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Herrman D, Pechak CM, Berg K, Magasi S. Instructing to Impact: Exploration of Doctor of Physical Therapy Education Instruction of Social Determinants of Health and Health Equity for People with Disabilities. Phys Ther 2024:pzae070. [PMID: 38738784 DOI: 10.1093/ptj/pzae070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/25/2023] [Revised: 12/21/2023] [Indexed: 05/14/2024]
Abstract
OBJECTIVE The aim of this study was to explore instruction of social determinants of health (SDOH) for people with disabilities (PWD) in Doctor of Physical Therapy (DPT) education programs. METHODS A sequential mixed methods study informed by a 5-member disability community advisory panel was conducted. Qualitative semi-structured interviews with educators (n = 10) across 4 DPT programs in the Midwest were conducted and analyzed thematically. The qualitative findings formed the basis of the quantitative phase. An online survey was conducted with faculty of DPT programs in the United States (n = 254) with the most knowledge of instruction of SDOH and health equity for PWD (n = 74; 29% response rate). Quantitative data were analyzed with descriptive statistics and triangulated with qualitative data. RESULTS SDOH for PWD is an emerging component of instruction in DPT curricula. Five themes included: emerging instruction of SDOH for PWD; conceptual frameworks informing instruction; instructional strategies; barriers to integration of SDOH for PWD; and facilitators to integration of SDOH for PWD. Quantitative analysis revealed that 71 respondents (95.9%) included disability in health equity discussions primarily focused on health care access. Limited time (n = 49; 66.2%) was the most frequently reported barrier, and educator interest in disability health equity was the most frequently reported facilitator (n = 62; 83.7%) to inclusion of the SDOH for PWD in health equity discussions. CONCLUSION Opportunities exist in DPT curricula to build on instructional strategies, integrate SDOH frameworks, and amplify facilitators to integration of SDOH for PWD. IMPACT To meet the needs of the 67 million Americans living with disabilities, students must have the knowledge and skills to address the complex needs of this historically marginalized population. Understanding the DPT education landscape around SDOH for PWD can guide DPT educators to more fully prepare their students to recognize and ameliorate health disparities faced by PWD.
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Affiliation(s)
- Deana Herrman
- College of Health and Human Sciences, Northern Illinois University, DeKalb, Illinois
| | - Celia M Pechak
- Doctor of Physical Therapy Program, The University of Texas at El Paso, El Paso, Texas
| | - Kristin Berg
- Department of Disability & Human Development, University of Illinois-Chicago, Chicago, Illinois
| | - Susan Magasi
- Department of Occupational Therapy, University of Illinois-Chicago, Chicago, Illinois
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Stockert B, Macauley K, Bradford J, Gorman SL, Greenwood KC, Nordon-Craft A, Quiben M, Rucker J, Silberman N. Simulation-Based Education in Physical Therapist Education: A Survey of Current Practice. Phys Ther 2022; 102:pzac134. [PMID: 36200392 DOI: 10.1093/ptj/pzac134] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 01/27/2022] [Accepted: 08/07/2022] [Indexed: 11/14/2022]
Abstract
OBJECTIVES The purposes of this study were to describe the current use of (1) simulation in student physical therapist professional education programs and (2) standards of best practice (SOBP) for simulation-based education (SBE) in physical therapist education. METHODS Two surveys were created about current use of SBE in student physical therapist professional education programs in the United States. The first survey contained questions about the program, including the best contact person regarding simulation. The second survey investigated simulation use within the context of SOBP. Survey data were analyzed using descriptive statistics. RESULTS Survey 1 was sent to the program director at all fully accredited physical therapist programs (N = 236), and 143 responses were returned (61% response rate). Survey 2 was sent to the 136 individuals identified in Survey 1, and we received 81 completed surveys (60%). Over 90% of programs reported including SBE in their curricula, with 86% providing 3 or more experiences. A median of 1 core faculty at each program reported training in SBE, but 23% reported no training. A lack of training in specific elements of the SOBP for SBE was reported by 40% to 50% of faculty. Limited use of SOBP was reported, and use of outcome measures without validation was common. CONCLUSION Although SBE is commonly used in physical therapist education, many faculties (1) do not have training in SBE, (2) do not consistently follow the SOBP, and (3) utilize unvalidated outcome measures. Limited faculty training in SBE and inconsistent inclusion of the SOBP suggest student learning in simulation is not optimized. IMPACT These results show that, despite increased use of simulation in physical therapist education programs, there is a dearth of faculty trained in SBE and inconsistent use of SOBP. Addressing these deficiencies could help to optimize the benefits of SBE in physical therapist education.
