Journal, physical therapy education最新文献

{"title":"The Impact of Graduate Record Exam Threshold Scores in Disqualifying Underrepresented Ethnic-Racial Minority Applicants for Admission to a Doctor of Physical Therapy Program.","authors":"Bryan Coleman-Salgado, Brian Moore","doi":"10.1097/JTE.0000000000000360","DOIUrl":"10.1097/JTE.0000000000000360","url":null,"abstract":"<p><strong>Introduction: </strong>A growing number of graduate-level health professions education programs in the United States are discontinuing the use of the Graduate Record Exam (GRE) in their admissions requirements amidst concerns that its use puts Underrepresented Racial Minority (URRM) applicants at a disadvantage. This retrospective cross-sectional study analyzes the association between ethnic-racial selection and the reasons for disqualification among applicants to a public Doctor of Physical Therapy (DPT) program that used a minimum grade point average (GPA), and Analytic Writing and Quantitative Reasoning GRE minimum threshold scores to qualify applicants.</p><p><strong>Review of literature: </strong>There is evidence across the health professions literature that both GRE scores and GPA are associated with success on licensure examinations and academic performance. However, these variables also tend to disadvantage URRM applicants in gaining admissions to postgraduate health care fields, including physical therapy.</p><p><strong>Subjects: </strong>All applicants ( N = 4,797) to a single DPT program from a 9-year period were included.</p><p><strong>Methods: </strong>Racial and ethnic self-selections, GRE scores, and prerequisite GPA were coded for each applicant and classified for meeting qualifying criteria.</p><p><strong>Results: </strong>The URRM applicants were disqualified based on GRE scores alone ( P < .001) and in combination of GRE and GPA at a statistically significantly ( P < .001) higher rate than Overrepresented Racial Group (ORRG) applicants, although the associations were negligible or weak.</p><p><strong>Conclusion: </strong>Compared with ORRG applicants, URRM applicants were at a statistically significant disadvantage because of the GRE threshold scores requirement. Furthermore, this study demonstrated that use of GRE minimum threshold scores disproportionately reduced URRM applicants in the qualified applicant pool. This investigation can be used as a model to inform holistic admission decisions regarding the use of academic variables to achieve the diversity and success goals of the program.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"5-13"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141629649","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":"Meeting the Health Needs of Society Through Curricular Innovation in Physical Therapist Education: Examples From 3 Entry-Level Programs.","authors":"Dawn M Magnusson, Dana L Judd, Steven B Ambler, Julian Magee, Prisca Collins, Elizabeth Kuba, Catherine Bilyeu","doi":"10.1097/JTE.0000000000000359","DOIUrl":"10.1097/JTE.0000000000000359","url":null,"abstract":"<p><strong>Background and purpose: </strong>Entry-level physical therapist (PT) education programs play a critical role in inspiring future leaders to become moral change agents, capable of understanding and addressing evolving societal health needs. Social reconstructionism represents an educational philosophy focused on alleviating pervasive inequities and improving the health of society; however, its application in PT education is not well understood. The purpose of this article is to describe the approach 3 entry-level PT programs used to manifest social reconstructionism within their curricula to foster social consciousness and strengthen moral agency.</p><p><strong>Method/model description and evaluation: </strong>The Framework for Educating Health Professionals to Address the Social Determinants of Health informed the development of a conceptual framework that illustrates the role of PT education programs in creating transformative learning environments and preparing learners to meet societal health needs. Concepts within this framework were operationalized according to 5 domains put forth by Jensen et al. and related competencies put forth by the Association of American Medical Colleges.</p><p><strong>Outcomes: </strong>Narratives from each program demonstrate how the design and implementation of curricula, grounded in social reconstructionism, can be accomplished through 1) ongoing modifications, 2) thoughtful reconstruction, and 3) initial design. Sample learning activities, objectives, and assessment strategies are provided.</p><p><strong>Discussion and conclusion: </strong>The proposed method was effective in guiding meaningful objectives, learning activities, and assessment strategies grounded in social reconstructionism. Such findings can inform the design of curricula that inspire the next generation of transformative leaders who work to alleviate pervasive inequities and improve the health of society.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"25-32"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141768425","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":"Transformation Does Not Come From Comfort-It Comes From the Courage to Disrupt.","authors":"Carmen E Capo-Lugo","doi":"10.1097/JTE.0000000000000403","DOIUrl":"10.1097/JTE.0000000000000403","url":null,"abstract":"","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"1-2"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392848","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":"Foot and Ankle Curricular Guidelines in Entry-Level Physical Therapist Education: How Are We Doing?","authors":"Karen Stevens, Kyle Winiger, Frank DiLiberto","doi":"10.1097/JTE.0000000000000362","DOIUrl":"10.1097/JTE.0000000000000362","url":null,"abstract":"<p><strong>Introduction: </strong>The Foot and Ankle Curricular Guidelines for Physical Therapist Professional Degree Programs (FACG) provided recommendations regarding essential entry-level content and skills. Eight years later, the extent of its implementation is unknown. This study characterizes entry-level Doctor of Physical Therapy (DPT) programs' foot and ankle curriculum with reference to the FACG.