Journal, physical therapy education最新文献

{"title":"Trait and State Anxiety in Doctor of Physical Therapy Students.","authors":"Heather D Anderson, Lisa Allison Jones, Julia Castleberry, F Jeannine Everhart","doi":"10.1097/JTE.0000000000000433","DOIUrl":"10.1097/JTE.0000000000000433","url":null,"abstract":"<p><strong>Introduction: </strong>Elevated anxiety levels may impede academic performance and have negative long-term health consequences. Determining the underlying factors is essential to mitigate this problem. This study employs the stress diathesis model to investigate individual and environmental factors that contribute to anxiety in Doctor of Physical Therapy (DPT) students.</p><p><strong>Review of the literature: </strong>Anxiety levels for DPT students currently exceed those expected for comparative norms. Potential causes include academic pressure, the responsibilities of being a graduate student, and a fear of failure. Other contributors include female gender, taking examinations, having a history and/or a family history of mental illness, being an older student, and prior academic challenges.</p><p><strong>Subjects: </strong>Forty-four DPT students from one institution.</p><p><strong>Methods: </strong>This repeated-measures descriptive study consisted of a sample of convenience. During the first stage, participants completed both the state (STAI-S) and trait (STAI-T) subscales of the State Trait Anxiety Inventory (STAI) and a data collection questionnaire on a non-test day. During stage 2, participants retook the STAI-S electronically within 30 minutes of either a written or practical examination.</p><p><strong>Results: </strong>Participants' initial STAI scores were elevated compared with norms, with a significant increase when remeasured within 30 minutes of either type of examination. Significant relationships were found between having a history of anxiety and/or current anxiety, and anxiety. Weak inverse relationships existed between age, the number of hours worked, and STAI-S scores, with older participants and those who worked more hours having lower scores.</p><p><strong>Discussion and conclusion: </strong>This study found a statistically significant relationship between participants reporting anxiety and their STAI score, less anxiety in older students, and the most associated with comprehensive examinations. The use of the STAI to screen DPT students for anxiety and the implementation of anxiety-reducing interventions for those determined to be at risk may decrease anxiety in this population.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"208-214"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144693064","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}

{"title":"Predicting Academic Difficulties and National Physical Therapy Examination Success in a Doctor of Physical Therapy Program: The Role of Admissions Variables and Course-Specific Performance.","authors":"Pei-Tzu Wu, Rebecca Reisch, Evan K Liu, Tabitha D Galindo","doi":"10.1097/JTE.0000000000000439","DOIUrl":"10.1097/JTE.0000000000000439","url":null,"abstract":"<p><strong>Introduction: </strong>The rise in Doctor of Physical Therapy (DPT) programs has coincided with a decrease in applicants, creating challenges in maintaining admissions standards while ensuring student success. This study aimed to determine whether admissions variables predict academic difficulty and to assess their relationship with National Physical Therapy Examination (NPTE) outcomes.</p><p><strong>Review of literature: </strong>A literature review suggests that undergraduate grade point average (GPA), particularly prerequisite GPA, can predict DPT performance and NPTE success, although findings are inconsistent. This study extends the literature by examining additional predictors, such as demographic factors and course content-specific GPAs.</p><p><strong>Subjects: </strong>Data were analyzed from 141 DPT students across 3 cohorts from 1 institution.</p><p><strong>Methods: </strong>Undergraduate academic performance (overall GPA, combined science-and-math GPA, prerequisite course GPA, and last-45-credit-hour GPA), demographic factors, and DPT program GPAs were analyzed. Academic difficulties were defined as receiving a B- or lower in any course. Regression and receiver operating characteristic analyses were conducted to evaluate academic and NPTE performance predictors.</p><p><strong>Results: </strong>No admissions factors significantly predicted early academic difficulty. However, science and math GPA, as well as demographic variables, were associated with first-year DPT GPA. Clinical Management coursework GPA was the strongest predictor of NPTE success, with optimal GPA cut-offs of 3.52 for second-year coursework and 3.61 for Clinical Management coursework predicting first-attempt NPTE passing scores.</p><p><strong>Discussion and conclusion: </strong>Although admissions variables, such as science and math GPA, predicted early academic performance, they did not forecast academic difficulties. Clinical Management coursework GPA was the most significant predictor of NPTE success, highlighting the importance of course-specific performance in DPT programs. These findings suggest that beyond admissions criteria, targeted academic support may be necessary to address students at risk for academic difficulty, ultimately enhancing outcomes in physical therapy education.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"255-262"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144824529","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}