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Affiliation(s)
- Brad Stockert
- California State University, Department of Physical Therapy, Sacramento, California, USA
| | - Kelly Macauley
- Husson University, College of Health and Pharmacy, Bangor, Maine, USA
- Department of Physical Therapy, Rasmussen University, Eagan, Minnesota, USA
| | - Jacque Bradford
- University of Tennessee Health Science Center, Department of Physical Therapy, College of Health Professions, Memphis, Tennessee, USA
| | - Sharon L Gorman
- Samuel Merritt University, Department of Physical Therapy, Oakland, California, USA
| | - Kristin Curry Greenwood
- Bouve College of Health Sciences, Department of Physical Therapy, Movement and Rehabilitation Sciences, Northeastern University, Boston, Massachusetts, USA
| | - Amy Nordon-Craft
- University of Colorado, Denver, Anschutz Medical Campus, Physical Therapy Program, Aurora, Colorado, USA
| | - Myla Quiben
- University of North Texas Health Science Center, Department of Physical Therapy, Fort Worth, Texas, USA
| | - Jason Rucker
- University of Kansas Medical Center, Department of Physical Therapy, Rehabilitation Science and Athletic Training, Kansas City, Kansas, USA
| | - Nicki Silberman
- Hunter College, Department of Physical Therapy, City University of New York, New York, New York, USA
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Stockert B, Silberman N, Rucker J, Bradford J, Gorman SL, Greenwood KC, Macauley K, Nordon-Craft A, Quiben M. Simulation-Based Education in Physical Therapist Professional Education: A Scoping Review. Phys Ther 2022; 102:pzac133. [PMID: 36200401 DOI: 10.1093/ptj/pzac133] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 06/16/2022] [Accepted: 08/07/2022] [Indexed: 11/13/2022]
Abstract
OBJECTIVES The purposes of this study were to (1) describe and summarize the use of simulation-based education (SBE) with student physical therapists in the international literature and (2) describe the application and integration of standards of best practice (SOBP) for SBE reported in published physical therapy education research. METHODS Ovid MEDLINE, CINAHL, Web of Science, and ERIC databases were searched. The search included any published study that involved the use of SBE with student physical therapists. Because this was a scoping review, only descriptive statistics were compiled; no methodological quality assessment was performed. RESULTS This scoping review revealed a significant increase in literature describing SBE with student physical therapists in the past 10 years. Simulation was used to address learning objectives across a variety of content areas and clinical settings. Communication skills were the most common objectives for simulation. Limited use of SOBP, published in 2016, was reported, and use of author-generated outcome measures without validation was common. CONCLUSIONS Although there has been an increase in literature reporting the use of SBE with student physical therapists across many practice areas and settings, many articles reported limited use and integration of published SOBP and frequently utilized outcome measures that had not been validated. IMPACT The findings show that limited use of validated outcome measures and SOBP constrain the capacity for reproducing studies, comparing findings among studies, and completing systematic reviews that could inform and optimize best practices for the use of SBE in physical therapist professional education. Further research on SBE in physical therapy would benefit from investigations that integrated and reported the use of SOBP for standardized patients, simulation design, and delivery and assessment of learning outcomes over time at multiple Kirkpatrick learning levels.
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Affiliation(s)
- Brad Stockert
- California State University, Department of Physical Therapy, Sacramento, California, USA
| | - Nicki Silberman
- Hunter College, Department of Physical Therapy, New York, New York, USA
| | - Jason Rucker
- University of Kansas Medical Center, Department of Physical Therapy, Rehabilitation Science and Athletic Training, Kansas City, Kansas, USA
| | - Jacque Bradford
- University of Tennessee Health Science Center, College of Health Professions, Department of Physical Therapy, Memphis, Tennessee, USA
| | - Sharon L Gorman
- Samuel Merritt University, Department of Physical Therapy, Oakland, California, USA
| | - Kristin Curry Greenwood
- Bouve College of Health Sciences; Department of Physical Therapy, Movement and Rehabilitation Sciences, Northeastern University, Boston, Massachusetts, USA
| | - Kelly Macauley
- College of Health and Pharmacy, Husson University, Bangor, Maine, USA
| | - Amy Nordon-Craft
- University of Colorado, Denver, Anschutz Medical Campus, Physical Therapy Program, Aurora, Colorado, USA
| | - Myla Quiben
- University of North Texas Health Science Center, Department of Physical Therapy, Fort Worth, Texas, USA
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Quiben M, Greenwood KC, Gorman SL, Bradford J, Macauley K, Nordon-Craft A, Rucker J, Silberman N, Stockert B. Simulation-Based Education in Physical Therapist Education: Perspectives From the Strategic Initiative Panel on Simulation in Physical Therapist Education. Phys Ther 2022; 102:pzac135. [PMID: 36200400 DOI: 10.1093/ptj/pzac135] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 05/06/2022] [Accepted: 08/07/2022] [Indexed: 11/13/2022]
Abstract
In the summer of 2018, The American Council of Academic Physical Therapy appointed 9 individuals versed in simulation education to form the Strategic Initiative Panel on Simulation to (1) investigate the use of simulation in physical therapist education, (2) explore the role of simulation in meeting accreditation standards and curriculum elements related to clinical education and interprofessional education, and (3) describe models and best practices for the use of simulation in physical therapist education. Over the 3 years of Strategic Initiative Panel on Simulation work, the panel identified several significant gaps in simulation education and research practice. This paper clarifies the essential elements required to optimize the delivery of simulation-based education in physical therapy following best practices, frames the existing challenges to move the profession forward, and recommends specific actions needed to address the many continued questions related to the effective use of simulation-based education in physical therapist education.
