Journal, physical therapy education最新文献

{"title":"Blooming Through the Evolution of DEI.","authors":"Dawn S Brown, Brianna Chesser","doi":"10.1097/JTE.0000000000000374","DOIUrl":"10.1097/JTE.0000000000000374","url":null,"abstract":"<p><strong>Abstract: </strong>The lexicon and language surrounding diversity, equity, and inclusion (DEI) are evolving with new and nuanced meanings arising, depending on historical and current contexts. Notably, the DEI initialism has evolved to incorporate justice, equity, diversity, and inclusion to create the acronym JEDI, excluding key terms such as accessibility, belonging, or antiracism. Adding a plus sign (+) to the DEI initialism embraces a more comprehensive and intersectional approach, creating space for transformative and evolving language. DEI+ aims to include and invite everyone into ongoing conversations where all are respected, supported, and feel a sense of belonging. Using Bloom's Taxonomy for cognitive learning as a framework, the authors advocate incorporating the DEI+ initialism within physical therapy education, research, and practice.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"360"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142305760","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 Development of an Opioid Misuse Training Program for Physical Therapists: A Learning Community Approach.","authors":"John Magel, Elizabeth Siantz, Priscilla Blosser, Julie M Fritz, Adam J Gordon","doi":"10.1097/JTE.0000000000000343","DOIUrl":"10.1097/JTE.0000000000000343","url":null,"abstract":"<p><strong>Introduction: </strong>Musculoskeletal pain and opioid misuse frequently co-occur.</p><p><strong>Review of the literature: </strong>The US Preventive Services Task Force calls for all health care providers to be trained to screen for misuse and/or opioid use disorder. The purpose of this study was to develop and implement an opioid misuse training program that could be used by physical therapists.</p><p><strong>Subjects: </strong>Thirteen practicing physical therapists were invited to participate in a curriculum development project.</p><p><strong>Methods: </strong>Using the Curriculum Framework, a collaborative learning approach was used to develop an opioid misuse training program and training manual for physical therapists. Four training sessions were provided virtually every 2 weeks. Topics included an introduction to the opioid crisis, screening, assessing, and communicating with patients and with the health care team about opioid misuse. Each didactic session was followed by a participant feedback session where participants provided recommendations on improving the training content and their impressions on the barriers and facilitators to incorporating the training into practice. A companion training manual was created and sent to participants for comment. Participants were asked over email to describe whether and how they incorporated training materials into clinical practice during the training curriculum.</p><p><strong>Results: </strong>All participants attended sessions 1-3. Twelve (92.3%) attended the fourth session. Based on the participants' feedback, training sessions were edited, and a companion training manual was finalized and distributed to each participant. After the fourth session, 9 participants (69.2%) reported using what they learned in the training. During the participant feedback sessions, participants regarded the training as important. Some participants expressed barriers to discussing opioids with patients and concerns about whether the training was within physical therapists' scope of practice.</p><p><strong>Discussion and conclusion: </strong>An iteratively developed training program for physical therapists to address opioid misuse was acceptable, feasible, and provided immediate practice change by most participants.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"340-347"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11561156/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140913660","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":"Examining Opportunities Offered Outside of Home Country in Physical Therapy Education: Considering the Colonial History of Global Health.","authors":"Kripa Dholakia, Jennifer Audette, April Gamble, Jeff Hartman","doi":"10.1097/JTE.0000000000000349","DOIUrl":"10.1097/JTE.0000000000000349","url":null,"abstract":"<p><strong>Background and purpose: </strong>Increasingly, PT programs in the United States are providing educational experiences outside of the home country (OHC) where faculty and students engage in global health initiatives. It is important to consider that the field of global health has its historical roots in colonialism, which has led to inequities and injustice. Those who are engaged in this work must assist in reversing this colonial legacy. The purpose of this position paper is to present the colonial history of global health, to provide context, and to spark critical reflection among PT educators about how OHC experiences are developed and configured.</p><p><strong>Position and rationale: </strong>As a profession, we must educate ourselves about the history of global health and critically reflect on OHC engagements to ensure that we support equity and justice.</p><p><strong>Discussion and conclusion: </strong>We must start by grounding our OHC experiences in health equity and justice. This should be done by considering the colonial history of global health and the privileges we hold as members of academic institutions in the United States. Why we offer OHC experiences in PT education should be investigated and clear to both faculty and students. Excluding this colonial history and its impacts risks perpetuating the historical harms to the health and well-being of the populations we claim to be serving.