{"title":"Tailored Learning Plans to Support Struggling Physical Therapy Students in Clinical Education: A Case Series.","authors":"Stephanie A Anderson, Kimberly B Smith","doi":"10.1097/JTE.0000000000000431","DOIUrl":"10.1097/JTE.0000000000000431","url":null,"abstract":"<p><strong>Background and purpose: </strong>Doctor of Physical Therapy (DPT) students struggling in full-time clinical education often present with performance gaps. A structured learning plan process effectively targets concerns by setting clear performance objectives, providing daily feedback, and promoting accountability. The purpose of this case series illustrates how implementing a structured learning plan process addressed student performance issues and informed decision-making about outcomes.</p><p><strong>Case description: </strong>This case series details the implementation of a learning plan to address performance deficits in 10 DPT students over 4 years in 2 DPT programs. The learning plan included identified concerns, specific deficits, performance objectives, plan duration, and a daily tracking tool, addressing challenges across cognitive, affective, and psychomotor domains.</p><p><strong>Outcomes: </strong>This case series presented 11 occurrences where a learning plan, ranging from 2 to 6 weeks, was implemented during full-time clinical education. Common concerns effectively addressed included safety, communication, critical thinking, examination/evaluation skills, documentation, and time management. Eight cases resulted in success, with 7 students passing the course. Four students were unsuccessful.</p><p><strong>Discussion and conclusions: </strong>Collaboration was crucial in developing and implementing a structured learning plan to address student performance concerns. The learning plan process provided a flexible framework that adapted to individual student needs, varying in duration and focus based on specific deficits. This adaptability ensured targeted intervention while upholding educational standards. In addition, the learning plan functioned as a formal documentation tool, offering a clear record of concerns, interventions, and outcomes, which is vital for legal protection and due process in academic and clinical settings.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"221-227"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144762970","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}

{"title":"From Concept to Practice: Faculty Perceptions on Operationalizing Competency-Based Education in Physical Therapy.","authors":"Robin Lucas Burns, Michael Furtado, Peggy Gleeson, Kristen Johnson","doi":"10.1097/JTE.0000000000000438","DOIUrl":"10.1097/JTE.0000000000000438","url":null,"abstract":"<p><strong>Introduction: </strong>Leadership in physical therapy education advocate for a shift to competency-based education (CBE) to promote readiness for practice. Unlike traditional models, CBE requires demonstrated competence in all learning outcomes rather than relying on average passing scores. While standardized competencies for entry-level practice are expected soon, the absence of a common implementation and assessment framework may lead to variability that affects clinical preparedness.</p><p><strong>Review of literature: </strong>Variability in CBE implementation has hampered efforts to assess its effectiveness. Pharmacy and medicine have established frameworks for CBE implementation through evaluating current best practices in implementation, followed by a consensus-seeking process.</p><p><strong>Subjects: </strong>Twelve faculty members from physical therapy education programs with CBE experience were recruited via purposeful and snowball sampling. Eligibility required US physical therapy licensure, ≥3 years of physical therapy education experience, and CBE experience. Recruitment occurred from December 2024 to March 2025, utilizing literature reviews, conference abstracts, and program Web sites to find potential subjects.</p><p><strong>Methods: </strong>Qualitative phenomenological semi-structured interviews were conducted on Zoom. Data were analyzed using Braun and Clarke's thematic analysis with an open coding approach and constructionist framework. Thematic sufficiency was reached after 12 interviews, and the research team validated the findings.</p><p><strong>Results: </strong>Six overarching themes were created from 18 subthemes, capturing the essence of CBE implementation in physical therapy. The themes illustrate key aspects of CBE, while the subthemes define the essential components that support each theme.</p><p><strong>Discussion and conclusion: </strong>Like other professions, CBE in physical therapy prioritizes student progression through demonstrated mastery of competencies aligning with societal needs. It emphasizes authenticity and programmatic alignment with competencies. Physical therapy educators place a unique emphasis on affective development and adaptive expertise. While physical therapy educators can learn from early CBE adopters, future research should use consensus-seeking methods to validate these themes and establish a practical framework for implementation.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"263-272"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144839674","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}