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Affiliation(s)
- Myla Quiben
- University of North Texas Health Science Center, Department of Physical Therapy, Fort Worth, Texas, USA
| | - Kristin Curry Greenwood
- Northeastern University, Department of Physical Therapy, Movement & Rehabilitation Science, Boston, Massachusetts, USA
| | - Sharon L Gorman
- Samuel Merritt University, Department of Physical Therapy, Oakland, California, USA
| | - Jacque Bradford
- University of Tennessee Health Science Center, College of Health Professions, Department of Physical Therapy, Memphis, Tennessee, USA
| | - Kelly Macauley
- Husson University, College of Health and Pharmacy, Bangor, USA
- Department of Physical Therapy, Rasmussen University, Eagan, Minnesota, USA
| | - Amy Nordon-Craft
- University of Colorado Denver Anschutz Medical Campus, Physical Therapy Program, Aurora, Colorado, USA
| | - Jason Rucker
- University of Kansas Medical Center, Department of Physical Therapy, Rehabilitation Science and Athletic Training, Kansas City, Kansas, USA
| | - Nicki Silberman
- Hunter College, Department of Physical Therapy, City University of New York, New York, New York, USA
| | - Brad Stockert
- California State University, Department of Physical Therapy, Sacramento, California, USA
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Felter CE, Zalewski K, Jermann R, Palmer PL, Baier AE, Falvey JR. Rural Health: The Dirt Road Less Traveled. Phys Ther 2022; 102:pzac112. [PMID: 35925820 PMCID: PMC10071590 DOI: 10.1093/ptj/pzac112] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Revised: 05/04/2022] [Accepted: 07/19/2022] [Indexed: 11/12/2022]
Affiliation(s)
- Cara E Felter
- Department of Physical Therapy and Rehabilitation Science, University of Maryland School of Medicine, Baltimore, Maryland, USA
| | - Kathryn Zalewski
- School of Health Sciences and Wellness, University of Wisconsin-Stevens Point, Stevens Point, Wisconsin, USA
| | | | - Patty L Palmer
- University of Maryland, Baltimore, Graduate School, Baltimore, Maryland, USA
| | - Aubrey E Baier
- Department of Physical Therapy and Rehabilitation Science, University of Maryland School of Medicine, Baltimore, Maryland, USA
| | - Jason R Falvey
- Department of Physical Therapy and Rehabilitation Science and Department of Epidemiology and Public Health, University of Maryland School of Medicine, Baltimore, Maryland, USA
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Abraham K, Green-Wilson J, Hartley GW, Deusinger S, Altenburger P, Blackinton M, Byl N, Nordstrom T, Tschoepe B. Master Adaptive Learning as a Framework for Physical Therapist Professional Education: A Call to Action. Phys Ther 2022; 102:6586186. [PMID: 35575908 DOI: 10.1093/ptj/pzac064] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 02/09/2022] [Accepted: 04/28/2022] [Indexed: 11/12/2022]
Affiliation(s)
| | | | | | - Susan Deusinger
- Washington University School of Medicine, St Louis, Missouri, USA
| | | | | | - Nancy Byl
- University of California, San Francisco, California, USA
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Gagnon K, Bachman T, Beuning B, Koppenhaver S, Unverzagt C, Feda J, Gantt C, Young B. Doctor of Physical Therapy Education in a Hybrid Learning Environment: A Case Report. Phys Ther 2022; 102:6604585. [PMID: 35689811 DOI: 10.1093/ptj/pzac074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Revised: 11/03/2021] [Accepted: 05/27/2022] [Indexed: 11/12/2022]
Abstract
OBJECTIVE The purpose of this case report is to describe the implementation and report early outcomes of a 2-year (6-trimester), hybrid doctor of physical therapy (DPT) program. METHODS The case report describes management of (1) academic affairs, (2) student affairs, (3) faculty affairs, and (4) institutional affairs for an accredited, fully hybrid, 2-year DPT program. In the hybrid program, students from across the country participate in synchronous and asynchronous online learning and travel to campus twice per trimester for immersive blocks of in-person laboratory instruction. The case report describes how the program structures the hybrid learning environment and reports outcomes from the first 2 graduated cohorts. RESULTS Program outcomes assessment revealed that 97% to 98% of students/graduates reported being somewhat or very satisfied with the 2-year hybrid DPT program at the end of DPT year 1, at graduation, and at 1 year after graduation. Clinical instructors reported that 84% of students were prepared or well-prepared