Therapist Assistants Research Articles

Особливості психофізіографічної оцінки спеціальностей реабілітаційного профілю та її роль у контексті забезпечення ефективної підготовки фахівців з реабілітації

Objective. The aim of the scientific work was to carry out a psychophysiographic assessment of specialties of the rehabilitation profile and determine its role in the context of ensuring the effective training of rehabilitation specialists. Materials and methods. During the performance of scientific work the methods of medico-social analysis and expert assessment, as well as the method of dynamic observation, were used to perform a psychophysiographic professional assessment of the characteristics of labor in such specialties of the rehabilitation profile as doctor of physical and rehabilitation medicinе, physical therapist, occupational therapist, physical therapist assistant, occupational therapist assistant. according to the labor activity performed. To implement their leading provisions, a specially developed expert evaluation questionnaire was used, which consisted of 57 questions that involved determining the level of professional importance of psychophysiological functions. The statistical processing of the obtained results was carried out on the basis of the application package of multidimensional statistical analysis "Statistica 6.1" (license number AXX910A374605FA). Results. It has been established that to the professionally important psychophysiological functions of specialties of the rehabilitation profile, which determine the leading components of its psychophysiograms, should be attributed indicators of the speed of simple and differentiated visual-motor reaction, balance and mobility of nervous processes, endurance of the nervous system, strength of excitation and inhibition processes, as well as resistance to the influence of monotony phenomena, characteristics of visual acuity, differentiated light sensitivity, the volume of visual fields, the critical frequency of the fusion of light flashes and the speed of visual perception, the characteristics of differentiated tactile sensitivity, proprioceptive sensitivity, hearing acuity and spatial-auditory orientation, characteristics of differentiated muscle-joint sensitivity, dexterity and coordination of finger movements, coordination of hand movements, combined coordination of hand movements, coordination of hand movements without and under visual control, pace of movements, combined coordination of hand and leg movements, muscles muscular endurance and muscle strength of hands, indicators of volume, switching, distribution, stability and concentration of attention, semantic working memory, operational and practical thinking and spatial perception. It was revealed that the very presence of the specified psychophysiological functions in the structure of the psychophysiograms of the main specialties of the rehabilitation profile is too important both a theoretical point of view, indicating the commonality and unity of most of them, as well as the presence of certain structural features of some of them and emphasizes the fact, that the process of developing a strategy for building science-based approaches to improving the level of professional training of rehabilitation specialists should condition their consideration both at the stage of training and at the stage of performing professional activities. Conclusions. In the course of the conducted research, a psychophysiographic evaluation of the specialties of the rehabilitation profile (doctor of physical and rehabilitation medicinе, physical therapist, occupational therapist, physical therapist assistant, occupational therapist assistant) was carried out and its role was determined in the context of ensuring the effective training of rehabilitation specialists. Keywords. Students, specialties of the rehabilitation profile, psychophysiographic assessments, training of specialists in rehabilitation.

Educational competencies for telehealth physical therapy: Results of a modified Delphi process.

Telehealth is becoming more prevalent in physical therapy, involving a whole host of clinical services. These services are often provided without structured training in telehealth, and no formal curricula currently exist for this purpose. To develop a set of educational competencies (ECs) to guide instruction of telehealth-related skills in entry-level programs (i.e., Doctor of Physical Therapy), existing programs (i.e., residencies and fellowships), and potential future post-graduate programs specific to telehealth physical therapy. Physical therapists and physical therapist assistants from diverse geographic locations and practice areas were invited to participate on an expert panel. A modified Delphi process was then used to evaluate the acceptability of draft ECs gathered from the extant literature by a steering group. Draft ECs were presented to the expert panel on a questionnaire, which asked expert participants to rate each draft EC according to applicability and clarity. Draft ECs were accepted if they met a priori established criteria for acceptability and clarity. Unendorsed ECs were revised by the steering group according to open-ended comments from respondents and presented during a subsequent round. Three rounds of surveys were undertaken. Thirty-eight participants formed the expert panel; 38 participants completed the Round 1 survey, 28 participants completed the Round 2 survey, and 24 participants completed the Round 3 survey. Delphi group members approved 48 ECs in the first round, 23 ECs in the second round, and 2 ECs in the third round. There were 4 ECs that remained unendorsed after the modified Delphi process. Endorsed ECs spanned 7 conceptual areas. Distinct sets of ECs characterized expected end points of first professional degree, existing residency and fellowship, and potential future telehealth physical therapy post-graduate program. Consensus-based ECs identified in this study may guide instruction in knowledge and skills relevant to physical therapy telehealth.