{"title":"Exploring the Confidence and Attitudes of Physiotherapy Students Working With People Experiencing Mental Ill Health: A Mixed-Methods Study.","authors":"Erin Byrd, Hannah Alderson, Kariss Humber, Samantha McIver, Laura Hemmings","doi":"10.1097/JTE.0000000000000447","DOIUrl":"10.1097/JTE.0000000000000447","url":null,"abstract":"<p><strong>Introduction: </strong>Due to the rising prevalence of mental illness (MI), physiotherapists are likely to work with this population with increasing frequency. This study aimed to explore the confidence, attitudes, and curriculum perceptions of physiotherapy students in the United Kingdom to work with people experiencing MI.</p><p><strong>Review of literature: </strong>Although studies have explored attitudes of physiotherapy and health care students working with people experiencing MI, few have examined the impact of these attitudes on confidence in practice and curriculum development.</p><p><strong>Subjects: </strong>Preregistration physiotherapy students from across the United Kingdom ( n = 141) completed a web-based survey, with 21 students participating in semi-structured interviews.</p><p><strong>Methods: </strong>A sequential mixed-methods study was conducted, including a web-based survey and 1:1 semi-structured interviews to explore the confidence and attitudes of physiotherapy students around working with people experiencing MI.</p><p><strong>Results: </strong>Overall confidence levels (0-100 scale) to work with people experiencing MI was 35.6 (±21.9). There was a significant relationship between confidence working with people experiencing MI and time covering mental health within the curriculum so far, and overall perceived curriculum coverage of mental health and illness. Analysis of qualitative interviews identified 5 major themes: 1) A current lack of confidence and preparedness to address mental health; 2) Gaining competence from experience (placement and life); 3) Integrating the physical and the psychological; 4) Lack of role clarity; 5) A need to educate the workforce.</p><p><strong>Discussion: </strong>Preregistration physiotherapy students demonstrate a lack of confidence in working with people experiencing MI. Increased exposure within teaching and clinical experience was identified both quantitatively and qualitatively to increase confidence levels.</p><p><strong>Conclusion: </strong>Although attitudes to working with people experiencing MI are positive, recommendations to increase physiotherapy student confidence include increasing curriculum coverage through directed teaching, case-based learning, an integrated approach to physical and mental health, and simulation experiences.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"245-254"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082767","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}