for clinical education. At 1 year after graduation, 20% of graduates were enrolled in or had completed residency, National Physical Therapy Examination (NPTE) pass rate was 97%, and employment rate was 99%. CONCLUSION Hybrid DPT education is feasible and may provide opportunities for more flexible and accessible delivery of DPT education. Outcomes of this case report suggest high student satisfaction, increased student/graduate diversity, and graduate outcomes comparable with national averages as reported in the Commission on Accreditation in Physical Therapy Education aggregate data. IMPACT This case report provides early evidence that hybrid DPT education-a type of blended learning that uses both face-to-face and online instructional strategies-is feasible, with student satisfaction and student/graduate outcomes comparable with national averages. Hybrid education may provide educators, programs, and institutions the flexibility to innovate in ways that address some of the immediate and long-term challenges facing physical therapist professional education while maintaining standards of excellence.
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Affiliation(s)
- Kendra Gagnon
- Baylor University, Department of Physical Therapy, Waco, Texas, United States
| | - Teresa Bachman
- Baylor University, Department of Physical Therapy, Waco, Texas, United States
| | - Brett Beuning
- Baylor University, Department of Physical Therapy, Waco, Texas, United States
| | - Shane Koppenhaver
- Baylor University, Department of Physical Therapy, Waco, Texas, United States
| | - Casey Unverzagt
- Baylor University, Department of Physical Therapy, Waco, Texas, United States
| | - Jessica Feda
- Baylor University, Department of Physical Therapy, Waco, Texas, United States
| | - Christy Gantt
- Baylor University, Department of Physical Therapy, Waco, Texas, United States
| | - Brian Young
- Baylor University, Department of Physical Therapy, Waco, Texas, United States
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Myers K, Bilyeu C, Covington K, Sharp A. Clinical Teaching Competencies in Physical Therapist Education: A Modified Delphi Study. Phys Ther 2022; 102:6591159. [PMID: 35639979 DOI: 10.1093/ptj/pzac063] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Revised: 01/07/2022] [Accepted: 04/05/2022] [Indexed: 11/14/2022]
Abstract
OBJECTIVE Clinical instructors play a key role in physical therapist professional education but may serve with minimal preparation and without clearly defined expectations for their teaching performance. The objective of this study was to utilize a consensus-building process to establish core competencies of clinical teaching within physical therapist education. METHODS A modified Delphi approach was used to identify core competencies of clinical teaching. An expert panel consisted of clinical instructors, site coordinators of clinical education, and directors of clinical education, representing multiple geographic regions in the United States. The panel assessed the relevance of 30 original competencies. Criteria for consensus included 75% of participants perceiving the competency as very or extremely relevant and a median score of 2 (very relevant) on a 5-point Likert scale. Consistent with a Modified Delphi approach, quantitative and qualitative data analysis were completed for each of the 3 rounds. Revised surveys were used in Rounds 2 and 3 based on the results from previous data analysis. RESULTS Twenty-four competencies achieved final consensus. The competencies were categorized within 3 domains: learner-centered educator (n = 8), assessor/evaluator (n = 7), and professional role model (n = 9). CONCLUSION The 24 competencies and 3 domains provide the foundation for a competency framework for clinical teaching in physical therapy. This framework provides clarity for the expected knowledge, skills, and attitudes of clinical instructors in physical therapist professional education. IMPACT This is the first study, to our knowledge, to utilize a consensus-building strategy to clearly define competencies of clinical teaching in physical therapist professional education. Like efforts in nursing and medical education, adoption of these competencies could promote consistency in clinical instructor teaching behaviors and contribute to the creation of assessment and professional development mechanisms for clinical instructors, positively impacting the preparation of the next generation of excellent physical therapist clinicians.