Implementation of Spiritual Therapy for Mental Disorders in Purbalingga Indonesia Mental Rehabilitation Centers

In the era of materialism, the pressures and demands in life increase various kinds of physical and psychological suffering. Mental disorders are a phenomenon that is increasing from year to year. This study describes the practice of applying spiritual therapy for mental disorders in rehabilitation homes. This research uses a qualitative approach with a case study method. The research subjects were one assistant therapist, two rehabilitation center administrators, and two patients with mental disorders. The results showed that a Kyai carried out spiritual therapy with prayer therapy methods, dhikr, rukyah syar'iyah, and drinking karomah water. Spiritual therapy is proven to heal patients and make them more independent and able to socialize with the environment.

Exploring the Opportunities and Barriers of Implementing the Health Focused Physical Therapy Model

The Health-Focused Physical Therapy Model integrates lifestyle behavior management into physical therapy practice using a standardized care model and motivational patient interviewing. The purpose of this study was to identify the perceived opportunities and barriers physical therapists, physical therapist assistants, and rehab administrators may face when implementing the model. This study included a survey of 19 physical therapy clinicians, and interviews with four rehabilitation administrators from one healthcare system. All participants attended a continuing education course covering the model and then completed a survey detailing their perceptions. Participants included female (100%), physical therapists (78.9%) and physical therapy assistants (21.1%), with variable educational degrees, and at least 16 years of clinic experience (73.7%). Four rehabilitation administrators, 100% female with at least 11 years of PT practice, participated in a semi-structured interview. Survey analysis revealed participants were confident in their understanding of the model and believed the model would positively impact the health of patients. However, over half perceived time limitations as a barrier. Meanwhile, three themes from the interview emerged including holistic care, implementation barriers, and needed resources. This study demonstrated time limitations and productivity standards could limit the implementation of health-focused physical therapy care. Future research should analyze opportunities and barriers of the model with broadened participant sampling methods and triangulation across healthcare practitioner roles to guide implementation and realistic practice standards.

How Do Virtual Communities of Practice Enhance Professional Connections and Social Capital?

Communities of Practice (CoP) were created to up-skill educators and to mitigate the disruption to physical therapist assistant (PTA) education because of the COVID-19 pandemic. Understanding CoP involves considering individuals and their interactions, making this project significant for pioneering CoP among PTA educators, and using social network analysis (SNA). The research question for this mixed-methods concurrent triangulation study was "To what extent did the network structure of virtual CoP reflect PTA educators' perceptions of participation and mentorship?" Forty of 60 CoP members participated in this study. We analyzed 8 virtual PTA educator CoP that met over 4 months. Study participants completed a questionnaire about their experiences, engagement, and network connections. Individual and group-level friendship and mentorship network measures were studied using SNA. Qualitative responses were analyzed using the case study design approach. All results were integrated to draw out the complexity of the PTA educator CoP. There was high engagement, with 97.5% (n = 39) reporting they would participate again, and 80% (n = 32) resolved an immediate issue affecting their role. Moreover, 92.5% (n = 37) reported a perception of encouragement with the environment. Study participants reported being mentored by an average of 1.2 individuals (median 0, range 0-5) and serving as mentors to an average of 1.4 individuals (median 0, range 0-7). Two themes, unity and knowledge, emerged through the qualitative analysis. Participation by PTA educators in CoP, whether focused on administration, teaching methods, or clinical education, brings valuable outcomes. Our research supports existing literature in physical therapy education. We discovered that participant engagement, nurturing mentor relationships, encouraging knowledge sharing, and promoting a sense of unity among educators are all important factors.

