Journal, physical therapy education最新文献

{"title":"What Freedom Asks of Education.","authors":"Lisa VanHoose","doi":"10.1097/JTE.0000000000000482","DOIUrl":"10.1097/JTE.0000000000000482","url":null,"abstract":"","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"2-3"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146151770","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":"\"Showing up and Showing out\": Experiences of Racially Minoritized Physical Therapist Students.","authors":"Melissa Yeung, Emelia McCuen","doi":"10.1097/JTE.0000000000000405","DOIUrl":"10.1097/JTE.0000000000000405","url":null,"abstract":"<p><strong>Introduction: </strong>The increase in the diversity of students in physical therapist education programs (PTEPs) necessitates an examination of the education experiences of racially minoritized physical therapist students. The purpose of this paper is to describe the education experiences of racially minoritized physical therapist (PT) students.</p><p><strong>Review of literature: </strong>Existing literature suggests that racism and racial microaggression are part of the racially minoritized student experience, therefore, making the racially minoritized student experience unique. In addition, more recent studies suggest that racially minoritized PT students experience higher rates of faculty and peer mistreatment based on racial identity. Existing studies also reflect how racially minoritized PT students possess a desire to be change agents within their profession.</p><p><strong>Subjects: </strong>A total of 41 participants were recruited from PTEPs through social media sites and national student organizations for Black, Asian, and Latinx students enrolled in PTEPs. Nineteen of those participants met the study's participation requirements.</p><p><strong>Methods: </strong>Three interviews were conducted for each participant. Their responses were combined with a demographic survey received prior to the first interview. Interviews were then transcribed and coded with deductive and inductive processes.</p><p><strong>Results: </strong>The findings of this study are summarized into the following themes: cultural awareness and representation, racism and racial microaggression, relationships with faculty, and career goals and motivations. These themes describe how race and ethnicity influence the physical therapist student experience as they interact with peers and faculty.</p><p><strong>Discussion and conclusion: </strong>This study provides an understanding of how race and ethnicity can influence racially minoritized student PT experiences. Findings also recognize that interactions and relationships with faculty are important to PT students. The study also supports ongoing efforts to improve the demographic profile of faculty within physical therapist education in ethnic diversity and racial identity.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"63-69"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144048987","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":"Beyond Scarcity: Reimagining an Abundant Future for Physical Therapist Education.","authors":"Kendra Gagnon, Mary Blackinton","doi":"10.1097/JTE.0000000000000453","DOIUrl":"10.1097/JTE.0000000000000453","url":null,"abstract":"<p><strong>Background and purpose: </strong>Physical therapist education (PTE) has historically been shaped by scarcity: deliberate structural and cultural choices that constrain who is admitted, how instruction is delivered, and what pathways lead into the profession. These constraints have reinforced exclusivity, elevated institutional prestige over public access, and resisted reform under the guise of protecting quality. In this position paper, we apply Smith's Abundant University framework to rethink scarcity and reimagine PTE, offering a future-oriented vision that aligns with broader trends in higher education and addresses workforce, equity, and affordability concerns.</p><p><strong>Position and rationale: </strong>We argue that physical therapy must reject scarcity-driven assumptions and embrace an abundance framework-rooted in scalability, flexibility, and inclusivity-to reimagine PTE for contemporary needs. We identify specific barriers-including rigid seat-time requirements, exclusionary admissions metrics, and the lack of physical therapist assistant to physical therapist pathways-as evidence that scarcity is embedded by design. Drawing on examples from digital education, competency-based learning, and health care workforce development, we describe how long-standing ideas (e.g., hybrid learning, holistic admissions, modular credentialing) take on new relevance within an abundance framework.</p><p><strong>Discussion and conclusion: </strong>An abundance framework reveals untapped potential to expand student access, enhance and scale instruction, and diversify credentialing pathways. Despite regulatory, financial, and cultural barriers, the profession has the capacity-and responsibility-to reject artificial limits, create new pathways to practice, and redefine quality by outcomes that matter: competence, access, and societal impact. Embracing abundance offers a unifying vision and actionable strategies to build a more inclusive, scalable, and sustainable future for physical therapist education.