</p><p><strong>Review of literature: </strong>Curricular guidelines offer recommendations to professional degree programs striving for excellence. Review and revisions of guidelines are important to keep pace with and reflect evolving evidence and practice.</p><p><strong>Subjects: </strong>One faculty member from 116 of 250 DPT programs participated (46.6% response rate). Participants were an average of 50.8 years old and taught a mean of 14.5 years.</p><p><strong>Methods: </strong>A cross-sectional 25-item online survey assessed foot and ankle contact hours, coverage of FACG recommended content, coverage of surgical procedures, and the use of FACG for curricular assessment, modification, and development.</p><p><strong>Results: </strong>Foot and ankle content was covered in physical therapy curriculum for a mean of 48.2 hours (range 12-120 hours). Eleven of the 25 recommended diagnoses, 29 of the 49 examination skills, 6 of the 7 intervention skills, and 3 of the 14 surgical procedures were covered by most (≥90%) of the programs. Reported use of FACG for curricular processes averaged 50.1-51.5 (0-100 numerical scale).</p><p><strong>Discussion and conclusions: </strong>Across a wide range of contact hours, coverage of FACG recommended content was approximately 57% (46/81 recommended elements in ≥90% of programs). Although not specifically recommended by FACG, surgical procedures were less commonly covered by programs. Study findings question FACG implementation and may reflect differences across programs in depth and breadth of content. Identified curricular gaps may warrant addressing in future guidelines.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"54-63"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141908820","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":"APTA Education Leadership Conference: A Reflection on Inclusion.","authors":"Tiffany Enache, Eric Kruger","doi":"10.1097/JTE.0000000000000398","DOIUrl":"10.1097/JTE.0000000000000398","url":null,"abstract":"","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"3-4"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019189","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":"Web Site Accessibility Among Doctor of Physical Therapy Programs in the United States.","authors":"Brandon M Ness, Neeti Pathare, Mark P Wilhelm, Elizabeth C Wonsetler-Jones, Jennifer Parent-Nichols","doi":"10.1097/JTE.0000000000000357","DOIUrl":"10.1097/JTE.0000000000000357","url":null,"abstract":"<p><strong>Introduction: </strong>Given the impetus to improve accessibility for diverse learners seeking physical therapist education, it is critical that all entry points to access information have minimal barriers. This study identified Web site accessibility barriers among Doctor of Physical Therapy (DPT) programs in the United States.</p><p><strong>Review of literature: </strong>Web site accessibility has been evaluated among many institutions of higher education, but none focused on DPT education. Individuals with disabilities may be adversely affected by Web site accessibility barriers.</p><p><strong>Subjects: </strong>This cross-sectional study included 262 DPT programs in the United States. Doctor of Physical Therapy program characteristics collected were geographic region, institutional control type (public/private), medical school affiliation, accreditation status, total institutional enrollment, and DPT class size.</p><p><strong>Methods: </strong>The Web Accessibility Evaluation (WAVE) Tool assessed data related to accessibility barriers among DPT program homepage Uniform Resource Locators. Three primary outcomes from the WAVE Tool included WAVE Total Errors, Error Density, and Total Alerts.</p><p><strong>Results: </strong>Web site homepage accessibility barriers varied among programs for WAVE Total Errors (range 0-150), Error Density (range 0-14.6%), and Total Alerts (range 1-331). Median Total Errors were greater among private (9.0) versus public (5.0) institution Web sites ( P < .001). Median Total Errors were greater among those institutions not affiliated with a medical school (9.0) compared with those that had an affiliated medical school (7.0) ( P = .04). No differences in accessibility barriers were identified according to geographic region or accreditation status ( P > .05). Median Total Errors were significantly different between institutional enrollment quartiles (H[3] = 17.9, P < .001), with no differences noted between DPT class size quartiles for any outcome ( P > .05). Generally, weak-fair inverse correlations were observed between student enrollment for the institution and Web site accessibility barrier outcomes.</p><p><strong>Discussion and conclusion: </strong>Homepage accessibility barriers varied greatly among DPT programs in the United States. Factors, including being a private institution, no medical school affiliation, and lower institutional enrollment, were related to increased accessibility barriers.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"91-97"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141494764","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":"Clinical Instructor's Self-reported Modeling of Evidence-Based Practice During Student Clinical Experience.","authors":"Amit Dashottar, Jillian Haney, Matthew O Rourke, Devashish Tiwari","doi":"10.1097/JTE.0000000000000356","DOIUrl":"10.1097/JTE.0000000000000356","url":null,"abstract":"<p><strong>Introduction: </strong>Having clinical instructors (CIs) model evidence-based practice (EBP) may enhance physical therapist student engagement in the EBP process and learning. However, the extent of EBP modeling by CIs at present is not known. The purpose of this survey was to assess the modeling of EBP by CIs during physical therapist student clinical education experiences (CEs).</p><p><strong>Review of literature: </strong>The literature focuses on the impact of CIs on the students including the significance of CIs modeling behaviors for students during a CE. Not much is known about if EBP concepts are modeled by the CIs during the CE.</p><p><strong>Subjects: </strong>Three hundred and eight CIs affiliated with the Physical Therapist program.</p><p><strong>Methods: </strong>A 37-item anonymous e-survey that included CI demographic data, questions about EBP modeling by CI during CEs, and resources and policies surrounding the use of EBP in the clinical setting.