specialties, and a terminal degree with the doctorate of athletic training.In addition to educational advancement, the profession has expanded from our roots specifically in athletics to include performing arts, public safety, armed forces, occupational, and other emerging settings. The focus on “athletes” is now a focus on “patients.” We are moving away from being specialists with certain sports (eg, football or soccer) to having contemporary expertise in specific areas (eg, spine, manual therapy, emergency care). With the expansion of practice settings, the scope of practice and knowledge, skills, and abilities have also expanded greatly. There is a new focus on various advanced clinical skills and knowledge (eg, wound closure, pharmacology) to prepare athletic trainers to work in varied practice settings.As the profession changes, so does the educational preparation. The transition to the postbaccalaureate level, the novel coronavirus, recently updated standards,3 and the new focus on marketing and recruiting have forced athletic training programs to adapt to new teaching methods and modalities while enhancing rigor. In the face of these challenges, athletic training educators have shown resiliency and continue to innovate and provide unique learning experiences for their students. The mission of this issue was to examine educational techniques, both didactically and clinically, that can be used to enhance the preparation of athletic trainers. Athletic training educators have developed and implemented forward-thinking and cutting-edge techniques that are unique and effective.So why is this issue important? We have a duty and responsibility to prepare athletic training students to be excellent clinicians who provide holistic, patient-centered care. We must ensure students are proficient in athletic training knowledge and skills upon graduation. We have expanded curricular standards,3 and all educators may not have been trained in these. Colleagues have developed unique and innovative ways to teach these skills and others. This issue will showcase these methods and provide educators with tangible techniques to implement in their classrooms to ensure students have the skills. From wound-closure skills to safe-space training to mental health interventions, we will learn novel techniques to teach some of the new standards and provide students with unique learning experiences. After reading about many of these techniques, we are excited to incorporate them into our courses, and we hope other readers will also use these teaching methods to further enhance the student experience.

If I Have Seen Further, It Is Because I Stand on the Shoulders of Giants

If I Have Seen Further, It Is Because I Stand on the Shoulders of Giants

Methodological approach to digitalization and industrialization of the development of regional and municipal structures in the post-Covid space

The transformation of the economy in the context of the COVID-19 pandemic and socio-economic instability has increased the importance of digital preorientation of the development of regional and municipal structures, increasing their influence on the formation of a "smart" space that meets the level of development of society in accordance with the concept of sustainable development. The methodological basis of the research is formed on the basis of content analysis of research and economic and statistical data that characterize the main trends in digitalization and industrialization of management systems of subjects and municipalities of the Russian Federation in conditions of uncertainty and transformation of economic conditions. The tools for implementing the initiative to implement the "Smart city" and "Smart region" projects based on the introduction of information and communication technologies in various spheres of life that can accelerate the economic development of territories and improve the quality of life of citizens are studied. These are concepts for scaling technical solutions, management methods, and social practices of digitalization and industrial development of territorial entities, taking into account regional specialization, which implies the creation of the necessary infrastructure and the cultivation of competencies that are in demand in the information society, as well as aimed at improving the efficiency of economic management processes based on digital tools for data collection and analysis.)Within the framework of the developed projects on digitalization of the municipal and regional economy, social measures aimed at supporting small and medium-sized businesses most affected by the pandemic and the possibility of obtaining various services on a free basis for different segments of the population, including professional and post-professional education in an open educational space for socialization of "special" people (inclusion) and employees of enterprises in the sectors of the economy most affected by the spread of coronavirus infection are proposed for the post-crisis medium-term forecast

A Method Model Presentation: Online Clinical Mentoring for Physical Therapists Experiencing Professional Isolation

Background and Purpose. Clinical mentoring is essential for the professional development of physical therapists (PTs) and improves confidence and clinical decision making. Physical therapists working in professionally isolated settings with the lack of contact with professional peers face unique challenges, including lack of access to mentors, which can result in diminished job satisfaction, recruitment, and retention. The innovative use of technology, including videoconferencing, can help address the challenges faced by these health care providers by improving access to clinical mentoring. The purpose of this study was to examine the effects of an online model of clinical mentoring on PTs experiencing professional isolation in an outpatient musculoskeletal setting. Method/Model Description and Evaluation. Eight professionally isolated and 4 expert PTs were divided into 4 groups. Three 1-hour online case-based mentoring video sessions were held over the course of 5 weeks. Data were collected from pre and postparticipation surveys and postparticipation focus groups. A mixed-methods analysis was used to evaluate data. Outcomes. Qualitative results for the mentee group revealed 4 themes: perspective, reflection, perceived clinical benefits, and feasibility. Three themes emerged for the mentor group: accessible model, advancing the profession, and perspective. Quantitative analysis revealed significant improvement in 4 areas of confidence. All participants felt that the intervention supported professional attributes; 75% of participants reported the group size as ideal, and 75% of mentees felt that the program improved both confidence and clinical decision-making skills. Discussion and Conclusion. Online clinical mentoring can address several of the barriers faced by PTs who work in professional isolation and allows PTs who would not otherwise have access to postprofessional education to access a mentor remotely.