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"4-9"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145240783","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 Competence to Capability: Deepening the Vision of Abundance in Physical Therapist Education.","authors":"Jaime Z González","doi":"10.1097/JTE.0000000000000474","DOIUrl":"10.1097/JTE.0000000000000474","url":null,"abstract":"","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"10-11"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145992566","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 Anatomy in a Physical Therapist Competency-Based Education Course: Challenges and Solutions.","authors":"Jeb Helms, Lindsay Conn, Austin Sheldon, Carl DeRosa, Kelly Macauley","doi":"10.1097/JTE.0000000000000462","DOIUrl":"10.1097/JTE.0000000000000462","url":null,"abstract":"<p><strong>Background and purpose: </strong>Despite calls to transition physical therapist education to a competency-based education (CBE) framework, implementation remains limited. Anatomy has traditionally been taught as a foundational course in physical therapy curricula, and examples of CBE implementation would be beneficial to many programs. This preliminary work describes the development, logistics, and outcomes of integrating clinical anatomy within a team-taught, hybrid, CBE-based course.</p><p><strong>Method/model description and evaluation: </strong>The course was designed keeping important CBE principles at the forefront: flexible timelines, authentic assessments, and integration with clinical competencies. Learners completed a precourse and postcourse anatomy knowledge assessment and an anatomy self-efficacy scale. Course evaluations included a Likert scale and open-ended responses regarding instructional strategies and assessment flexibility. Faculty reflections on the logistical challenges involved with the CBE assessment process were also analyzed.</p><p><strong>Outcomes: </strong>Learners demonstrated significant improvements in anatomical knowledge [ t (13.0), P < .001, d = 2.4] and anatomical self-efficacy [ t (8.0), P < .001, d = 1.5]. Course evaluations were overwhelmingly positive, with strong agreement on engagement in asynchronous (76%) and synchronous (86%) sessions. Most learners (83%) found assessments clinically relevant.</p><p><strong>Discussion and conclusion: </strong>Teaching clinical anatomy within an integrated CBE course successfully enhanced learner knowledge and self-efficacy. Flexible timelines supported learner autonomy, however, both faculty and learners noted timing issues that informed potential future refinements such as structured assessment windows. Despite faculty-identified logistical hurdles, the model demonstrates the feasibility of competency-based instruction and offers actionable insights for other physical therapist programs.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"23-31"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145971451","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 Impact of Self-Leadership on Evidence-Based Practice Beliefs Among Physical Therapists and Doctor of Physical Therapy Students.","authors":"Eric T Greenberg, Vicki LaFay, Luke Smith, Greg Benson","doi":"10.1097/JTE.0000000000000409","DOIUrl":"10.1097/JTE.0000000000000409","url":null,"abstract":"<p><strong>Introduction: </strong>This study explored the self-leadership and evidence-based practice (EBP) beliefs among Doctor of Physical Therapy (DPT) students and licensed physical therapists (PTs).</p><p><strong>Review of the literature: </strong>Evidence-based practice offers health care professionals a systematic approach to applying research to improve patient outcomes. Despite positive attitudes toward EBP, PTs often struggle to translate scientific knowledge into clinical practice. While many frameworks emphasize the importance of organizational leadership in EBP, self-leadership, directing oneself toward personal goals, remains underexplored.</p><p><strong>Subjects: </strong>The study included 860 participants: 158 DPT students, 235 early-career PTs with less than 10 years of clinical experience, and 467 late-career PTs with 10 or more years of experience.</p><p><strong>Methods: </strong>A cross-sectional online survey explored the relationship and group differences between Revised Self-Leadership Questionnaire scores and Evidence-Based Practice (EBP) Beliefs Scale scores among physical therapists and DPT students. The statistical analysis approaches included Spearman's Rank Correlations, Kruskal-Wallis H tests, and multiple stepwise regressions.</p><p><strong>Results: </strong>Weak correlations existed between self-leadership and EBP beliefs in DPT students and late-career PTs, while a moderate correlation was observed in early-career PTs. Although self-leadership and EBP beliefs varied between groups, the differences were minor. Intrinsic DPT student and physical therapist characteristics showed minimal predictive value for EBP beliefs, highlighting the continued complexity of understanding EBP beliefs and implementation within the physical therapy profession.</p><p><strong>Discussion and conclusion: </strong>A persistent gap exists in understanding the clinician-specific factors influencing EBP beliefs in physical therapy. These findings emphasize the need to identify and cultivate factors positively affecting EBP adoption and self-leadership among physical therapists and students. Future research should look to understand the complex interplay between personal attributes and organizational dynamics to enhance EBP implementation in clinical practice.