Journal, physical therapy education最新文献

{"title":"Using Simulation-Based Mastery Learning to Achieve Excellent Learning Outcomes in Physical Therapist Education.","authors":"Rachel S Tappan, Heidi R Roth, William C McGaghie","doi":"10.1097/JTE.0000000000000358","DOIUrl":"10.1097/JTE.0000000000000358","url":null,"abstract":"<p><strong>Introduction: </strong>The 2 aims of this observational study are (a) to describe the implementation and feasibility of a bed mobility skills simulation-based mastery learning (SBML) curricular module for physical therapist students and (b) to measure learning outcomes and student perceptions of this module.</p><p><strong>Review of literature: </strong>Simulation-based mastery learning is an outcome-based educational approach that has been successful in other health professions but has not been explored in physical therapy education.</p><p><strong>Subjects: </strong>Eighty-seven students in a single cohort of a Doctor of Physical Therapy program.</p><p><strong>Methods: </strong>The SBML module in this pretest-posttest study included a pretest, instruction, initial posttest, and additional rounds of instruction and assessment as needed for all learners to achieve the minimum passing standard (MPS) set using the Mastery Angoff and Patient Safety methods. Outcome measures were bed mobility assessment pass rates and scores, additional student and faculty time compared with a traditional approach, and student perceptions of their self-confidence and the module.</p><p><strong>Results: </strong>All students achieved the MPS after 3 rounds of training and assessment beyond the initial posttest. Mean Total Scores improved from 67.6% (12.9%) at pretest to 91.4% (4.8%) at mastery posttest ( P < .001, Cohen's d = 1.8, 95% CI [1.4-2.1]); mean Safety Scores improved from 75.2% (16.0%) at pretest to 100.0% (0.0%) at mastery posttest ( P < .001, Cohen's d = 1.5, 95% CI [1.2-1.9]). Students who did not achieve the MPS at the initial posttest ( n = 30) required a mean of 1.2 hours for additional instruction and assessment. Survey results revealed an increase in student confidence ( P < .001) and positive student perceptions of the module.</p><p><strong>Discussion and conclusion: </strong>Implementation of this SBML module was feasible and resulted in uniformly high levels of bed mobility skill acquisition. Based on rigorous learning outcomes, feasible requirements for implementation, and increased student confidence, SBML offers a promising approach for wider implementation in physical therapy education.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"40-48"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141494763","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 Brief but Spectacular Take: Reflecting on Professionalism by Student Physical Therapists.","authors":"Lois A Stickley","doi":"10.1097/JTE.0000000000000363","DOIUrl":"10.1097/JTE.0000000000000363","url":null,"abstract":"<p><strong>Background and purpose: </strong>Professionalism is an abstract concept that requires reflection for students to generate personal meaning and application. It should be taught explicitly within the academic part of a professional physical therapist education program. The purpose of this case report was to present one unique strategy to increase reflection about professionalism.</p><p><strong>Case description: </strong>Forty-four students enrolled in the first semester of a professional physical therapist education program participated in the case report. All were enrolled in a 1-credit hour course, Professional Issues, in which they developed a 2- to 3-minute video presenting their brief but spectacular take on various professional issues. Students responded in an online discussion tool to 2 of their colleagues' videos, developing a rich conversation. An optional 11-item survey about student satisfaction with the assignment was distributed electronically. A 4-point Likert scale was used for 10 items with the 11 being open ended.</p><p><strong>Outcomes: </strong>An analysis of the video presentations identified 4 themes: diversity, equity, and inclusion; self-care; core values; and patient management. Discussions were positive, professional, and encouraging. The optional survey had a 45% response rate. The medians for individual items ranged from 3 (6 items) to 4 (3 items).</p><p><strong>Conclusions: </strong>Reflection is essential to provide meaning in the learning process. Creating a video reflection that allowed students to describe their passion for the profession and then to discuss it in an online format was a unique teaching/learning activity. The concept of professionalism was successfully explored using the assignment that was well-received, and most students found it beneficial to their personal growth.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"49-53"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141750171","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":"Justice, Equity, Diversity, and Inclusion-Related Curricular Elements in Entry-Level Physical Therapist Education: A Delphi Study.","authors":"Allyson Sutkowi-Hemstreet, J Kyle Covington, Tiffany N Adams","doi":"10.1097/JTE.0000000000000361","DOIUrl":"10.1097/JTE.0000000000000361","url":null,"abstract":"<p><strong>Introduction: </strong>The purpose of this Delphi study was to determine whether experts in justice, equity, diversity, and inclusion (JEDI) in the field of physical therapy could achieve consensus on the key JEDI-related curricular content topics to be included in entry-level physical therapist education.