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Affiliation(s)
- Katherine Myers
- Physical Therapy Division, Department of Orthopaedic Surgery, Duke University School of Medicine, Durham, North Carolina, USA
| | - Catherine Bilyeu
- Physical Therapy Program, School of Medicine, University of Colorado, Aurora, Colorado, USA
| | - Kyle Covington
- Physical Therapy Division, Department of Orthopaedic Surgery, Duke University School of Medicine, Durham, North Carolina, USA
| | - Amanda Sharp
- Division of Physical Therapy, University of Minnesota, Minneapolis, Minnesota, USA
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Quick SM, Snowdon DA, Lawler K, McGinley JL, Soh SE, Callisaya ML. Physical Therapist and Physical Therapist Student Knowledge, Confidence, Attitudes, and Beliefs About Providing Care for People With Dementia: A Mixed-Methods Systematic Review. Phys Ther 2022; 102:6527603. [PMID: 35157773 PMCID: PMC9155993 DOI: 10.1093/ptj/pzac010] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/10/2021] [Revised: 10/11/2021] [Accepted: 01/04/2022] [Indexed: 11/13/2022]
Abstract
OBJECTIVE The purpose of this study was to determine physical therapists' and physical therapist students' attitudes and beliefs, knowledge, and confidence in working with people with dementia. METHODS This was a mixed-methods systematic review. Participants included physical therapists working in any clinical specialty and physical therapist students who had completed at least 1 clinical placement. Eleven databases were searched. The evidence was evaluated using the Joanna Briggs Institute Critical Appraisal Checklists. Data synthesis followed a convergent integrated approach according to Joanna Briggs Institute methodology for mixed-methods systematic reviews. Quantitative data were "qualitized" using thematic analysis and synthesized with qualitative data using thematic synthesis. RESULTS Fifteen studies were included (9 quantitative and 6 qualitative studies). Seven key themes evolved. Five related to the belief that (1) working with people with dementia is complex and challenging; (2) opportunities for education in dementia care are lacking; (3) working with people with dementia is a specialized area of practice; (4) there are unsupportive systems for working with people with dementia; and (5) people with dementia deserve rehabilitation, but their potential to improve is less certain. One theme related to knowledge (lack of knowledge in some areas of dementia care), and 1 theme related to confidence (lack of confidence in working with people with dementia). CONCLUSIONS Physical therapists and physical therapist students believe that working with people with dementia can be challenging. The low levels of knowledge and confidence in areas important to working with people who have dementia suggest that more education about dementia is needed. IMPACT This mixed-methods systematic review highlights that physical therapists and physical therapist students believe that working with people who have dementia is complex and challenging. Physical therapists want more training and support in this growing area of practice.
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Affiliation(s)
- Stephen M Quick
- Peninsula Clinical School, Central Clinical School, Monash University, Melbourne, Australia,Academic Unit, Peninsula Health, Melbourne, Australia,Address all correspondence to Mr Quick at:
| | - David A Snowdon
- Peninsula Clinical School, Central Clinical School, Monash University, Melbourne, Australia,Academic Unit, Peninsula Health, Melbourne, Australia
| | - Katherine Lawler
- Wicking Dementia Research and Education Centre, College of Health and Medicine, University of Tasmania, Hobart, Australia
| | | | - Sze-Ee Soh
- Department of Physiotherapy, Monash University, Melbourne, Australia,Department of Epidemiology and Preventative Medicine, Monash University, Melbourne, Victoria, Australia
| | - Michele L Callisaya
- Peninsula Clinical School, Central Clinical School, Monash University, Melbourne, Australia,Academic Unit, Peninsula Health, Melbourne, Australia,Menzies Institute for Medical Research, College of Health and Medicine, University of Tasmania, Hobart, Australia
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Childs JD, Benz LN, Arellano A, Briggs AA, Walker MJ. Challenging Assumptions About the Future Supply and Demand of Physical Therapists in the United States. Phys Ther 2022; 102:6397776. [PMID: 34662413 DOI: 10.1093/ptj/pzab239] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/28/2021] [Revised: 08/11/2021] [Accepted: 09/18/2021] [Indexed: 11/12/2022]
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Matthews ND, Rowley KM, Dusing SC, Krause L, Yamaguchi N, Gordon J. Beyond a Statement of Support: Changing the Culture of Equity, Diversity, and Inclusion in Physical Therapy. Phys Ther 2021; 101:6362882. [PMID: 34499177 DOI: 10.1093/ptj/pzab212] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/18/2021] [Accepted: 07/29/2021] [Indexed: 11/12/2022]
