Journal, physical therapy education最新文献

{"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}

{"title":"Final-Year Doctor of Physical Therapy Student Preferences for Employment and Postprofessional Education: An Exploratory Survey Study.","authors":"Adriaan Louw, Emilio Puentedura, Colleen Louw, Kristin Smith, Laurence Benz, Michael Walker","doi":"10.1097/JTE.0000000000000414","DOIUrl":"10.1097/JTE.0000000000000414","url":null,"abstract":"<p><strong>Introduction: </strong>This study aimed to identify the most preferred factors in job offers and postprofessional continuing education (CE) for final-year Doctor of Physical Therapy (DPT) students entering the workforce.</p><p><strong>Review of literature: </strong>There is increasing concern regarding the physical therapy (PT) workforce in the United States. The profession is experiencing high rates of burnout, record numbers of PTs leaving the field, and a general inadequacy in maintaining a sufficiently large workforce to meet the growing demand for PT services.</p><p><strong>Subjects: </strong>Convenience sample (n = 219; 18 states) of final-year DPT students in the United States (9 DPT programs).</p><p><strong>Methods: </strong>For this study, a cross-sectional survey was designed consisting of 3 sections that collected data on student demographics, employment preferences, and postprofessional CE preferences upon graduation.</p><p><strong>Results: </strong>When considering a job offer, most students (100 students, 46%) prioritized base pay, while 77 (35%) favored company culture. Nearly all DPT students (92.3%) expressed interest in pursuing postprofessional CE, including options like clinical specialty certification (29.9%), board certification (21.9%), and residency (11%). Preferences for postprofessional CE delivery were divided equally between online and in-person training.</p><p><strong>Discussion and conclusion: </strong>Findings from our convenience sample of final-year DPT students suggest that they prioritized higher base pay. However, they were not as interested in financial incentives linked to conditions that could restrict their work schedule flexibility. They preferred to find an employer whose values and work culture align with their own to minimize the risk of burnout. Finally, most respondents reported wanting to further their education, including mentorship opportunities, and preferred a balanced learning approach that included both online and in-person components.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"96-102"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144268380","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 Note From the Editor: Appealing to Our Common Humanity.","authors":"Keshrie Naidoo","doi":"10.1097/JTE.0000000000000481","DOIUrl":"10.1097/JTE.0000000000000481","url":null,"abstract":"","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146151743","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 Psychological Safety in Physical Therapist Clinical Education: A Mixed Methods Study.","authors":"Brandy Schwarz, Cynthia Carroll, Ashley Bondurant, Kenneth L Miller","doi":"10.1097/JTE.0000000000000404","DOIUrl":"10.1097/JTE.0000000000000404","url":null,"abstract":"<p><strong>Introduction: </strong>Psychological safety (PS) is a feeling that individuals are comfortable being themselves and sharing concerns and mistakes without fear of embarrassment, shame, ridicule, or retribution. The purpose of this study was to describe the phenomenon of PS and relationships between PS with general psychological distress, depression, anxiety, stress, and general self-efficacy in the clinical learning environment with physical therapist students.</p><p><strong>Review of literature: </strong>Psychological safety may influence student engagement and impact learning. During physical therapist student clinical experiences, PS is important for learning and patient safety.</p><p><strong>Subjects: </strong>Second-year students from 2 entry-level Doctor of Physical Therapy academic programs were invited to complete a survey before and after their first clinical experience.</p><p><strong>Methods: </strong>This was an explanatory sequential, mixed methods design. The Depression, Anxiety, and Stress Scale-21, General Self-Efficacy Scale, and questions about PS were completed by students before and after their initial clinical experiences. Survey respondents were subsequently invited to participate in a semistructured interview.</p><p><strong>Results: </strong>Of the 188 students invited, 27 completed both preclinical and postclinical surveys. Nine of those 27 students completed the qualitative portion. All students reported experiencing PS during their clinical experience. General psychological distress, anxiety, and stress all decreased, and general self-efficacy increased significantly during the clinical experience. Themes identified included characteristics of a safe psychological environment and signs of unsafe psychological environment.