Translation of Standardized Patient Encounter Performance and Reflection to Clinical Practice

Context Standardized patient (SP) encounters have been incorporated into many healthcare education programs, including professional athletic training programs, yet there is little exploration about the use of SP encounters in postprofessional programs and continuing education opportunities. Objective To explore athletic trainers' translation of skills and reflections in clinical practice after an SP encounter and debriefing session. Design Qualitative action research. Setting One-on-one interview. Patients or Other Participants Fifteen learners from the same postprofessional athletic training degree program (males = 3, females = 12; age = 25 ± 5 years; certified experience = 3 ± 3 years) without previous SP experience participated in this study. All learners had to be employed full or part-time in a clinical setting. Main Outcome Measure(s) Sixty days after an SP encounter related to patient-centered care during an orthopedic evaluation and subsequent debriefing session, participants completed an online, audio-only interview after a 10-question, semistructured interview protocol. A 3-person primary coding team identified domains and categories using the consensual qualitative research tradition. Results Three main domains emerged from the study: (1) limitations of a novice SP experience, (2) practice transformation, and (3) promoting self-reflection. Participants reported that the initial SP encounter in their postprofessional education was a new experience through which they were able to implement new skills learned in their previous courses. Translation of newly learned ideas or ways of thinking to clinical practice varied among clinicians and their job settings. Collaborative thinking and self-reflection were key components. Participants were able to identify with their classmates' struggles and triumphs and to take away new learning experiences. Conclusions SP encounters are a useful instructional and assessment technique for athletic trainers in a postprofessional athletic training degree program to promote self-reflection and to translate newly learned skills to their clinical practice, while nerves and anxiety influenced the learners' ability to suspend reality.

Temporomandibular disorder content in the curricula of physical therapist professional programs in the United States

ABSTRACT Objective: To describe the status of entry-level physical therapist (PT) education related to the diagnosis and management of temporomandibular disorders (TMD) in accredited, entry-level United States PT programs. Methods: An electronic survey explored specific TMD diagnostic and management curricular content, including the use of evidence-based diagnostic criteria, opportunities for students to interact with individuals with TMD, and faculty qualifications. Results: Eighty-four programs completed the survey. TMD content is covered in the entry-level PT curriculum of almost all (98.8%) responding programs. Content specifically related to TMD averaged 12 h across program respondents (range 1.5–50 h). The majority (68%) of respondents utilized established evidence-based diagnostic criteria. Discussion: Consistent entry-level education guidelines related to TMD and additional post-professional education opportunities are necessary to ensure that patients with TMD are not underserved by the profession of PT by newly graduated PTs.

Postprofessional Physical Therapist Education: A Report From Two Regions of the World

Introduction. Leaders in the physical therapy profession have identified a global need for high-quality postprofessional physical therapist (PT) education. However, the educational needs and realities for busy practicing PTs have yet to be identified. Therefore, the purpose of this research was to provide information to assist institutions around the world in designing appropriate postprofessional education programs for PTs. Methods. The study sample consisted of 10 years of alumni from a Doctor of Physical Therapy (DPT) program in the United States of America (USA) and 7 years of alumni from an equivalent DPT program in Australia (AUS). Data were collected via survey and were analyzed using descriptive statistics and phenomenological analysis. Results. Approximately 10% of participants from each country had completed a formal postprofessional education program. More recent graduates in both groups reported the greatest interest in postprofessional education. Both groups showed high interest in returning to their alma maters, utilizing a hybrid learning format, and participating in international collaborations. Orthopedics and musculoskeletal were the specialty areas of greatest interest in the USA and AUS, respectively. Barriers to pursuing postprofessional education identified by both groups were cost and lack of access/locations. Focus group participants identified access to a mentor and increased recognition as important aspects of postprofessional education. Discussion and Conclusion. Universal interest in, and barriers to, postprofessional physical therapy education exists worldwide. Offering hybrid education including international collaboration and mentoring targeted at recent graduates may be effective in meeting the needs of busy PTs. Institutions looking to establish successful postprofessional education programs should take cost, access, time, and area of study into consideration.