</p><p><strong>Results: </strong>The results of this survey indicate that CIs' modeling of EBP varies by domain. CIs successfully model EBP by asking relevant clinical questions and acquiring relevant literature. The modeling of critical appraisals and the use of EBP metrices during the diagnostic and intervention planning were not done by most CIs.</p><p><strong>Discussion and conclusion: </strong>It is important that CIs model the use of EBP concepts during a physical therapist student's CE to develop future evidence-based practitioners. However, this modeling may be limited by CIs' familiarity with EBP. The results of this survey indicate an uneven modeling of EBP concepts, with certain domains being modeled more than the others. The findings of the survey may be used to develop refresher/reference materials specifically designed for busy CIs.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"64-70"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142515954","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":"Implementation of High-Value Care for Physical Therapy Residents Through Systems-Based Practice Curriculum Development: Case Report.","authors":"Sang S Pak, Alison Scheid, Cathy Hoang, Amber Fitzsimmons, Kimberly S Topp","doi":"10.1097/JTE.0000000000000355","DOIUrl":"10.1097/JTE.0000000000000355","url":null,"abstract":"<p><strong>Background and purpose: </strong>Systems-based practice is a core competency for physical therapy residents, best acquired through experiential learning. Peer health professions are further along than physical therapy in implementing curricula that support systems-based practice. Clinical and practice data in residency programs could provide for education in high-value care (HVC) as a foundation for systems-based practice. Our purpose was to develop and assess a HVC curriculum incorporating reflective practice to help residents achieve competency in systems-based practice.</p><p><strong>Case description: </strong>The Logic Model, which evaluates key components needed for success and sustainability, was used to identify resources for a curriculum in HVC. Two orthopedic physical therapy residents and 5 faculty mentors participated in didactic and mentoring sessions. A practice dashboard for each clinician was developed to facilitate resident-mentor discussions. Focus group input was used to refine the curriculum. The validated Systems Thinking Scale, the Quality Improvement Knowledge Application Tool Rubric, and the American Physical Therapy Association Residency Core Competency Score were used to assess residents' progress and to make comparisons to prior years' residents.</p><p><strong>Outcomes: </strong>The residents demonstrated increases in systems thinking and quality-improvement knowledge and improvements in clinical outcomes and practice efficiencies. Three themes emerged from semistructured interviews: challenges to HVC, current approach in HVC, and future-oriented thinking in HVC in practice.</p><p><strong>Discussion and conclusion: </strong>This study demonstrates that HVC activities and a personalized clinical dashboard in a physical therapy residency program can facilitate experiential learning of systems-based practice, a core competency for value-centered, inclusive practice.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"80-90"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11827684/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Telerehabilitation Resources for Educators in Physical Therapy.","authors":"Luke M Davies, Alan C Lee, Todd E Davenport, Trevor G Russell","doi":"10.1097/JTE.0000000000000401","DOIUrl":"10.1097/JTE.0000000000000401","url":null,"abstract":"","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"98-99"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392846","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":"Retrieval Practice Improves Exam Performance as a Function of Review Question Number and Format.","authors":"Jason Pitt, Bethany Huebner","doi":"10.1097/JTE.0000000000000352","DOIUrl":"10.1097/JTE.0000000000000352","url":null,"abstract":"<p><strong>Introduction: </strong>Although retrieval practice is a well-established method of improving learning, it is unclear whether review question format matters or how many review questions are needed to maximize the effects of retrieval practice.</p><p><strong>Review of literature: </strong>Inconsistent findings are reported regarding review question format, and no studies were conducted in physical therapy education programs. A positive relationship is reported between review question number and exam performance, but no studies estimate the number of review questions needed to maximize retention of specific learning objectives.</p><p><strong>Subjects: </strong>Eighty-eight second-year Doctor of Physical Therapy students (baseline cohort = 42 students, intervention cohort = 46 students).</p><p><strong>Methods: </strong>Exam questions were randomly assigned into different review categories. Some exam questions received no review, whereas other exam questions were reviewed with open-ended review questions or varying numbers of multiple-choice review questions. Performance on 160 multiple-choice exam questions was compared between review question categories using mixed-effects logistic regression models.</p><p><strong>Results: </strong>Both open-ended and multiple-choice review questions significantly improved exam question performance. Performance on exam questions improved most when more than one multiple-choice review question was provided. After controlling for exam question difficulty, multiple-choice review questions were superior to open-ended review questions.</p><p><strong>Discussion and conclusion: </strong>On multiple-choice exams, multiple-choice review questions are at least as effective as open-ended review questions. Given their ease of implementation, multiple-choice review questions are an efficient means to improve multiple-choice exam question performance.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"33-39"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141263642","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}