A Community Development Approach in Physical Therapist Education.

A large part of one's health is directly related to where one lives. Physical therapists and physical therapist assistants can play a vital role in improving the health of society by engaging in their local communities through community development. Community development is a practice where community members and outside stakeholders, such as physical therapists, come together to meet the needs of a community.

ChatGPT and other Chatbots in Psychiatry

Aim: Artificial intelligence (AI) is making significant inroads into the field of psychiatry, offering new tools and applications. ChatGPT, a specific chatbot, is at the forefront of this digital revolution. AI’s use in psychiatry ranges from identifying psychiatric symptoms, predicting treatment responses, and improving medication adherence to assisting in patient education, monitoring, and bridging gaps in mental health care. Materials and Methods: This review used a literature study method. Results: ChatGPT functions as a clinical decision support tool. It can analyse patient data and provide diagnostic insights, recommend evidence-based treatments, and offer drug information. It has demonstrated proficiency in generating summaries from medical records, saving clinicians time and enabling them to focus on patient care. Additionally, chatbots like ChatGPT serve as therapist assistants, offering emotional support between therapy sessions and potentially conducting psychotherapy. Studies have shown positive outcomes, with chatbots reducing depression, anxiety symptoms, and providing 24/7 availability for crisis situations. Users find them non-judgmental and comfortable for discussing sensitive issues. Despite their potential, chatbots have limitations, such as the risk of incorrect or biased information due to their training data. They lack genuine understanding, creativity, and the ability to clarify user input. Ethical considerations regarding responsibility and data usage are paramount. Conclusion: AI, particularly ChatGPT, holds substantial promise in modern psychiatry, enhancing diagnostics, patient education, monitoring, and therapeutic support. Its integration into everyday psychiatric practice requires careful use, continuous oversight, and ethical considerations. Psychiatrists must become more familiar with AI tools to leverage their benefits in patient care.

Understanding the delivery of the Falls Management Exercise Programme (FaME) across the U.K.

1) Map FaME delivery across the UK, 2) explore and understand delivery of the FaME programme in practice. Sequential exploratory mixed methods. 1) survey of n=247 Postural Stability Instructor (PSIs) across the UK, 2) purposively sampled n=23 PSIs to take part in interviews. Quantitative data was described descriptively due to low sample size, and qualitative data coded using thematic analysis. Instructors pre-dominantly delivered classes in a community-setting, were mostly White British females with a range of experience. Most respondents were exercise instructors, physiotherapists, or therapist assistants. Only 136 (55.1%) respondents currently delivered the programme. The essential components of the FaME programme that instructors did not implement routinely were backward chaining, floorwork and Tai Chi. Five main themes emerged from qualitative data: individual, delivery and set-up, evidence-based delivery, motivational strategies, and instructor-based factors. Most instructors reported fidelity to most components of FaME and shared barriers and facilitators to delivering classes. This study gives a UK overview of the implementation of FaME. PSIs present a complex picture of the ways set-up and delivery of evidence-based programmes in practice can influence older adults' attendance, adherence and experience of the programme, and barriers and facilitators to delivery of the programme with fidelity.

LGBTQIA+ Cultural Competence in Physical Therapist Education and Practice: A Qualitative Study From the Patients' Perspective.