</p><p><strong>Discussion and conclusion: </strong>Having a sense of PS during clinical rotations has a positive influence on students' perceived ability to fully engage in their learning and may play a role in decreasing stress and anxiety and building self-efficacy. Students and clinical instructors have a shared responsibility for the cocreation of a PS learning environment, which can be established during a preclinical brief and maintained through consistent communication and authentic feedback.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"80-88"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143782314","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":"2025 Pauline Cerasoli Lecture: Y'All Means All. Inclusivity and Belonging of ALL PTs, PTAs, and Academic Programs.","authors":"Peggy Blake Gleeson","doi":"10.1097/JTE.0000000000000477","DOIUrl":"10.1097/JTE.0000000000000477","url":null,"abstract":"<p><strong>Background and purpose: </strong>Much work, endless hours, and many resources have been devoted to exploring the education of the physical therapy professional. The Vision for Excellence in Physical Therapist Education, the National Study of Excellence and Innovation in Physical Therapist Education, the American Council of Academic Physical Therapy's Blueprint for Excellence, and Competency-Based Education in Physical Therapy: Essential Outcomes for Physical Therapist Entrance Into Practice are a few of these outstanding works that will be springboards for the continuing maturation of our education. However, all of these resources are centered solely around the physical therapist, not the physical therapist assistant. In addition, many of the suggestions and recommendations in these resources do not take into consideration the vast array of physical therapy education models and modalities.</p><p><strong>Position and rationale: </strong>When we propose pathways to excellence in physical therapy education, ALL physical therapy education programs much SEE themselves in the pictures painted. All physical therapists and physical therapist assistants must see how they fit into the Vision. I fear that this is not the case.</p><p><strong>Discussion and conclusions: </strong>It is time to enhance our awareness of the lack of inclusivity and the lack of belonging that permeates our education system and profession. Only by including ALL physical therapists and physical therapist assistants from ALL physical therapy education programs will we have the collective strength, wisdom, and expertise to move forward. We can do this. We should do this. We must do this.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"103-115"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146095284","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 Mentorship in Rehabilitation Education: Adapting Mentor Approach Through the Conscious Competence Learning Model.","authors":"W Behrns, L A Bramble","doi":"10.1097/JTE.0000000000000445","DOIUrl":"10.1097/JTE.0000000000000445","url":null,"abstract":"<p><strong>Abstract: </strong>The conscious competence learning model, rooted in educational psychology, outlines 4 distinct stages of learning. 1,2 This model illustrates how learners evolve from lacking metacognition to achieving automaticity in self-assessment and skill performance. 1-4 This EduGraphic integrates this model with 4 key mentorship domains: clinical reasoning, patient communication, technical skills, and self-awareness/growth. Targeted mentorship questions and prompts are provided to foster reflection, build confidence, and support progression toward clinical mastery and life-long learning. 5 By identifying a mentee's current stage within the model, mentors can tailor their instructional strategies, feedback, and goal setting to best meet the needs of the learner. Further research is needed to determine how the implementation of the conscious competence learning model to clinical mentorship in a rehabilitation setting influences mentee outcomes.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"116"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082843","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":"Current Content and Perceptions of Doctor of Physical Therapy Faculty on Concussion-Related Education: A National Survey.","authors":"Mollie Casey, Kathryn Jones, Mark Mikhaeal, Karina Nichols, Lily Shiber, Michael Micco, Elizabeth Cornforth, Devashish Tiwari","doi":"10.1097/JTE.0000000000000479","DOIUrl":"10.1097/JTE.0000000000000479","url":null,"abstract":"<p><strong>Introduction: </strong>Physical therapists play a critical role in evaluating and managing concussions. Concussion-specific education for physical therapists is needed to improve competency in this field. The purpose of this national survey was to describe exposure, assessment, and appropriateness for entry-level preparation of concussion-related content. This study aimed to (1) describe the depth and breadth of concussion content in the Doctor of Physical Therapy (DPT) curriculum, (2) explore assessment methods to evaluate students' didactic and psychomotor knowledge, and (3) identify barriers to inclusion of concussion content in the DPT curriculum.