{"title":"Validity and Reliability of the CSAI-2R in DPT Students.","authors":"Laura Favaro, Zhaohua Guan, Christina Middleton, Katelyn Schaeffer, Jennifer Zheng, Jennifer Bogulski","doi":"10.1097/JTE.0000000000000436","DOIUrl":"10.1097/JTE.0000000000000436","url":null,"abstract":"<p><strong>Introduction: </strong>Anxiety is a prevalent mental health disorder across all populations that can negatively impact daily function. For graduate health profession students, the prevalence rates of anxiety are significantly elevated compared with normative values. The aim of this study was to investigate a novel performance anxiety tool and examine its applicability to Doctor of Physical Therapy students (DPT students).</p><p><strong>Review of the literature: </strong>The State Trait Anxiety Inventory has been widely used to assess DPT student anxiety. The revised Competitive State Anxiety Inventory (CSAI-2R) is commonly administered to athletes prior to competition, but may be applicable to DPT students based on the psychomotor requirements of DPT education and clinical practice.</p><p><strong>Subjects: </strong>Convenience samples of graduate-level DPT students at Daemen University in Buffalo, NY, were asked to participate in electronic test-retest surveys and preassessment surveys using Survey Monkey.</p><p><strong>Methods: </strong>Test-retest reliability of the CSAI-2R was calculated after DPT students took the survey at 2 time points, 7-10 days apart, during a low-stress time frame. The validity of the CSAI-2R in DPT students was tested by concurrently completing the CSAI-2R and the state portion of the State Trait Anxiety Inventory (STAI-S) prior to a practical examination. Data analysis in SPSS (IBM v28) included Spearman correlations and Cronbach alpha.</p><p><strong>Results: </strong>Thirty-eight DPT second-year and third-year students completed initial and follow-up surveys of the CSAI-2R during a period of low stress. Acceptable internal consistency values were found for both surveys (ɑ1 = 0.79-0.91, ɑ2 = 0.84-0.93), and statistically significant test-retest reliability was found, r = 0.53 ( P < .01, 95% CI 0.24-0.73). Prior to the first practical examination, 36 first-year DPT students completed the CSAI-2R and STAI-S. Each CSAI-2R subscale showed a moderate to good correlation against the STAI-S: somatic r = 0.72 (95% CI 0.64-0.90), cognitive r = 0.85 (95% CI 0.72-0.92), and self-confidence r = -0.76 (95% CI -0.88 to -.0.57) ( P < .01).</p><p><strong>Discussion and conclusion: </strong>To date, there have been no studies investigating the use of the CSAI-2R with DPT students. The CSAI-2R used with DPT students showed acceptable internal consistency and could be a useful tool to help faculty assist DPT students in identifying resources to manage performance anxiety.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"215-220"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145310631","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}

{"title":"Recommendations to Enhance the Residency Interview Experience for Programs, Applicants, and Clinical Education Sites.","authors":"Laurie Neely, Michael Johnson, Carol Beckel, Meredith Howell, Brittany Kennedy, Seth Kress, Kaitlyn Schlueter, Kim Smith, Marisa Birkmeier","doi":"10.1097/JTE.0000000000000432","DOIUrl":"10.1097/JTE.0000000000000432","url":null,"abstract":"<p><strong>Background and purpose: </strong>Many physical therapist students seek to continue their education through residency programs. The application process for residency programs frequently requires an interview that often coincides with the timing of terminal clinical education experiences (CEEs). Because the interview process may impact clinical education, a work group was established comprising directors of clinical education and residency program directors from across the country. The intent of this group was to provide concrete recommendations to facilitate post-professional physical therapy education while decreasing any negative impacts related to the residency interview process.</p><p><strong>Position and rationale: </strong>Based on a survey conducted by the work group among residency program directors, student applicants for residency education will most likely be pulled away from their CEEs for up to 3 days to participate in interviews, missing critical opportunities for CEEs. The work group provided recommendations for specialty academies, academic programs, residency programs, and students that would support residency education while minimizing the impact of interviews on terminal CEEs. Recommendations include improving access to centralized information, promoting intentional application practices, and encouraging proactive communication among all groups.</p><p><strong>Discussion and conclusion: </strong>The residency application process often requires an interview, which poses several implications for the applicant, one of which is time away from CEEs. Adherence to the work group's recommendations has the potential to minimize the impact of residency interviews on CEEs while still supporting the pursuit of residency training.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"287-292"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144796534","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}