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"70-79"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144039420","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":"Learner Success Model in Physical Therapy Education.","authors":"Beth P Davis, Amber Fitzsimmons, V Kai Kennedy, Stephen Jernigan","doi":"10.1097/JTE.0000000000000402","DOIUrl":"10.1097/JTE.0000000000000402","url":null,"abstract":"<p><strong>Background and purpose: </strong>Physical therapy educators recognize the need for enhanced learner support to ensure degree completion, licensure, and high-quality, safe patient care. High costs are associated with academic difficulty for learners, educators, programs, institutions, and clinical partners. The urgency to find effective learner support methods is paramount. This paper aims to explain the importance of the affective domain and to highlight external system-level factors affecting learner success through a proposed Learner Success Model in Physical Therapy Education (LSM PTE).</p><p><strong>Method/model description and evaluation: </strong>The LSM PTE captures the complexity of learner attributes and external systems. This model emphasizes the affective domain and interconnected systems in a socio-ecological model, placing learners within overlapping spheres of influence. The center represents internal attributes and essential learning domains while the spheres represent system-level factors also affecting outcomes. The model's application is explored through a case vignette for a learner needing additional support.</p><p><strong>Outcomes: </strong>Although outcomes of the LSM PTE are not yet known, this model provides a framework for identifying potential impacts within each sphere.</p><p><strong>Discussion and conclusion: </strong>The LSM PTE illuminates a comprehensive perspective necessary to support learners in physical therapy education. This approach, which includes the affective domain and various system-level factors, extends beyond cognitive and psychomotor learning domains to promote successful learner outcomes, helping achieve program, profession, and societal goals.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"51-62"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143805153","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":"Benefits, Challenges, and Strategies for Implementing Shared Clinical Instruction in the United States: A Qualitative Study.","authors":"Nicki Silberman, Lori Hochman, Vicki LaFay, Jennifer Cunningham","doi":"10.1097/JTE.0000000000000406","DOIUrl":"10.1097/JTE.0000000000000406","url":null,"abstract":"<p><strong>Introduction: </strong>Doctor of Physical Therapy (DPT) students participate in clinical education experiences (CEEs) with varying structure regarding student-to-clinical instructor (CI) ratios. No clinical education model has been identified as superior.</p><p><strong>Review of literature: </strong>The literature discusses 1:1 or 2:1 student-to-CI ratios, with limited research on shared clinical instruction (1 student to 2 CIs). Placement capacity is the greatest challenge in clinical education, and despite calls for reform, change to clinical education remains an ongoing endeavor. The purpose of this study was to explore the perspectives of interested parties in clinical education on CEEs with shared clinical instruction.</p><p><strong>Subjects: </strong>Site coordinators of clinical education, CIs, directors of clinical education, and DPT students across the United States with shared clinical instruction experience participated in the study.</p><p><strong>Methods: </strong>A phenomenological inquiry following an inductive approach explored participants' perspectives on shared clinical instruction using semi-structured interviews. A peer review established credibility, trustworthiness, and confirmability of the findings.</p><p><strong>Results: </strong>Twelve participants completed the study, revealing 5 main themes: sharing and collaboration decreases CI burnout, increased opportunities for clinicians to be CIs, expands learning opportunities for students, potential challenges with multiple CIs, and ingredients for successful shared clinical instruction.</p><p><strong>Discussion and conclusion: </strong>Shared clinical instruction cultivates a supportive environment, enabling CIs to distribute responsibilities, thereby decreasing stress and burnout. This model potentially increases the CI pool by involving part-time and specialized professionals in clinical education. Shared clinical instruction exposes students to diverse clinical cases and teaching styles. Challenges include inconsistent feedback and assessment from divergent CI expectations, causing stress. Strategies for successful shared clinical instruction are presented. Future research should explore its impact on clinical education capacity and develop best practice guidelines. Benefits of shared clinical instruction may outweigh the potential challenges. With effective strategies, shared clinical instruction can create positive and productive CEEs for all parties.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"89-95"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144039714","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 Core Entrance-to-Practice Competencies for Physical Therapy: A National Consensus Approach.","authors":"Sara Knox, Patricia Bridges, Steven Chesbro, Peggy Blake Gleeson, Traci Norris, Robert H Rowe, Jean Fitzpatrick","doi":"10.1097/JTE.0000000000000420","DOIUrl":"10.1097/JTE.0000000000000420","url":null,"abstract":"<p><strong>Introduction: </strong>This aimed to use a collaborative, national reactor panel process to develop a domains of competence (DOC) framework for the physical therapist profession, including DOC spanning the learner continuum and entrance-to-practice competencies for the profession.