The purpose of this study was to explore the experiences of cultural competence and humility among patients of the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) community in physical therapy. Researchers sought to understand the perspectives of adults over 18years old who have received physical therapy and identify as a member of the LGBTQIA+ community. A phenomenological qualitative approach was utilized for this study. Patients were recruited through social media and LGBTQIA+ advocacy organizations across the United States. Twenty-five patients agreed to participate in the study. Focus groups and individual interviews were conducted using a semi-structured interview guide informed by Campinha-Bacote domains of cultural competence (cultural awareness, skill, knowledge, encounter, and desire) to collect individual experiences, discussions, thoughts, perceptions, and opinions. Three central themes and subthemes emerged from the data and were categorized according to cultural acceptance (societal impact, implicit and explicit bias), power dynamics between the in-group and out-group (out-group hyperawareness of their otherness), and participant solutions (policy, training, education). An LGBTQIA+ patient's experience is influenced by the provider cultural acceptance, and the resulting power dynamics that impact LGBTQIA+ patients' comfort, trust, and perceptions of care. Enhanced patient experiences were found more prevalent with providers that possessed elevated levels of education or experience with this community, supporting Campinha-Bacote assumption that there is a direct relationship between level of competence in care and effective and culturally responsive service. Awareness of the underlying issues presented in these themes will assist in the development of effective solutions to improve LGBTQIA+ cultural competence among physical therapists and physical therapist assistants on a systemic level.

Development of a core outcome set for breast cancer-related lymphedema: a Delphi study.

For breast cancer survivors (BCS) living with breast cancer-related lymphedema (BCRL), what outcome domains (OD) should be measured to assess the burden of the disease and efficacy of interventions? A Core Outcome Set (COS) that promotes standardized measurement of outcomes within the constraints of time influenced by work environments is essential for patients and the multidisciplinary professionals that manage and research BCRL. Using Delphi methodology, a multidisciplinary group of BCRL experts (physical and occupational therapists, physicians, researchers, physical therapist assistants, nurses, and massage therapist) completed two waves of online surveys. BCRL expert respondents that completed the first survey (n = 78) had an average of 26.5years in practice, whereas, respondents who completed the second survey (n = 33) had an average of 24.9years. ODs were included in the COS when consensus thresholds, ranging from 70% to 80%, were met. A total of 12 ODs made up the COS. Reaching a minimum consensus of 70%; volume, tissue consistency, pain, patient-reported upper quadrant function, patient-reported health-related quality of life, and upper extremity activity and motor control were recommended at different phases of the BCRL continuum in a time-constrained environment. Joint function, flexibility, strength, sensation, mobility and balance, and fatigue met an 80% consensus to be added when time and resources were not constrained. The COS developed in this study thoroughly captures the burden of BCRL. Using this COS may reduce selective reporting, inconsistency in clinical use, and variability of reporting across interdisciplinary healthcare fields, which manage or research BCRL.

An interprofessional approach to collaborative management of low-back pain in primary care: A scholarly analysis of a successful educational module for prelicensure learners.

In 2008, an interprofessional education (IPE) working group was formed to develop a module on interdisciplinary low-back pain management to fill a curricular gap at our institution. This article describes the program evaluation outcomes and highlights factors contributing to its successful implementation over 8 years through reference to Brigg's Presage-Process-Product (3-P) Model of Teaching and Learning. Program evaluation occurred through administration of a pre- and postmodule Health Professional Collaborative Competency Perception Scale, with scores compared using paired t tests. Descriptive statistics were analyzed from 5-point Likert scales for module session components. A total of 853 students from 9 health care occupations (medicine, chiropractic, physiotherapy, pharmacy, nursing, nurse practitioner, occupational therapy, physiotherapy assistants, and occupational therapist assistants) participated in 51 iterations of the module from 2011 to 2019, averaging 16 participants each session. All Health Professional Collaborative Competency Perception Scale items significantly improved from pre- to postintervention (p < .001) for learners from 6 health professions. Module components were rated highly, with the majority of learners rating these as 4 (helpful) or 5 (very helpful) for their learning. Participants also improved their scores in perceived history and physical exam comfort, knowledge of pharmacotherapy, management options, and attitudes regarding an interprofessional approach to back pain (p < .001). This article describes the presage, process factors, and products of this model IPE program that provides learners from various health care professions with an opportunity to gain a deeper understanding of the interdisciplinary management of low-back pain, as demonstrated through improvement in collaborative competencies.