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"272-276"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141263625","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":"Strategic Learning Strategies of Doctor of Physical Therapy Students.","authors":"Carrie A Minahan, Breanna Reynolds, Jennifer G Martin, Jill Seale","doi":"10.1097/JTE.0000000000000345","DOIUrl":"10.1097/JTE.0000000000000345","url":null,"abstract":"<p><strong>Introduction: </strong>The use of strategic learning strategies has been positively associated with academic performance in several graduate health profession programs. This finding suggests that it may be an important construct to explore in Doctor of Physical Therapy (DPT) education. The Learning and Study Strategies Inventory (LASSI) summarizes a student's perception and use of 10 learning and study strategies.</p><p><strong>Review of literature: </strong>Although the LASSI has limited reporting in DPT education, other health care education programs have shown correlation with academic performance. The purpose of this study was to examine DPT students' early perceptions of strategic learning with descriptive summaries of LASSI data and examine correlations between demographic and admissions-related data.</p><p><strong>Subjects: </strong>Matriculated DPT students ( n = 294) at a 2-year hybrid program who completed the LASSI at orientation in 2020 and 2021.</p><p><strong>Methods: </strong>This was a descriptive study that retrospectively analyzed LASSI scores in entry-level DPT students. LASSI score differences among demographic groups and Spearman's rho correlations between the LASSI, Graduate Record Examination (GRE) scores, grade point averages, grit, and emotional intelligence (EI) were explored.</p><p><strong>Results: </strong>LASSI score means were in the 50th-75th percentile (moderate category) suggesting a need for further development in strategic learning. Group differences in LASSI scores were noted for gender identity (male higher Anxiety management, P < .001; female higher Attitude , P < .001, Time Management , P = .003, and Use of Academic Resources , P = .003), racial-ethnic minoritized group (higher S elf-regulation , P = .013), first-generation college students (higher Attitude , P = .047), physical therapy assistants (higher Information Processing , P = .047), students with a primary language other than English (higher Time Management , P = .046), and older students (higher Anxiety management, P = .026). Weak but significant correlations were identified between LASSI scale and component scores and several admissions variables. Highest correlations were with grit ( Will , ρ = 0.319, P < .001; Concentration , ρ = 0.312, P < .001), EI ( Will , ρ = 0.328, P < .001; Attitude , ρ = 0.302, P < .001; Self-regulation , ρ = 0.382, P < .001; Use of Academic Resources ρ = 0.331, P < .001), and quantitative GRE scores ( Anxiety management, ρ = 0.341, P < .001).</p><p><strong>Discussion/conclusion: </strong>All LASSI scale scores and components were in the moderate category, potentially indicating a need to coach and develop strategic learning strategies. Group differences in LASSI scores may represent varied student needs. The weak relationship between LASSI scores and admissions variables could suggest that the constructs measured by LASSI are not currently captured through typical DPT admissions practices.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"311-321"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142305764","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":"Socioeconomic Influence on Physical Therapist Student Financial Literacy, Self-Efficacy, Stress, and Anxiety.","authors":"Edward P Mulligan, Patrick S Pabian, Tara Dickson","doi":"10.1097/JTE.0000000000000348","DOIUrl":"10.1097/JTE.0000000000000348","url":null,"abstract":"<p><strong>Introduction: </strong>Doctor of Physical Therapy (DPT) students have considerable educational debt upon graduation with suspected low levels of financial literacy, limited financial self-efficacy, and elevated stress and anxiety. The purpose of this study was to determine the relationships between financial knowledge, financial anxiety, financial stress, and financial self-efficacy with socioeconomic determinants in DPT students.</p><p><strong>Subjects: </strong>Five hundred seventy-eight DPT students, surveyed through a cross-sectional sample of convenience.</p><p><strong>Methods: </strong>Participants responded to a 40-item demographic questionnaire providing a self-assessment of their current financial literacy, financial self-efficacy, financial anxiety, financial stress, and level of general social support. Pairwise correlations were used to determine the relationship between independent variables and composite scores on self-assessment tools. Multiple regression analyses were conducted to predict financial knowledge, self-efficacy, anxiety, stress, and social support by socioeconomic indicators and educational debt status.</p><p><strong>Results: </strong>While there was a moderate, positive association between presence of debt and financial self-efficacy and financial anxiety for all students (r = .55), there was no statistically significant difference in financial knowledge, self-efficacy, anxiety, stress, or social support for students based on race/ethnicity. There was a negligible to weak correlation between financial knowledge, financial self-efficacy, and level of financial anxiety based on age, race/ethnicity, gender, socioeconomic background, debt load, risk tolerance, and retirement reflection. When subjected to multiple regression analysis, the level of education-related debt could explain a large proportion of the variance in multiple measures, including financial self-efficacy, anxiety, and stress. Economic background explained a large proportion of variance in the general social support students felt.</p><p><strong>Discussion and conclusion: </strong>We found a strong, positive correlation between the presence of debt and financial stress and anxiety for all DPT student respondents. While there is no difference in financial literacy and self-efficacy based on race and ethnic background, there is a moderate correlation between self-efficacy and financial anxiety for all students. Education on strategies to manage debt load may reduce both factors.