{"title":"Training Faculty Members to Coach Doctor of Physical Therapy Students.","authors":"Kayla Black, Tricia R Prokop, Ray R Buss, Kendra L Gagnon","doi":"10.1097/JTE.0000000000000443","DOIUrl":"10.1097/JTE.0000000000000443","url":null,"abstract":"<p><strong>Background and purpose: </strong>Doctor of Physical Therapy (DPT) students often encounter academic and personal challenges during their education. Recent recommendations highlight the need for targeted support strategies, including coaching, to foster students' personal and academic development. Little research exists on coaching within DPT education, particularly concerning the training of faculty members as coaches. This method/model description outlines structured professional development to train faculty members as coaches in 2 accelerated, hybrid DPT programs and describe the effects on faculty attitudes, skills, and self-efficacy.</p><p><strong>Methods/model description: </strong>The researchers designed a program to develop faculty members' skills for 3 coaching concepts-empathetic listening, asking powerful questions, and adhering to a coaching session structure. Training was delivered through both asynchronous and synchronous methods. Faculty member participants completed post-intervention and retrospective pre-intervention surveys to assess changes in attitudes, skills, and self-efficacy related to the coaching concepts.</p><p><strong>Outcomes: </strong>Significant increases were found in faculty members' attitudes, self-efficacy, and skills across all coaching concepts following participation in the training. These results suggest that the structured coach training program was feasible and effective.</p><p><strong>Discussion and conclusion: </strong>Structured coach training enhances faculty members' perceptions of their attitudes, skills, and self-efficacy for coaching DPT students. Future research may investigate the effectiveness of this training on student outcomes and the applicability of this training model to various DPT programs. This model contributes to the growing body of literature on faculty development in physical therapist education, demonstrating that well-designed, flexible training programs can enhance faculty members' capabilities for performing new roles such as coaching.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"228-234"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082814","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}

{"title":"Meta-analytic Review of Flipped Classrooms in Health Professions Education.","authors":"Jason Pitt, Bethany Huebner, Rachel Gomes, Hannah LaMar, Rebecca Johnson, Lindsay Conn","doi":"10.1097/JTE.0000000000000435","DOIUrl":"10.1097/JTE.0000000000000435","url":null,"abstract":"<p><strong>Background and purpose: </strong>Flipped classes are used in health professions education (HPE). However, their effectiveness varies considerably between studies. We conducted a meta-analysis to identify factors that influenced flipped class effectiveness in HPE.</p><p><strong>Methods: </strong>We included studies that compared learning outcomes between flipped and lecture sections in undergraduate or graduate HPE programs. We excluded studies not reported in English. Our search yielded 3,549 unique records. Screening related systematic reviews yielded another 40 records. Risk of bias was assessed using the RoB-2 and ROBINS-I tools. Exam scores (extracted as percentage points [%pt]) and student-rated learning (extracted as 5-point Likert scale ratings) were synthesized using random-effects models.</p><p><strong>Results: </strong>Very low-quality evidence showed that exam scores were 5.44 percentage points (%pt) higher in flipped sections than lecture sections (CI 95 = 4.53 to 6.35 %pt, 124 studies, 23,326 observations). Low-quality evidence showed that student-rated learning was 0.47 Likert scale points higher in flipped sections than lecture sections (CI 95 = 0.29 to 0.66 points, 22 studies, 3,790 observations). In subgroup analyses, flipped sections' effectiveness was influenced by: (1) additional retrieval practice (low-to moderate-quality evidence), (2) retrieval practice format (low-quality evidence), and (3) control group type (very low- to low-quality evidence).</p><p><strong>Discussion and conclusion: </strong>Providing additional retrieval practice improves flipped class effectiveness across multiple HPE fields. Flipped class effects remained heterogeneous even after subgroup analyses, suggesting additional factors remain unidentified.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"273-286"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144693062","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}

{"title":"A Guide to Entrustment for Physical Therapy Educators: Elevating Clinical Competence.","authors":"Cara A Berg-Carramusa, R Lucas Burns","doi":"10.1097/JTE.0000000000000450","DOIUrl":"10.1097/JTE.0000000000000450","url":null,"abstract":"<p><strong>Abstract: </strong>This EduGraphic introduces a practical framework for physical therapy educators to apply entrustment principles in practice-based learning. Drawing from medical education literature on competency-based education and entrustable professional activities, this EduGraphic guide emphasizes the affective domain and its integration with cognitive and psychomotor domains to optimally support learner development and clinical competence for effective physical therapy practice. It adapts the \"A RICH\" features of medical education to enhance physical therapy educational practices. This EduGraphic serves as a visual and conceptual aid to elevate clinical teaching practices and align them with contemporary competency-based education models while working toward establishing shared language and relevance in physical therapy education for learners and educators.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"293"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145246299","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}