LGBTQIA+ Cultural Competence in Physical Therapy: An Exploratory Qualitative Study From the Clinician's Perspective.

The purpose of this study was to understand the lesbian, gay, bisexual, transgender, queer, intersex, agender, and other gender and sexually diverse identities (LGBTQIA+) health care experience and associated cultural competence from the physical therapist perspective (physical therapist and physical therapist assistant). An exploratory qualitative approach implementing semi-structured focus groups and private interviews was utilized. To further anonymity, researchers allowed subjects to keep their camera off on Zoom. An interview protocol included questions guided by Campinha-Bacote domains of cultural competence (cultural awareness, skill, knowledge, encounter, and desire) to collect individual experiences, stories, discussions, thoughts, and opinions. Physical therapist clinicians were recruited from the clinical education affiliation lists of Regis University and Thomas Jefferson University. Seventy-one practicing physical therapists from the USA agreed to be part of the study. Themes were organized using the Social Ecological Model Framework. Themes are in parentheses following each level of the Social Ecological Model and include intrapersonal level (psychological stress and implicit and explicit biases), interpersonal (acceptance and competency), organizational (experience), community (advocacy), and society and policy (explicit biases and policy). Cultural competence in physical therapy is influenced by intrapersonal, interpersonal, organizational, community, and social and policy factors. Themes of psychological stress, limited awareness, decreased acceptance, and competency as well as limited exposure and experience, and a lack of advocacy and broader societal and policy issues prevent adequate LGBTQIA+ cultural competency of physical therapist providers. Further research in the physical therapist profession is needed to elaborate on the student, educator, and patient perspectives and how this information informs the LGBTQIA+ cultural competence of clinicians. This project may have a significant impact on suggestions for the delivery of content for health profession education to best impact health equity goals and save lives. Implementation of this content may have a direct impact on health disparities in LGBTQIA+ populations by reducing stigma and discrimination from health care providers, thus improving quality of health care and decreasing rates of patient mortality for LGBTQIA+ individuals.

Exploring the Addition of Simulation-Based Learning Experiences to Prepare Student Physical Therapist Assistants for Inpatient Clinical Experience

Background and Purpose: In today's fast-paced health care environment, simulation-based learning experiences (SBLEs) are viewed as an optimal approach to provide health professions students an opportunity for safe and deliberate practice in clinical scenarios with an element of risk. Evidence supporting the benefits of SBLEs in preparation for doctor of physical therapy (DPT) students' initial inpatient clinical experience (CE) has recently become available; however, no literature exists describing the use and effect of simulation in training preprofessional physical therapist assistants (PTAs) for higher acuity clinical environments. The authors aimed to describe the perceived value of SBLEs in preparing PTA students for the first inpatient CE, through multiple perspectives: student perception of readiness for the environment, clinical instructor (CI) perception of student preparation, and student performance ratings within the clinical practicum. Case Description: Effect of a newly implemented series of SBLEs was explored with a single cohort of PTA students (n = 14) and their associated CIs (n = 8) at one institution. Quantitative and qualitative data were captured through student and CI surveys, focus groups, and the Physical Therapist Assistant Manual for Assessment of Clinical Skills (PTAMACS). Outcomes: Student mean scores on a modified Acute Care Confidence Survey were 88.2%, indicating high levels of perceived preparation. This was further supported by themes in the focus group discussions. CIs reported student readiness for the setting, rating students somewhat prepared (occasional cues/&lt;50% assist) or better, on the CI Questionnaire in 85.6% of survey items. CI focus group themes also generally supported student preparation. All students met the PTAMACS required threshold to pass the CE. Discussion and Conclusion: Implementation of the SBLE was practicable and well received by a single cohort of PTA students and their CIs; and, students were successful in their inpatient CE following the experiences. PTA student and CI perceptions were consistent with literature on the benefits of SBLE for DPT students. Further research on SBLE and PTA education in larger cohort studies is warranted.