</p><p><strong>Review of literature: </strong>Inequities exist at all levels of health care for historically underserved populations, including referrals, access, and quality of physical therapy services. The physical therapy field is facing challenges and opportunities in how to best prepare providers to address individual, community, and population health inequities. There is a lack of consensus in physical therapist education regarding essential curricular content related to justice, equity, diversity, inclusion, and antiracism.</p><p><strong>Subjects: </strong>Eighty-four experts in JEDI in the physical therapy profession were invited through email to participate in the Delphi process.</p><p><strong>Methods: </strong>A Delphi survey brought together 39 identified experts in justice, equity, diversity, and inclusion within the field of physical therapy to reach consensus on key JEDI-related curricular topics in physical therapist education. In the first-round survey, participants answered an open-ended question: \"What JEDI-related curricular content should be included in entry-level physical therapist education?\" The work team coded these free-text responses to populate an initial list of curricular elements. Over 2 subsequent rounds of surveys, the experts came to a consensus on which curricular elements should be addressed within physical therapist education. Nineteen experts completed all survey rounds.</p><p><strong>Results: </strong>In round I, coding of the expert group's responses generated 61 initial JEDI-related curricular elements. By round III, the group refined the list to 43 curricular elements; 41 of the 43 (95%) elements garnered 94% or higher consensus. The expert group deemed 30 of the elements \"entry-level\" content and 13 as more \"advanced practice\" topics.</p><p><strong>Discussion and conclusions: </strong>Experts had a strong consensus on key JEDI-related curricular elements that physical therapist education programs should include to best prepare providers to improve the health of society. Future scholarship will explore recommendations for how physical therapist education programs might prioritize and implement JEDI-related content.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"14-24"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142305763","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":"Development of a Novel Evidence-Based Practice-Specific Competency for Doctor of Physical Therapy Students in Clinical Education: A Modified Delphi Approach.","authors":"Douglas Haladay, Zoe Morris, Julie Tilson, Caitlin Fitzgerald, Donna Applebaum, Cindy Flom-Meland, Deborah DeWaay, Tara Jo Manal, Tamara Gravano, Stephanie Anderson, Rebecca Miro, David Russ, Aimee Klein","doi":"10.1097/JTE.0000000000000350","DOIUrl":"10.1097/JTE.0000000000000350","url":null,"abstract":"<p><strong>Introduction: </strong>Evidence-based practice (EBP) results in high-quality care and decreases unwarranted variation in practice.</p><p><strong>Review of the literature: </strong>Few performance criteria related to EBP are included in physical therapy clinical education (CE) performance measures, despite EBP requirements in Doctor of Physical Therapy education. The purpose of this study was to develop EBP-specific competencies that may be used for Doctor of Physical Therapy students for use throughout CE.</p><p><strong>Subjects: </strong>Thirteen subject matter experts (SME) participated in this study.</p><p><strong>Methods: </strong>Subject matter experts were asked to rank each core EBP competency, from a previously described framework, using a 3-point Likert scale, which included \"Not Essential,\" \"Essential,\" and \"Not Sure.\" A consensus of 70% or greater for the \"Essential\" rating advanced the competency to the final Delphi round, whereas a consensus of 70% or greater for the \"Not Essential\" rating was required for competency elimination. Subject matter experts voted to either \"Accept\" or \"Modify\" the competencies that had reached the inclusion consensus threshold. All competencies that reached consensus for inclusion after all 3 rounds were included in the final EBP Domain of Competence.</p><p><strong>Results: </strong>Consensus was achieved in round one for 38% ( n = 26) of items. In round 2, a consensus was achieved for 20% ( n = 8) of items. Of the items remaining after rounds 1 and 2, 6 overarching competencies were identified, and all remaining items served as descriptions and specifications in the final EBP Domain of Competence.</p><p><strong>Discussion and conclusions: </strong>The 6 competencies developed from this study constitute the EBP Domain of Competence and may be used throughout CE to assess students' EBP competency in clinical practice.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"71-79"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141177061","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":"Use of a Knowledge Translation Approach to Promote Implementation of Clinical Practice Guidelines in an Experiential Learning Course Within an Entry-Level Doctor of Physical Therapy Program: A Qualitative Study.","authors":"Wendy Romney, Marco Rodis, Alicia L Spiro, Kylie E Roberts, Mary Claire Hemmer, Judith E Deutsch","doi":"10.1097/JTE.0000000000000400","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000400","url":null,"abstract":"<p><strong>Introduction: </strong>Teaching health sciences students how to evaluate and implement clinical practice guidelines (CPGs) is challenging.