Affiliation(s)
- Ndidiamaka D Matthews
- Division of Biokinesiology and Physical Therapy, Herman Ostrow School of Dentistry, University of Southern California, Los Angeles, California, USA
| | - K Michael Rowley
- Division of Biokinesiology and Physical Therapy, Herman Ostrow School of Dentistry, University of Southern California, Los Angeles, California, USA.,Kinesiology Department, California State University East Bay, Hayward, California, USA
| | - Stacey C Dusing
- Division of Biokinesiology and Physical Therapy, Herman Ostrow School of Dentistry, University of Southern California, Los Angeles, California, USA
| | - Libby Krause
- Division of Biokinesiology and Physical Therapy, Herman Ostrow School of Dentistry, University of Southern California, Los Angeles, California, USA
| | - Noriko Yamaguchi
- Division of Biokinesiology and Physical Therapy, Herman Ostrow School of Dentistry, University of Southern California, Los Angeles, California, USA
| | - James Gordon
- Division of Biokinesiology and Physical Therapy, Herman Ostrow School of Dentistry, University of Southern California, Los Angeles, California, USA
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Binder-Macleod S. What I Know: The Value of Mentoring and Leadership. Phys Ther 2021; 101:6489698. [PMID: 34971368 DOI: 10.1093/ptj/pzab199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Accepted: 08/04/2021] [Indexed: 11/12/2022]
Abstract
Stuart Binder-Macleod, PT, PhD, FAPTA, the 51st Mary McMillan lecturer, is the Edward L. Ratledge Professor of Physical Therapy and associate vice president for clinical and translation research at the University of Delaware (UD). He served as the chair of UD's department of physical therapy for 16 years, and his research laboratory had more than 25 years of continuous National Institutes of Health funding, including major funding for projects involving the development and testing of treatment interventions for individuals demonstrating poststroke hemiparesis. A recipient of multiple honors from the American Physical Therapy Association (APTA) and its components, Binder-Macleod also served on the task force that created the American Council of Academic Physical Therapy, and he currently serves on the Board of Trustees of the Foundation for Physical Therapy Research.
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13
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Felter CE, Cicone J, Mathis L, Smith DL. Identifying and Addressing Social Determinants of Learning During the COVID-19 Pandemic. Phys Ther 2021; 101:6365142. [PMID: 34499180 PMCID: PMC8499936 DOI: 10.1093/ptj/pzab210] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 06/02/2021] [Accepted: 07/25/2021] [Indexed: 11/22/2022]
Abstract
UNLABELLED The COVID-19 pandemic has negatively impacted the health of people from communities of color and people of limited socioeconomic means in a disproportionate way due to social determinants of health (SDoH). The Centers for Disease Control defines SDoH as the "conditions in the places where people live, learn, work, and play that affect a wide range of health and quality-of life-risks and outcomes." A related construct, social determinants of learning (SDoL), includes contextual conditions and variables that impact students' ability to optimally participate in their education, including academic and clinical development. SDoL directly impact students' ability to participate in the educational process. During the COVID-19 pandemic, students struggling with SDoH and, by extension SDoL, may be more likely to have sick family members, caregiving responsibilities, food and housing insecurity, and obligations to supplement lost family wages. SDoL are also influenced by individual experiences within and outside of the classroom. Beyond bringing this matter to the attention of our profession, especially clinical and academic educators, we must take action to reach and support students who are at higher academic risk due to the SDoL. The purpose of this paper is to (1) define SDoL, (2) explain how SDoL are impacting doctor of physical therapy and physical therapist assistant students, and (3) discuss actions that physical therapists and physical therapist assistants can take to mitigate the effects of SDoL on current doctor of physical therapy and physical therapist assistant students. IMPACT This Perspective is one of the first explorations of how SDoL affect physical therapy students during the pandemic and provides concrete suggestions on how educators in both academic and clinical settings can help students succeed when they are negatively affected by SDoL.