Applied behavior analytic intervention services for children with autism spectrum disorders: an investigation of Chinese parents

Introduction Applied behavior analysis (ABA)-based interventions have been used worldwide for several decades to improve socially significant behaviors of individuals with autism. However, as the utilization of the ABA-based interventions in the Chinese mainland is relatively new, it remains unclear about some fundamental aspects of using these interventions in this region. Method This study investigated the use of ABA-based interventions in Beijing and surrounding areas by using a quantitative survey (N = 85) and a qualitative semi-structured interview (N = 10) to collect data from parents of children with autism. Results This study found that (a) the ABA-based intervention service was the most popular one chosen by parents, and the majority of these parents reported improvements in children’s behaviors and gave positive evaluations for the work of professionals; (b) this service was mainly delivered at autism organizations (i.e. autism clinics/schools) or children’s homes, but rarely used in mainstream school settings; (c) the high cost of ABA interventions was a financial burden for families; and (d) a high proportion of parents were involved in interventions as assistant therapists. Furthermore, some aspects of the use of this service varied with families’ socioeconomic levels. The qualitative interviews expounded upon motivations for parents’ choices and evaluations for this service. Conclusion These findings provided valuable insights for service providers, policymakers, and researchers to optimize ABA-based intervention services for Chinese children with autism.

Effect of COVID-19 on Aquatic Physical Therapy Practice: What Have We Learned?

Background: Since the spring of 2020, the nation and international community have struggled with the task of being and remaining healthy, a task that before the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) induced pandemic and global Public Health Emergency (PHE) for COVID-19, many of us took for granted. The SARS-CoV-2 virus has changed the face of health care, with many physical therapy clinics still using telehealth or virtual examinations that use a variety of online platforms. This could not be done with aquatic physical therapy (APT) intervention. APT is one area of health care where virtual reality was not a reality at all. The purpose of this survey was to assess the effect that the pandemic has had on APT in the United States from March 2020 to February 2022: what changed in APT during the pandemic and to what extent, what changes remain at present, what has worked well, what did not work at all, and what information would help aquatic physical therapists (APTs) and aquatic physical therapist assistants (APTAs) in the future. Methods: An anonymous survey was sent to all APTs and APTAs registered with the Academy of Aquatic Physical Therapy, with 45 respondents. Results: All 45 respondents had to stop working for a minimum of 2 weeks during the US-mandated quarantine. Only 11 of the 45 respondents were able to return to work in the aquatic setting over the ensuing months and some were laid off. It was not until March 2021 that most of these individuals (N = 35) were able to resume aquatic interventions with their patients. By February 2022, 7 of the respondents were still unable to provide APT intervention at their clinical sites. Conclusion: Only 20% of the 45 respondents reported satisfaction with the way things were handled at their clinical sites. Knowledge regarding preventing the spread of COVID-19 during the pandemic and the preventive measures required in an APT setting was obtained. Cessation of patient care, along with therapist layoffs, reveals a strong need for education in the field of APT for structured protocols that provide a safe means of continued aquatic intervention and provide confidence for aquatic physical therapists to safely continue APT with their patients.

Clinical Outcomes Associated With the Addition of a Physical Therapist Assistant to a Rehabilitation Team When Treating Musculoskeletal Shoulder Pain in the Outpatient Setting: A Retrospective Cohort Study.