</p><p><strong>Review of literature: </strong>Physical therapist education offers experiential learning opportunities to teach students how to evaluate and implement CPGs. Knowledge translation (KT) guides the process of moving research evidence into practice. Experiential learning using KT principles can teach students to assess barriers to evidence use and overcome implementation challenges. The purpose of this retrospective phenomenological qualitative study was to explore the beliefs, perceptions, and experiences of former physical therapist students' who completed a neurologic elective course implementing 2 CPGs. Furthermore, how the course impacted their clinical experiences is also described.</p><p><strong>Subjects: </strong>Nine third-year physical therapist students.</p><p><strong>Methods: </strong>Students who participated in an elective experiential learning course developed using KT principles were recruited. Focus groups were held to determine the students' perceptions and experiences with implementing CPGs in the classroom and during their clinical experiences. Content analysis was used to identify codes and categories, and they were aligned with the Consolidated Framework of Implementation Research. Trustworthiness was established through member checking, peer debriefing, and an external audit.</p><p><strong>Results: </strong>Students reported individual and contextual facilitators during the elective that supported CPG use. Students identified improved knowledge, confidence, and skill to perform the CPGs that facilitated their transfer of knowledge from the classroom to the clinic. During their clinical experiences, students discussed contextual factors, such as culture, environment, and patient population, which served as both facilitators and barriers to CPG use.</p><p><strong>Discussion and conclusion: </strong>Experiential learning enhanced knowledge, confidence, and skill with using CPGs and facilitated students' integration of evidence-based practice into their clinical experiences. Where possible, physical therapy curricula should incorporate experiential learning with KT principles to help students identify barriers to CPG use and develop strategies to enhance future evidence-based practice implementation.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392854","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":"Incidence of Shared Clinical Instruction in Physical Therapy Clinical Education in the United States.","authors":"Nicki Silberman, Lori Hochman, Jaya Rachwani","doi":"10.1097/JTE.0000000000000397","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000397","url":null,"abstract":"<p><strong>Introduction: </strong>Physical therapy clinical education experiences (CEE) typically involve a 1:1 or 2:1 student:instructor ratio. Students may also be supervised by more than 1 clinical instructor (CI), referred to as shared clinical instruction. The purpose of this study was to examine the incidence and implementation of shared clinical instruction in the United States.</p><p><strong>Review of literature: </strong>Burnout and moral distress, along with the growing number of physical therapist (PT) education programs, contribute to limitations in clinical education capacity. Shared clinical instruction may benefit both educators and students, warranting further investigation.</p><p><strong>Subjects: </strong>Deidentified data were extracted from 178 PT education programs using Exxat in September 2023.</p><p><strong>Methods: </strong>This study analyzed CEE data between January 2014 and September 2023 (placement setting, state, dates, length of the CEE, number of assigned CIs, CI years of clinical experience and as a CI, credentialed instructor status, and specialization status) using descriptive and inferential statistics.</p><p><strong>Results: </strong>Almost all, 175 (98.3%) of the 178 programs, and 16,356 (12.5%) of the 131,184 CEEs in the data set had students who participated in shared clinical instruction, representing all 50 states, and every clinical setting. Shared clinical instruction occurred in longer CEEs compared with 1:1 experiences; binary logistic regression indicated that longer CEEs predicted higher rates of shared clinical instruction. Independent t-tests indicate that primary CIs in shared clinical instruction had slightly more years of clinical and instructional experience.</p><p><strong>Discussion and conclusion: </strong>Shared clinical instruction is occurring in most PT education programs and clinical settings in the United States. Further investigation should explore the rationale behind the use of shared clinical instruction in various practice settings, and the selection and pairing of CIs in this model, along with the efficacy of shared clinical instruction, including benefits, challenges, and best practices.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392836","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":"The Impact of Physical Therapy Postprofessional Education Programs on Productivity in a Large Academic Medical Center.","authors":"John J DeWitt, Mark D Weber, Carol Jo Tichenor, Joseph P Farrell, Melissa S Kidder, Becky J Olson-Kellogg, Craig P Hensley, Kendra L Harrington, Matthew S Briggs","doi":"10.1097/JTE.0000000000000395","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000395","url":null,"abstract":"<p><strong>Introduction: </strong>Emerging evidence shows positive impact of postprofessional physical therapy education (residency and fellowship) specific to participants; however, outcomes on organizational impact are largely unknown. The purpose of this project was to describe the impact residency and fellowship training has on financial metrics. A secondary purpose of this case study was to describe trends associated with higher productivity.