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Affiliation(s)
- Cara E Felter
- Address all correspondence to Cara Felter, , 100 Penn St., Suite 240 C, Baltimore, MD 21201
| | - Jonathan Cicone
- Cecil College, Department of Health and Human Sciences, Physical Therapist Assistant Program
| | - Lindsey Mathis
- University of Maryland School of Medicine, Department of Physical Therapy and Rehabilitation Science
| | - Deanna L Smith
- Cecil College, Department of Health and Human Sciences, Physical Therapist Assistant Program
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Wells C, Olson R, Bialocerkowski A, Carroll S, Chipchase L, Reubenson A, Scarvell JM, Kent F. Work Readiness of New Graduate Physical Therapists for Private Practice in Australia: Academic Faculty, Employer, and Graduate Perspectives. Phys Ther 2021; 101:6157714. [PMID: 33686439 DOI: 10.1093/ptj/pzab078] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/09/2020] [Revised: 11/16/2020] [Accepted: 12/31/2020] [Indexed: 11/13/2022]
Abstract
OBJECTIVE The purpose of this study is to explore academic faculty, employer, and recent graduate perspectives of the work readiness of Australian new graduate physical therapists for private practice and factors that influence new graduate preparation and transition to private practice. METHODS This study used a mixed-methods design with 3 surveys and 12 focus groups. A total of 112 participants completed a survey, and 52 participated in focus groups. Descriptive statistics were used to summarize the quantitative data, and thematic analysis was used to analyze the qualitative data. Triangulation across participant groups and data sources was undertaken. RESULTS Australian new graduate physical therapists were perceived to be "somewhat ready" for private practice and "ready" by their third year of employment. Participants proposed that new graduates bring enthusiasm, readiness to learn, and contemporary, research-informed knowledge. New graduates were also perceived to find autonomous clinical reasoning and timely caseload management difficult; to have limited business, marketing, and administration knowledge and skills; and to present with underdeveloped confidence, communication, and interpersonal skills. Factors perceived to influence graduate transition included private practice experience, such as clinical placements and employment; employer and client expectations of graduate capabilities; workplace support; university academic preparation and continuing education; and individual graduate attributes and skills. CONCLUSION Australian new graduate physical therapists have strengths and limitations in relation to clinical, business, and employability knowledge and skills. New graduate work readiness and transition may be enhanced by additional private practice experience, employer and client expectation management, provision of workplace support, and tailored university and continuing education. IMPACT The number of new graduate physical therapists employed in private practice in Australia is increasing; however, until this study, their work readiness for this setting was unknown. This exploration of new graduate performance in private practice and transition can help to increase understanding and enhancement of work-readiness.
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Affiliation(s)
- Cherie Wells
- Charles Sturt University Ringgold Standard Institution-School of Community Health, Port Macquarie, New South Wales, Australia
| | - Rebecca Olson
- The University of Queensland-Saint Lucia Campus Ringgold Standard Institution - School of Social Science, Saint Lucia, Queensland, Australia
| | - Andrea Bialocerkowski
- Griffith University Faculty of Health Ringgold Standard Institution-Griffith Health, Gold Coast, Queensland, Australia
| | - Sara Carroll
- Curtin University Ringgold Standard Institution-Faculty of Health Science, Perth, Australia
| | - Lucy Chipchase
- Flinders University, College of Nursing and Health Sciences, Adelaide, Australia
| | - Alan Reubenson
- Curtin University Ringgold Standard Institution-School of Physiotherapy and Exercise Science, Perth, Australia
| | - Jennie Mary Scarvell
- University of Canberra Faculty of Health Ringgold Standard Institution-Faculty of Health, College Street Bruce, Bruce, Australian Capital Territory 2601, Australia
| | - Fiona Kent
- Monash University Ringgold Standard Institution-Faculty of Medicine, Nursing, and Health Sciences, Clayton, Victoria, Australia
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Ng L, Seow KC, Mac Donald L, Correia C, Reubenson A, Gardner P, Spence AL, Bunzli S, Ito Ramos De Oliveira B. eLearning in Physical Therapy: Lessons Learned From Transitioning a Professional Education Program to Full eLearning During the COVID-19 Pandemic. Phys Ther 2021; 101:6158909. [PMID: 33751113 PMCID: PMC7989157 DOI: 10.1093/ptj/pzab082] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Revised: 10/11/2020] [Accepted: 02/23/2021] [Indexed: 11/13/2022]
Abstract
OBJECTIVE The objectives of this cross-sectional qualitative study were to explore the perspectives of students enrolled in one physical therapist undergraduate education program in Australia about their experience with transitioning to full eLearning and student recommendations to improve the learning experience during the COVID-19 pandemic. METHODS Seven focus groups with 28 undergraduate physical therapist students were conducted following the transitioning to full eLearning as a result of strict physical distancing measures. Focus group questions explored the students' experiences of the transition from face-to-face to full eLearning approach and the students' recommendations for improving future eLearning experiences. Data were analyzed using inductive thematic analysis. RESULTS The 3 themes identified were: (1) students presenting heightened negative feelings such as anxiety, stress, and reduced motivation to study; (2) students continuing to value the face-to-face learning, as it provided social support and facilitated feedback from peers and tutors; (3) student recommendations for eLearning included having online lectures and supplementary videos but face-to-face practical classes and developing healthy learning habits such as scheduled times for studying, exercise, and other activities that regulate stress. CONCLUSIONS The transition to a full eLearning approach in an undergraduate physical therapist education program during the COVID-19 pandemic revealed that students had heightened negative emotions due to the pandemic. Students valued face-to-face practical classes to learn and receive social support from peers and tutors. Student recommendations to future eLearning suggested changes to curriculum development geared toward a greater blended approach to learning. Blended learning may include using online lectures instead of face-to-face lectures and online resources to supplement student learning of practical skills. IMPACT As higher education moves toward a more blended approach, lessons learned from this study can help educators design future physical therapist education programs. The findings can also assist programs in delivering a full eLearning approach as the COVID-19 pandemic continues.