Introduction Musculoskeletal shoulder pain (MSP) is a common condition frequently treated in an outpatient setting by a physical therapy rehabilitation team. Treatment teams can consist of physical therapists (PTs) with or without physical therapist assistants (PTAs).It is currently unknown how different physical therapy team compositions can impact patient outcomes in the outpatient setting. The purpose of this study is to examine how the addition of PTAs to a physical therapy treatment team would impact clinical outcomes when treating patients with MSP in the outpatient setting. Methods This study is a retrospective cohort analysis comparing clinical outcomes for pain, active range of motion (AROM), and disability for patients with MSP when treated by physical therapy treatment teams with or without the presence of PTAs.Inclusion criteria were patients treated for MSP in an outpatient physical therapy clinic without a history of shoulder surgery. Depending on the rehabilitation team composition, patients were divided into a PT-only group or a PTAgroup. Results Total patients (n = 238) had a mean age of 62.6 ± 12.6 years (median: 64 years) with a mean total number of physical therapy visits of 7.8 ± 4.9 visits (median: 7.0 visits). Of the entire cohort, the PT-only group had 100 patients and the PTA group had 138 patients. There was no significant difference in the magnitude of pain improvement (mean: 1.5 versus 1.9 points, p = 0.177), the magnitude of abduction AROM improvement (mean: 17.6 versus 13.9 degrees, p = 0.173), and the magnitude of disability improvement (mean: 18.9 versus 13.4 percentage points, p = 0.221) between the PT-only group and the PTA group. However, the PT-only group had significantly fewer total visits as compared to the PTA group (6.7 versus 8.6 visits, p < 0.001). Conclusion The addition of PTAs to a rehabilitation team when treating patients with MSP in the outpatient setting does not appear to adversely impact pain, AROM, or disability outcomes. However, patients treated only by PTs had significantly less visits with similar outcomes. More research is needed to determine the interplay between cost, healthcare utilization, and patient outcomes to maximize quality care.

The Impact of COVID-19 on Physical Therapy Clinical Education Experiences in Florida.

Full-time clinical education experiences (CEEs) constitute a significant component of entry-level physical therapy education. COVID-19 challenged clinical education throughout the country by affecting the availability of CEEs. Research suggested that the number of clinical education spots available would stay the same. By contrast, the number of students enrolling in physical therapist (PT) and physical therapist assistant (PTA) education programs continues to rise. In response to the COVID-19 pandemic, students and faculty expressed concerns about the lack of student readiness and the availability of CEEs. The purpose of this study was to examine prepandemic factors that influenced the number of CEE slots available in Florida and the impact that the COVID-19 pandemic had on slot availability. Furthermore, researchers sought to identify factors that prevented a return to prepandemic levels of CEE spot offerings and recognize solutions to overcome those barriers. Finally, the researchers aimed to pinpoint suggestions to enhance collaborations between the clinical sites and physical therapy education programs. Forty-eight site coordinators of clinical education (SCCEs) from various settings and regions in Florida completed the survey. An online survey was distributed to Florida SCCEs to ascertain their perceptions on how COVID-19 influenced clinical education. The researchers used descriptive and inferential statistics to analyze the data. Clinical instructor (CI) volunteerism was the primary determinant of CEE spots available before the COVID-19 pandemic. The number of CEE spots was reduced for both PT and PTA education programs during the COVID-19 pandemic. Although the PTA slots returned to their baseline from 2019, the PT placements remained significantly lower in 2021. Social distancing and CI availability had the most considerable impact on CEE offerings. Site coordinators of clinical education also suggested that the greatest supports needed from the academic institutions were educating students on COVID-19 prevention and providing personal protective equipment (PPE) to students for their CEEs. This article also offers suggested incentives that academic sites can provide their clinical partners, such as in-services earning continuing education units, to enhance their participation in clinical education. All clinical education stakeholders must collaborate to provide students with the required clinical educational opportunities. Academic sites should continue to provide support, training, and incentives to CIs to enhance participation from clinical education sites. Educational programs must add content about COVID-19 to their curriculum and consider providing students with PPE during their rotations to restore the number of CEEs post-COVID-19 pandemic.