</p><p><strong>Review of literature: </strong>Previous studies have demonstrated positive professional behavior and generalized operational impact of postprofessional education. No studies have evaluated the impact of residency and fellowship training on individual physical therapist (PT) productivity.</p><p><strong>Subjects: </strong>Individual productivity from 191 PTs was collected over a 10-year time frame from a large, ambulatory, rehabilitation department within an academic medical center. Productivity was compared between 4 groups: nonresidency- or fellowship-trained clinicians; residency-trained clinicians; fellowship-trained clinicians; and dual residency and fellowship-trained clinicians.</p><p><strong>Methods: </strong>Physical therapists' productivity data were manually extracted retrospectively from operational reports over a 10-year period. Additional data elements extracted included the following: board specialty certification and years employed at the medical center. Data were then categorized as nonresidency/fellowship -trained, residency trained, fellowship trained, or dual residency and fellowship trained. Data were analyzed using descriptive statistics and 1-way analysis of variance (ANOVA).</p><p><strong>Results: </strong>Forty-five clinicians with postprofessional training collectively produced $253,617 more in financial annual return to the organization. Fellowship-trained clinicians demonstrated the highest productivity followed by residency-trained and dual residency and fellowship-trained clinicians. Specialty board certification also positively increased productivity regardless of postprofessional training.</p><p><strong>Discussion and conclusion: </strong>Postprofessional training within physical therapy continues to be evaluated in the spectrum of professional development. Evidence supports positive professional behaviors and patient outcomes; however, little is known regarding its impact on productivity metrics. Although no significance was found between the groups with and without postprofessional training, meaningful financial return was demonstrated in clinicians with postprofessional training. The lack of significance may have been influenced by compression because of departmental productivity guidelines. This preliminary data may assist organizations in justifying resources for sustaining and sponsoring future programs.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061836","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 Strategic Approach to Shift Diversity, Equity, and Inclusion Culture in Physical Therapy Education.","authors":"Beth P Davis, Sarah Caston, DeAndrea Melvey, Aparajita Maitra, Ben Rogozinski, Laura Zajac-Cox","doi":"10.1097/JTE.0000000000000391","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000391","url":null,"abstract":"<p><strong>Background and purpose: </strong>Efforts focused on racial and ethnic diversity in Doctor of Physical Therapy (DPT) programs have been prioritized to increase enrollment of Underrepresented in Medicine (URiM) individuals. While increasing diversity is a positive step, this Program took strategic action to embed Diversity, Equity, and Inclusion (DEI)-informed principles into all program areas. This holistic approach catalyzed a cultural shift that reflects a deepened commitment to the society we serve. This paper describes a multifaceted approach of a sustainable, adaptable DEI program focused on systemic change within the Emory University DPT Program.</p><p><strong>Method/model description and evaluation: </strong>Development of DEI leadership frameworks, including faculty and staff education, led to programmatic changes in academic affairs, admissions, curriculum, and clinical education. Student-driven DEI-specific initiatives were implemented. Faculty/staff, student, and admissions assessments were conducted to understand the Program's current culture and guide DEI-related initiatives.</p><p><strong>Outcomes: </strong>Responses from the Anne E. Casey Assessment (34.55%) reflected institutional value on a race-informed approach to reducing racial inequities. Responses from the DEI Self-Assessment Worksheet revealed Program value for DEI principles in vision and leadership while needing more culturally responsive content and teaching practices. Student survey data from 2020 to 2023 indicated improving DEI climate and sense of belonging. Admissions data revealed a 73.3% increase in matriculated URiM students as a result of cumulative DEI efforts.</p><p><strong>Discussion and conclusion: </strong>This paper describes a DEI approach that fosters movement toward greater awareness of and commitment to social responsibility and institutional accountability, creating a more equitable, inclusive, and representative culture in physical therapy education.