Let Your Ideas Flow: Using Flowcharts to Convey Methods and Implications of the Results in Laboratory Exercises, Articles, Posters, and Slide Presentations

Validation of the Revised American Physical Therapy Association Physical Therapist Clinical Performance Instrument 3.0

OBJECTIVE

Validation of the revised American Physical Therapy Association (APTA) Physical Therapist Clinical Performance Instrument (PT CPI 3.0) is essential to ensure that we are effectively assessing Doctor of Physical Therapy (DPT) students' clinical performance. The purpose was to validate the revised PT CPI 3.0 for use with DPT students as a measure of clinical performance.

METHODS

A descriptive and exploratory combined cross-sectional retrospective and prospective cohort design was used. University DPT students' clinical education experiences were explored. Participants were selected using a convenience sample of 693 DPT students from 1 US multicampus DPT program(s) during Fall 2023 and Spring 2024 clinical education experiences. DPT students on (1) integrated (ICE) and (2) 2 terminal clinical education experiences (TCE I and TCE II) participated in the study. Clinical instructor PT CPI 3.0 item ratings of DPT students at midterm and final assessments during clinical education experiences were investigated. Descriptive and inferential statistics evaluated differences between clinical instructor PT CPI 3.0 item ratings of DPT students during clinical education experiences.

RESULTS

The PT CPI 3.0 demonstrated good internal reliability, and factor analysis with a 1-factor solution explained 81.3% of variance. Construct validity was supported by significant differences in PT CPI item scores between DPT students on ICE and each of TCE I and TCE II. Construct and convergent validity were supported by significant score increases from midterm to final assessments for DPT students on ICE and TCEs and by moderate to large correlations between prior clinical experiences and remaining didactic coursework.

CONCLUSION

Findings support validity of the revised PT CPI 3.0 as a measure of clinical performance. A limitation is that this study did not assess rater reliability.

IMPACT

This study provides preliminary support for validation of the newly revised APTA PT CPI 3.0 as a measure to assess entry-level physical therapist student clinical performance.

Effectiveness and Utility of Flowcharts on Learning in a Classroom Setting: A Mixed-Methods Study

OBJECTIVE

Graphical representation of information organizes and promotes meaningful learning. As an example of graphical organizers, flowcharts can simplify and summarize complex information. The evidence of classroom use of flowcharts as an instructional tool is unclear. We investigated the effectiveness of flowcharts on student learning as an in-class instructional tool in a cardiovascular therapeutic course. Student experiences with the use and application of flowcharts were explored.

METHODS

An explanatory sequential mixed-methods study was conducted with pharmacy students enrolled in an acute-care cardiovascular course from 2019-2021. The quantitative phase comprised a survey to determine flowchart effectiveness and a comparison of student performance in three content areas. The qualitative phase of the study used focused group interviews to understand student perceptions of flowchart use.

RESULTS

Survey results indicated that using flowcharts improved understanding (110/128, 86%), integration of material (114/128, 89%), and overall knowledge (111/128, 87%). Student performance in the 3 content areas, shock, arrhythmia, and acute coronary syndrome were statistically significant with flowcharts implementation. Emerging themes from student interviews were (1) used as a medium for retention and recall, (2) used as a study tool, and (3) used as a decision-making framework.

CONCLUSION

Flowcharts provide an alternative approach to teaching complex content, which allows students to organize and summarize information that promotes meaningful learning. The ease of implementation combined with the generalized nature of flowcharts makes it an effective graphical organizer that can be used across various disciplines.

Analysis of Inclusivity of Published Science Communication Curricula for Scientists and STEM Students

There has been an increased push for science, technology, engineering, and mathematics (STEM) students and scientists to be trained in science communication. Science communication researchers have outlined various models of how scientists interact with nonscientists-including deficit, dialogue, and inclusive approaches. We wanted to analyze whether published science communication curricula for STEM students and scientists exhibit features of inclusive science communication. We analyzed n = 81 published science communication trainings. We found an increase in such publications over the past two decades. We coded the trainings according to the science communication model they most closely follow, finding 40.7% deficit, 39.5% dialogue, and 19.8% inclusive. Trainings for STEM undergraduates were the least likely to provide training in the inclusive model. Finally, only 27.2% of publications included evaluation of the efficacy of the curriculum using an external scale or framework. These findings present opportunities: while it is positive that there are more published science communication curricula, science education and communication researchers should develop and publish more-inclusive science communication trainings for STEM students. Additionally, undergraduate students can and should begin their training in science communication with a focus on inclusivity not deficits. Finally, science education researchers should develop more standards for evaluating the efficacy of inclusive science communication training.