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"300-310"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141177045","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":"Preliminary Evaluation of a Questionnaire to Measure Program-Level Sense of Belonging Among Student Physical Therapists.","authors":"Thomas Gus Almonroeder, Jonathan Duellman, Nicole Edmonds, Beth O'Rourke, Nikolaos Rivera","doi":"10.1097/JTE.0000000000000347","DOIUrl":"10.1097/JTE.0000000000000347","url":null,"abstract":"<p><strong>Introduction: </strong>A greater sense of belonging has been found to correspond with better academic performance/motivation, retention, and general mental well-being among college students. As a result, it is important to be able to meaningfully assess student physical therapists' sense of belonging.</p><p><strong>Review of literature: </strong>While there are questionnaires available to assess sense of belonging at the university level, it is also important to be able to assess students' sense of belonging in a narrower context, such as within their program of study. The purpose of this study was to develop and evaluate a program-specific tool, referred to as the Program Sense of Belonging (ProSB) questionnaire, that could be used to assess sense of belonging among student physical therapists. As part of this study, we examined the internal structure of the ProSB questionnaire items and assessed internal consistency.</p><p><strong>Subjects: </strong>One hundred twenty-four student physical therapists from 2 different physical therapist education programs completed the ProSB questionnaire.</p><p><strong>Methods: </strong>We conducted an exploratory factor analysis to examine the internal structure of the ProSB questionnaire and examined Cronbach's alpha to assess the internal consistency of the items associated with each retained factor.</p><p><strong>Results: </strong>For the final 10-item version of the ProSB questionnaire, 2 factors were retained, which explained 57.5% of the variance (factor 1 = 30.9%, factor 2 = 26.6%). The 5 items that loaded on factor 1 were related to \"social acceptance,\" while the 5 items that loaded on factor 2 were related to \"valued competence.\" Both subscales exhibited acceptable levels of internal consistency (Cronbach's alpha ≥0.84).</p><p><strong>Discussion: </strong>The ProSB questionnaire appears to capture different dimensions of student physical therapists' sense of belonging (social acceptance, valued competence) at the program level.</p><p><strong>Conclusion: </strong>Based on our preliminary findings, the ProSB questionnaire appears to be a valid tool for assessing program-level sense of belonging among student physical therapists.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"293-299"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141263626","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":"Codesign of a Neurological Physiotherapy Student-Led Clinic With Students and Patients: An Exploratory Qualitative Study.","authors":"Donna Wynne, Elizabeth Hancock, Kay Cooper","doi":"10.1097/JTE.0000000000000380","DOIUrl":"10.1097/JTE.0000000000000380","url":null,"abstract":"<p><strong>Introduction: </strong>This study explores students' and patients' views of a UK physical therapy student-led clinic (SLC) for neurological rehabilitation and, using a codesign approach, it proposes an optimal design of a physical therapy SLC for neurological rehabilitation for patient participation and student learning.</p><p><strong>Review of literature: </strong>There is a paucity of literature examining experiences of neurological rehabilitation SLCs. Although research supports the utilization of codesign methodologies with patients and for curriculum development, there remains a gap regarding its application to SLCs in physical therapy for individuals with neurological conditions.</p><p><strong>Subjects: </strong>Convenience sampling was used to recruit 4 patient and 4 student participants to take part in the study.</p><p><strong>Methods: </strong>This qualitative study employed exploratory codesign based on the participatory action research approach. Three online codesign workshops were facilitated by the research team. Thematic analysis of each workshop informed the outline for the next.</p><p><strong>Results: </strong>Patients perceived that the SLC improved their overall well-being, and they highly valued being able to access rehabilitation. Students reported that they developed a range of clinical skills through participation in the SLC but would have liked a more in-depth orientation. The codesign process identified 5 key elements for the optimal design of the physical therapy neurological SLC: student support, continuity, supervision, peer-assisted learning, and orientation.</p><p><strong>Discussion: </strong>Findings suggest that the SLC provides both a quality learning experience and a patient service, which is safe, effective, and sustainable. Future research should be undertaken with different stages of students and in different university settings. The codesign approach has been shown to be feasible for students and patients and could be used across other aspects of curriculum design.</p><p><strong>Conclusion: </strong>This novel study using codesign methodology provides initial findings of key elements to optimize SLCs in neurological physical therapy, to enhance student learning and patient experience.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560011","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 Domains of Competence and Competencies for Physical Therapist Education.","authors":"Steven B Ambler, Tamara L Burlis, B Ruth Clark, Gregory W Holtzman, Patricia Navarro McGee, Jody S Frost, Jessica L Randolph, Barbara J Norton, Carey L Holleran","doi":"10.1097/JTE.0000000000000377","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000377","url":null,"abstract":"<p><strong>Background and purpose: </strong>Competency-based education (CBE) has been gaining widespread acceptance as a viable method for transforming education within health professions. The purpose of this report is to describe the process we used to develop a set of domains of competence and associated competencies for physical therapists. The catalyst for this effort was our desire to implement CBE as part of the major renewal of our Doctor of Physical Therapy curriculum.