Journal of Innovation in Health Sciences Education最新文献

Physical Therapy Graduate Perceptions of the Didactic Use of GoReact Video Assessment Software and Work Readiness 物理治疗专业毕业生对 GoReact 视频评估软件的教学使用和工作准备的看法

Journal of Innovation in Health Sciences Education Pub Date : 2024-06-03 DOI: 10.46409/003.aaht4330

Jacqueline Moore

{"title":"Physical Therapy Graduate Perceptions of the Didactic Use of GoReact Video Assessment Software and Work Readiness","authors":"Jacqueline Moore","doi":"10.46409/003.aaht4330","DOIUrl":"https://doi.org/10.46409/003.aaht4330","url":null,"abstract":"Introduction: Physical therapy education programs adopting online teaching and learning must ensure students acquire the necessary skills for optimal professional work readiness, including appropriate assessment and feedback in the online environment. The purpose of this qualitative study was to explore the perceptions of Doctor of Physical Therapy (DPT) graduates' professional work readiness after using GoReact video assessment software at an accredited DPT education program in the United States.\u0000\u0000Methods: Semi structured interviews were conducted with 15 DPT graduates via virtual teleconferencing software. Interview data were analyzed using descriptive and emotion coding.\u0000\u0000Results: Results indicated that most participants held an overall positive view of GoReact as it related to their preparedness for professional physical therapist practice, with feedback, self-reflection, repetition, and freedom of use noted as most beneficial. Negative opinions of GoReact and work readiness primarily involved the lack of in-person tactile feedback on psychomotor skills and technical challenges regarding recording angles and upload speeds. Participants also offered helpful suggestions for the use of GoReact in physical therapy and other health professions education programs.\u0000\u0000Discussion: As more professional physical therapy education programs adopt online teaching and learning practices, there is a need for innovative technology to supplement and possibly replace conventional instruction, assessment, and feedback methods to positively impact DPT graduates' professional clinical work readiness. Understanding DPT graduate perceptions of GoReact and work readiness supports the greater need for innovative education research and practices to ensure students develop the psychomotor skills necessary for optimal work readiness.","PeriodicalId":347026,"journal":{"name":"Journal of Innovation in Health Sciences Education","volume":"60 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141388885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Pilot Study on Implementing an Interprofessional Education Model for Developing Rehabilitative Science Student Core Competencies 实施跨专业教育模式培养康复科学专业学生核心能力的试点研究

Journal of Innovation in Health Sciences Education Pub Date : 2024-01-31 DOI: 10.46409/003.wkyq7087

Maureen Mo Johnson, N. Belleza, Mohan Ganesan

{"title":"A Pilot Study on Implementing an Interprofessional Education Model for Developing Rehabilitative Science Student Core Competencies","authors":"Maureen Mo Johnson, N. Belleza, Mohan Ganesan","doi":"10.46409/003.wkyq7087","DOIUrl":"https://doi.org/10.46409/003.wkyq7087","url":null,"abstract":"Introduction: Inclusion of interprofessional education (IPE) in academia is required by education accreditation agencies for occupational therapy (OT) and physical therapy (PT) in the United States. Limited information is available on models of IPE to guide faculty. The purpose of this pilot study was to determine the feasibility of implementing a recently designed IPE model with OT and PT graduate students. This IPE model aligned Interprofessional Education Collaborative core competency domains with novel learning activities, such as an escape room, simulated medical chart, and two simulations.\u0000\u0000Methods: Data were retrieved from 52 auto-enrolled students (n=14 OT) and (n=38 PT) in a 15-week course held in 2019. Students completed the Interprofessional Education Collaborative Self-Assessment Tool on the first day (pre) and last day (post) of the course. Inclusion criteria required all archived assignments to be completed thoroughly. Data were analyzed using a non-parametric statistical test with a significant threshold set at p < 0.05.\u0000\u0000Results: Results indicated total post-scores were significantly higher compared to pre-scores, z = -5.08, p < .001. Further, sub-group analysis using the Wilcoxon Signed Ranks Test showed significantly higher post-scores compared to pre-scores for interaction component (z=-5.27, p < .001) and values component (z=-2.50, p =.012). Comparison between OT and PT students using the Mann-Whitney U test did not show any significant difference in total scores (U=231.5; p=.853), interaction component (U=221.0; p=.678), and value component (U=238.5; p=.972).\u0000\u0000Discussion: This IPE model is feasible for a larger study and, after participating, students will move forward in the curriculum with better IPE foundational knowledge.","PeriodicalId":347026,"journal":{"name":"Journal of Innovation in Health Sciences Education","volume":"780 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140479751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Visibility of Entry-Level Doctor of Physical Therapy Program's Mission, Vision, and Value Statement and Alignment with Professional Values 入门级理疗学博士项目的使命、愿景和价值观声明的可见度以及与专业价值观的一致性

Journal of Innovation in Health Sciences Education Pub Date : 2024-01-31 DOI: 10.46409/003.yabp5141

Matthew Vraa, Coral Crew-Noble, Orquidia Frausto, Rada Kerimova

{"title":"Visibility of Entry-Level Doctor of Physical Therapy Program's Mission, Vision, and Value Statement and Alignment with Professional Values","authors":"Matthew Vraa, Coral Crew-Noble, Orquidia Frausto, Rada Kerimova","doi":"10.46409/003.yabp5141","DOIUrl":"https://doi.org/10.46409/003.yabp5141","url":null,"abstract":"Introduction: This study aimed to assess the accessibility and alignment of core statements (mission, vision, and values) in entry-level Doctor of Physical Therapy (DPT) programs across the United States with the core beliefs of the American Physical Therapy Association (APTA).\u0000\u0000Methods: Two independent reviewers searched publicly available resources for the core statements of 271 Commission on Accreditation in Physical Therapy Education accredited DPT programs. The statements were cross-referenced against APTA Standards of Practice and Core Values. Descriptive statistical analysis assessed the public availability of program statements and their alignment with APTA core beliefs.\u0000\u0000Results: Among the programs, 95.6% had mission statements, 63.5% had assessable vision statements, and 58.7% had easily assessable value statements. The most common APTA core beliefs were Education, Excellence, Responsibility, and Evidence-Based Practice. Altruism, Advocacy, Duty, and Patient and Client Management were less prevalent.\u0000\u0000Discussion: The visibility and accessibility of core statements in DPT programs across the United States are low. Given their role in program accreditation, promoting transparency is crucial. Limited visibility hindered the concluding alignment of core statements and APTA core beliefs. Nonetheless, this information can motivate schools to enhance core statements for better alignment. Our study emphasizes the need for increased transparency of core statements in DPT programs, fostering informed decision making. Addressing these issues can facilitate better alignment with APTA principles in physical therapy education and practice.","PeriodicalId":347026,"journal":{"name":"Journal of Innovation in Health Sciences Education","volume":"133 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140471328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Journal of Innovation in Health Sciences Education Crossmark Policy 卫生科学教育政策创新

Journal of Innovation in Health Sciences Education Pub Date : 2023-03-01 DOI: 10.46409/003.qamo7878

引用次数: 0