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Affiliation(s)
- L Ng
- Address all correspondence to Dr Leo Ng, School of Physiotherapy and Exercise Science, Curtin University, GPO Box U1987, Perth, WA 6845, , @physio_leo
| | - K C Seow
- School of Physiotherapy and Exercise Science, Curtin University, Perth, WA
| | - L Mac Donald
- School of Physiotherapy and Exercise Science, Curtin University, Perth, WA
| | - C Correia
- School of Physiotherapy and Exercise Science, Curtin University, Perth, WA
| | - A Reubenson
- School of Physiotherapy and Exercise Science, Curtin University, Perth, WA
| | - P Gardner
- School of Physiotherapy and Exercise Science, Curtin University, Perth, WA
| | - A L Spence
- School of Physiotherapy and Exercise Science, Curtin University, Perth, WA
| | - S Bunzli
- The University of Melbourne, Department of Surgery, St Vincent's Hospital
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16
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Swisher AK, Burkart M, Evans K, Rice T, Utzman R, Mandich MB. Physical Therapist Roles During the Opioid Epidemic in Rural Appalachia: Preparing Students to Educate Communities. Phys Ther 2021; 101:6044309. [PMID: 33351943 DOI: 10.1093/ptj/pzaa215] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Accepted: 11/13/2020] [Indexed: 11/12/2022]
Affiliation(s)
- Anne K Swisher
- West Virginia University School of Medicine, Division of Physical Therapy, Morgantown, West Virginia, USA
| | - Megan Burkart
- West Virginia University School of Medicine, Division of Physical Therapy, Morgantown, West Virginia, USA
| | - Kimeran Evans
- West Virginia University School of Medicine, Division of Physical Therapy, Morgantown, West Virginia, USA
| | - Tracy Rice
- West Virginia University School of Medicine, Division of Physical Therapy, Morgantown, West Virginia, USA
| | - Ralph Utzman
- West Virginia University School of Medicine, Division of Physical Therapy, Morgantown, West Virginia, USA
| | - Mary Beth Mandich
- West Virginia University School of Medicine, Division of Physical Therapy, Morgantown, West Virginia, USA
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Lembo K, Majewski K, Seraphin A, Hayes M, Quintin D, Garcia AN. Benefits and Harms of Short-Term International Academic Experiences Among Rehabilitation Students: A Systematic Review. Phys Ther 2020; 100:1948-1966. [PMID: 32737978 DOI: 10.1093/ptj/pzaa137] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/27/2019] [Revised: 01/27/2020] [Accepted: 06/28/2020] [Indexed: 11/12/2022]
Abstract
OBJECTIVE More rehabilitation students are engaging in short-term international experiences to gain clinical experience with a novel population or setting. Further investigation of the impacts on the students and host populations resulting from these initiatives is needed. The purpose of this study was to examine the benefits and harms of short-term international academic experiences completed by rehabilitation students for both the student and the host populations. METHODS PubMed, Embase, and CINAHL were searched for studies from 1998 through March 2019; any study design was eligible for review. Independent reviewers screened and selected studies. To be eligible, articles had to include a rehabilitation student participating in a short-term clinical or community-based experience. Two independent reviewers extracted data from included studies. Outcomes included benefits and harms of international academic experiences on students and host populations. Oxford Level of Evidence was used for quality assessment. Nineteen studies met eligibility criteria. RESULTS The most prevalent benefits and harms to students were increases in cultural and clinical competence and emotional health risks. The most prevalent benefits and harms to hosts were novel training and decreased productivity. CONCLUSIONS Highlighting benefits and harms serves a pivotal role in investigating ways to create more effective, mutually beneficial relationships between home and host populations. Future research should aim for a deeper analysis of the impact of short-term international academic experiences on host populations to develop and deepen sustainable partnerships. IMPACT With more rehabilitation students engaging in short-term international academic experiences, this review provides important guidance for the profession, including the recommendation that outcomes regarding the potential benefits and harms for home and host populations should be collected at 3 key times: immediately pre-departure for the host country, immediately post-departure in the home country, and 1-year post-arrival in the home country.
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Affiliation(s)
- Kerri Lembo
- Division of Physical Therapy, Duke University, 311 Trent Dr, Durham, NC 27710 (USA)
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