Developing and Testing Implementation Strategies to support the Centers for Disease Control and Prevention's Initiative for Falls Risk Management in Outpatient Physical Therapy: A Protocol

ObjectivesTo develop and test implementation strategies to support implementing the Centers for Disease Control and Preventions’ Stopping Elderly Accidents, Deaths, and Injuries (STEADI) initiative for falls prevention and falls risk management in a novel setting, outpatient physical therapy. DesignA feasibility implementation study engaging key partners involved in or affected by the implementation throughout the study. SettingFive outpatient physical therapy clinics embedded in a health system. ParticipantsKey partners (physical therapists, physical therapist assistants, referring physicians, administrative clinic staff, older adults, and caregivers) involved in or affected by the implementation (N=48) will participate in surveys and interviews to identify barriers and facilitators prior to implementation and post implementation. Twelve key partners representing at least 1 of each group will participate in evidence-based quality improvement panels to identify which barriers and facilitators are most important and feasible to address and to assist in choosing and designing implementation strategies to support the uptake of STEADI in outpatient rehabilitation. STEADI will be implemented in 5 outpatient physical therapy clinics as a standard of care for the ∼1200 older adults attending those clinics annually. OutcomesPrimary outcomes include clinic- and provider-level (physical therapists and physical therapist assistant) adoption and fidelity to STEADI screening, multifactorial assessment, and falls risk interventions for older adults (65 years or older) attending outpatient physical therapy. Key partners’ perceived feasibility, acceptability, and appropriateness of STEADI in outpatient physical therapy will also be measured using validated implementation science questionnaires. Exploratory clinical outcomes of older adults’ falls risk pre- and post rehabilitation will be investigated.

Impact of Physical Therapist Assistants on Outcomes in Patients with Shoulder Pain: A Retrospective Analysis

Impact of Physical Therapist Assistants on Outcomes in Patients with Shoulder Pain: A Retrospective Analysis

Comparing the Effectiveness of Sensory Integration Exercises on Stereotyped Behaviors With and Without Robot in Boys With Autism Spectrum Disorder

Background and Aims Autism spectrum disorder in children manifests as qualitative degradation in communication and developing stereotyped patterns in behavior and interests. Some researchers believe that the reason for creating stereotyped patterns in children’s behaviors is some sensory impairment in response to sensory stimuli. Children with autism spectrum can use endorsed and predictable systems such as computers. Robots may be used as friends or assistant therapists to teach various social and cognitive skills. The present study aimed to compare the effectiveness of sensory integration exercises on stereotyped behaviors with and without robots in boys with autism spectrum disorder. Methods This research method was quasi-experimental with a pretest-posttest and follow-up design with a control group. The statistical population comprised all boys aged 7-9 years studying in Tehran boys’ autism schools (the academic year 2018-2019). Of whom, 45 children with autism were selected by convenience sampling and randomly assigned to two experimental groups (sensory integration exercises with and without robots) and one control group. Data were collected using the stereotyped behaviors section of the second edition of the Gilliam Autism Diagnosis Test (1994) in the pretest, posttest, and a 2-month follow-up. Both experimental groups used the 15-session sensory integration method, but one group also worked with the robot for 15 sessions. The control group received no intervention. The obtained data were analyzed using repeated measures analysis of variance and the Bonferroni post hoc test with SPSS 22 software at a significance level of 0.05. Results The results showed that the changes in stereotyped behavioral disorders were different in the three groups. The study of significant effects showed that in the experimental situation, the mean scores of the sensory integration exercises using the robot decreased more than those without the robot and the control group (P&lt;0.05). Conclusion Findings show that combining sensory integration therapy and robot therapy improves the stereotypical behaviors of children with the autism spectrum more than sensory integration therapy alone.