</p><p><strong>Review of literature: </strong>Competency-based education (CBE) is an educational philosophy and design approach aimed at learner development, patient safety, and standardized performance expectations. In the United States, there have been calls for standardized performance expectations in physical therapist education and practice.</p><p><strong>Subjects: </strong>Two hundred individuals were invited to participate in the reactor panel (phases 2, 3, 5, 7); participation varied by phase. One hundred twenty-three individuals participated in the open comment period (phase 8).</p><p><strong>Methods: </strong>A mixed-methods survey design using a three-tiered, iterative data integration approach was used to construct the DOC Framework over 8 phases. Surveys sought feedback on 2 key aspects: 1) clarity and 2) defining the essence of the physical therapist profession. An a priori threshold of 80% or more of responses rated as a 4/5 or 5/5 on the Likert scale was set.</p><p><strong>Results: </strong>The DOC Framework consists of 8 domains, 69 core entrance-to-practice competencies, and 4 supporting documents. The 8 DOC are Knowledge for practice, Patient and client care and services, Communication, Practice management, Education and learning, Reflective practice and improvement, Professionalism, and Systems-based practice in health care. The average rating for clarity and essence was greater than 90% for domain descriptions and competencies.</p><p><strong>Discussion conclusion: </strong>The DOC Framework provides a foundation for CBE in physical therapy and fosters shared standards of education and competence in practice. This is one step toward a broader project aimed at enhancing education and practice within physical therapy. Next steps will include the identification of Entrustable professional activities (EPAs) and the mapping of the competencies developed in this project to the EPAs. The DOC Framework is intended to be dynamic and adaptable, evolving as the profession progresses.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"12-22"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12908638/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144218022","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":"Improving Equity Within the Holistic Admission Process Through Race-Neutral Holistic Review: A Before and After Cross-Sectional Study.","authors":"Megan Eikenberry, Kylie Scott, Jaime González, Josh Subialka, Lacey Frankland, Patrice Ayala, Mark Kargela, Byron Russell","doi":"10.1097/JTE.0000000000000413","DOIUrl":"10.1097/JTE.0000000000000413","url":null,"abstract":"<p><strong>Introduction: </strong>The US Physical therapist (PT) workforce lacks racial and ethnic diversity, which may contribute to health disparities. Holistic review (HR) admission methods may improve workforce diversity by evaluating applicants' academic metrics, experiences, and personal attributes. Holistic review processes must adapt following the 2023 Supreme Court ruling prohibiting race-based admission criteria.</p><p><strong>Review of literature: </strong>Holistic review criteria are program-specific and align with institutional and programmatic goals. While HR is shown to improve student body diversity, most PT education programs heavily emphasize academic metrics, which may disadvantage racial and ethnic minority (REM) applicants from acceptance. This study examines the racial and ethnic distributions of PT education program applicants and matriculants before and after implementing a race-neutral HR rubric where academics and experiences were equally weighted.</p><p><strong>Subjects: </strong>The sample included 848 qualified applicants to a PT education program in 2 consecutive admission cycles.</p><p><strong>Methods: </strong>This retrospective cross-sectional study analyzed the racial and ethnic distributions of qualified applicants ranked by verbal Graduate Record Exam (vGRE) and HR rubric scores. Chi-square tests assessed differences in racial and ethnic frequencies between qualified applicants Invited to Interview (ITI) or waitlisted for interview and differences between matriculating cohorts.</p><p><strong>Results: </strong>There was a statistically significant difference in the frequencies of White/non-Hispanic applicants who were ITI versus waitlisted for interview when ranked by verbal GRE, with White/non-Hispanic applicants more represented in the ITI pool. There were no differences in the racial and ethnic frequencies of applicants who were ITI versus waitlisted for interview after HR implementation, and no differences were found between matriculated cohorts.</p><p><strong>Discussion and conclusion: </strong>Race-neutral HR promotes equitable admissions and reduces bias against REM applicants. Although REM representation increased in the matriculated cohort, adjustments to HR weighting may further enhance diversity. These findings support the broader use of race-neutral HR in PT admissions after the affirmative action ban.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"32-40"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12908648/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144304302","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}