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019185","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":"Developing an Online Education Resource to Enhance Physical Therapists' Use of Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Other Related Identities Affirming Care: A Mixed Methods Study.","authors":"Megan H Ross, Jenny Setchell","doi":"10.1097/JTE.0000000000000394","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000394","url":null,"abstract":"<p><strong>Introduction: </strong>The objective of this study is to develop and evaluate an evidence-based, clinically relevant, and user-friendly eLearning resource to facilitate the provision of safe and affirming physical therapy services for individuals with lesbian, gay, bisexual, transgender, queer, intersex, and other related identities or experiences (LGBTQIA+).</p><p><strong>Review of literature: </strong>When accessing physical therapy, individuals who are LGBTQIA+ can experience assumptions, discrimination, discomfort, and encounter health professionals who lack knowledge about LGBTQIA+ health.</p><p><strong>Subjects: </strong>Nine consumers and end-users participated in codesign and 20 physical therapists (evaluated the resource).</p><p><strong>Methods: </strong>A 2-phase, experience-based codesign approach was used. In phase 1, a needs assessment and 3 iterative codesign workshops were conducted to inform curriculum design and delivery. In phase 2, a purposive sample of physical therapists were invited to evaluate the structure, content, and delivery of the resource using mixed methods. Ease of use, usefulness, relevance to physical therapy, and shifts in confidence are reported descriptively using qualitative content analysis and frequencies.</p><p><strong>Results: </strong>Six learning modules were developed: LGBTQIA+ health in Australia, Key terminology, Inclusive communication, Inclusive spaces, LGBTQIA+ specific health needs, and Resources and support. Twenty physical therapists (90% women; 25% LGBTQIA+) evaluated the resource and almost all (95%) indicated the resource was easy to navigate, included sufficient detail of appropriate complexity, was a good length, and took an appropriate amount of time to navigate. Many participants felt the resource influenced their understanding of LGBTQIA+ health concerns and level of empathy (85%) but fewer felt more confident in their ability to appropriately engage with members of the LGBTQIA+ community (75%).</p><p><strong>Discussion and conclusion: </strong>The codesigned LGBTQIA+ Affirming Physical Therapy resource is likely to be a useful resource for physical therapists, which may influence their understanding of LGBTQIA+ health, levels of empathy, and confidence working with the LGBTQIA+ community.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019249","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":"Human or Machine? A Comparative Analysis of Artificial Intelligence-Generated Writing Detection in Personal Statements.","authors":"Margaret A Goodman, Anthony M Lee, Zachary Schreck, John H Hollman","doi":"10.1097/JTE.0000000000000396","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000396","url":null,"abstract":"<p><strong>Introduction: </strong>This study examines the ability of human readers, recurrence quantification analysis (RQA), and an online artificial intelligence (AI) detection tool (GPTZero) to distinguish between AI-generated and human-written personal statements in physical therapist education program applications.</p><p><strong>Review of literature: </strong>The emergence of large language models such as ChatGPT and Google Gemini has raised concerns about the authenticity of personal statements. Previous studies have reported varying degrees of success in detecting AI-generated text.</p><p><strong>Subjects: </strong>Data were collected from 50 randomly selected nonmatriculated individuals who applied to the Mayo Clinic School of Health Sciences Doctor of Physical Therapy Program during the 2021-2022 application cycle.</p><p><strong>Methods: </strong>Fifty personal statements from applicants were pooled with 50 Google Gemini-generated statements, then analyzed by 2 individuals, RQA, and GPTZero. RQA provided quantitative measures of lexical sophistication, whereas GPTZero used advanced machine learning algorithms to quantify AI-specific text characteristics.</p><p><strong>Results: </strong>Human raters demonstrated high agreement (κ = 0.92) and accuracy (97% and 99%). RQA parameters, particularly recurrence and max line, differentiated human- from AI-generated statements (areas under receiver operating characteristic [ROC] curve = 0.768 and 0.859, respectively). GPTZero parameters including simplicity, perplexity, and readability also differentiated human- from AI-generated statements (areas under ROC curve > 0.875).</p><p><strong>Discussion and conclusion: </strong>The study reveals that human raters, RQA, and GPTZero offer varying levels of accuracy in differentiating human-written from AI-generated personal statements. The findings could have important implications in academic admissions processes, where distinguishing between human- and AI-generated submissions is becoming increasingly important. Future research should explore integrating these methods to enhance the robustness and reliability of personal statement content evaluation across various domains. Three strategies for managing AI's role in applications-for applicants, governing organizations, and academic institutions-are provided to promote integrity and accountability in admission processes.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985903","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}