</p><p><strong>Method/model description and evaluation: </strong>We developed a draft set of domains and competencies for physical therapists by considering the future of physical therapy and relevant CBE literature. Next, we used a multistep survey-and-revise process to develop consensus on the appropriateness and clarity of each domain and competency. Surveys were repeated until an 85% threshold level of agreement was achieved for each domain and competency. Between rounds of the surveys, the Competency and Entrustment Writing Team reviewed feedback and edited items accordingly.</p><p><strong>Outcomes: </strong>The writing and feedback processes resulted in consensus on a total of 57 competencies, organized into 8 domains of competence.</p><p><strong>Discussion and conclusion: </strong>The development of defined outcomes for physical therapist education (PTE) through domains and competencies provides a framework for a broader effort to re-envision PTE. Careful attention to ensuring that the framework uses shared language across professions has the potential to enhance health care and the health of society.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142550009","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":"Exploration of Student Experiences and Perceptions of Self and Peer: Implications for Tailoring Supports.","authors":"Karen Huhn, Ellen Costello, William E Healey, Marjorie Johnson Hilliard, Joyce Maring, Margaret Plack","doi":"10.1097/JTE.0000000000000379","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000379","url":null,"abstract":"<p><strong>Introduction: </strong>Doctor of Physical Therapy (DPT) students have reported learning new behaviors, enhanced self-awareness, and personal and professional growth during their first year of DPT school. The purpose of this study was to explore in greater depth, through semistructured interviews, the student perceptions of self-identity and social identity.</p><p><strong>Subjects: </strong>Seventeen early second-year DPT students from 3 universities.</p><p><strong>Methods: </strong>This investigation is an extension of a larger multisite study. Qualitative interviews were employed to enable the use of a constructivist lens to explore the importance of personal context in participants' experiences during the first year of DPT school.</p><p><strong>Results: </strong>Students across programs shared similar characteristics and experiences. Three themes emerged: DPT students share common perceptions of themselves and classmates; sociocultural experiences shaped their actions and perceptions of self; and students recognized the need to change to be successful. The voices of the older second-career students and racially minoritized students were uniquely different from other participants.</p><p><strong>Discussion and conclusion: </strong>Doctor of Physical Therapy student experiences are similar across programs except for older students and racially minoritized students. Early professional identity formation was noted as well. A richer understanding of the personal characteristics, influential sociocultural factors, and student perceptions of self and classmates could enable educators to customize supports and educational strategies to help students understand the role their past and present experiences play in shaping their professional identities.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142515955","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":"An Early Snapshot of Attitudes Toward Generative Artificial Intelligence in Physical Therapy Education.","authors":"Richard Severin, Kendra Gagnon","doi":"10.1097/JTE.0000000000000381","DOIUrl":"10.1097/JTE.0000000000000381","url":null,"abstract":"<p><strong>Introduction: </strong>Generative artificial intelligence (AI) is rapidly gaining popularity across health care, education, and society. The purpose of this study was to assess perceptions and use of generative AI in academic physical therapy (PT).</p><p><strong>Review of literature: </strong>Generative AI became one of the fastest-growing technologies ever after the public release of ChatGPT in November 2022. Early data indicate that attitudes toward generative AI in higher education are mixed and rapidly evolving, with significant ethical concerns around use and potential misuse. There are no published studies investigating perceptions and use of generative AI in PT education.</p><p><strong>Subjects: </strong>A total of 175 surveys were completed and analyzed. Respondents included PT educators, administrators, and students.</p><p><strong>Methods: </strong>An anonymous, online survey on use and perception of AI was distributed through email and social media. Descriptive statistics and cross-tabulations were performed to analyze respondent characteristics and responses to survey questions.</p><p><strong>Results: </strong>Most respondents (61.1%) reported they did not use generative AI during the 2022-2023 academic year, whereas 35.4% were generative AI users. More than 40% of respondents were optimistic or very optimistic toward generative AI. Users of AI were more likely to report an optimistic or very optimistic disposition toward AI compared with nonusers. AI users were more likely to agree or completely agree that generative AI has more benefits than drawbacks compared with nonusers.</p><p><strong>Discussion and conclusion: </strong>Results of this survey suggest that, despite the rapid uptake of generative AI in society, many PT educators and students harbor reservations and uncertainties toward its use. Artificial intelligence users were less likely to hold negative perceptions toward it and were more likely to find it useful. Understanding use and perceptions of generative AI in PT education may inform strategies to promote innovation, policy-making, and ethical integration of this new and rapidly evolving technology.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142776300","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}