</p><p><strong>Review of literature: </strong>The incidence of concussion is on the rise in the United States. Delays in managing concussion may lead to catastrophic outcomes. There is a need for concussion-specific education for physical therapists to improve proficiency in patient management.</p><p><strong>Subjects: </strong>Faculty from DPT programs nationwide.</p><p><strong>Methods: </strong>An electronic anonymous survey was developed and disseminated to DPT faculty engaged in orthopedic, neurologic, or pediatric courses nationwide.</p><p><strong>Results: </strong>A total of 82 responses (20.5% response rate) were obtained. The majority were full-time faculty (N = 71), and 39 respondents held specialization from the American Board of Physical Therapy Specialties (ABPTS). Cervical spine joint position error, scapulothoracic tenderness to palpation, the Balance Error Scoring System (N = 21), and Vestibular Ocular Motor Screening (N = 37) were the least assessed. Interventions like cervical spine neuromotor training (N = 31), habituation/adaptation exercises (N = 38), return-to-sport protocols (N = 12), advocacy/policy (N = 9), concussion-specific scope of practice (N = 14), and interdisciplinary roles (N = 13) were least assessed. Finally, 62% believed concussion topics were inadequately represented in the DPT curriculum, identifying limited time (32%), content complexity (29%), and relevance to licensing exams (19%) as barriers.</p><p><strong>Discussion and conclusion: </strong>Currently, there are inconsistencies in the representation of concussion-related content in DPT curricula. Limited consensus on the inclusion of specific aspects of concussion assessment and management warrants further exploration of ways to facilitate integration of this content.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146222631","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 of Enhanced Education on Biopsychosocial Pain Knowledge, Attitudes, and Clinical Behavior of Physical Therapist Students: A Cluster Randomized Trial.","authors":"Anneke J Beetsma, Roland R Reezigt, Sander J van Dam, Hans S M Hobbelen, Michiel F Reneman","doi":"10.1097/JTE.0000000000000473","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000473","url":null,"abstract":"<p><strong>Introduction: </strong>Whether person-centered pain education approaches for Physical Therapist (PT) students elicit positive guideline-consistent changes in knowledge, attitudes, and clinical behavior is unknown. This study aims to evaluate the effects of enhanced-education compared to standard-education among entry-level PT students.</p><p><strong>Review of literature: </strong>Many (future) PTs adhere poorly to evidence-based clinical guidelines and find it challenging to integrate biopsychosocial (BPS) elements in the management of persistent musculoskeletal pain.</p><p><strong>Subjects: </strong>The eligibility criteria included all first- and second-year students from the Dutch 4-year entry-level PT education program at Hanze University of Applied Sciences in Groningen, the Netherlands.</p><p><strong>Methods: </strong>A cluster-randomized controlled trial design was used. Primary outcomes-including BPS pain knowledge, attitudes, and self-reported clinical behaviors-were assessed by comparing enhanced-education with standard-education on 5 measures. Intervention duration was 8 weeks. Enhanced-education teachers were additionally trained. Students were blinded to group allocation. Data were analyzed using linear mixed models and responder description.</p><p><strong>Results: </strong>N = 187 students responded at baseline and n = 264 postintervention, 63% being paired measurements. Both groups improved significantly on all outcomes, with the enhanced-education group demonstrating greater improvement than the standard-education group in 4 out of 5 outcomes: Video Vignette score (P = <.001), Written Vignette score (P = .03), Knowledge and Attitude of Pain (KNAP) (P = .006), Pain Attitudes and Beliefs Scale for Physiotherapists biopsychosocial subscale (P = .064), and biomedical subscale (P = .019). Responder analysis demonstrated greater improvement in enhanced-education than in standard-education in all outcomes, with 48% of the enhanced-education group and 23.1% in the standard-education group exceeding the minimal clinically important change for KNAP.</p><p><strong>Discussion and conclusions: </strong>Implementation of enhanced-education lead to better guideline-consistent BPS pain knowledge, attitudes, and self-reported clinical behaviors in PT students. These findings could enhance professional PT programs by focusing on improving students' contemporary pain beliefs and clinical behaviors.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146168886","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":"Self-Regulated Learning and Academic Performance in Physical Therapy Education: Exploring the Learning and Study Strategies Inventory.","authors":"Jamie Kuettel","doi":"10.1097/JTE.0000000000000470","DOIUrl":"10.1097/JTE.0000000000000470","url":null,"abstract":"<p><strong>Introduction/review of literature: </strong>Research in health professions education emphasizes the importance of self-regulated learning strategies in academic success. The Learning and Study Strategies Inventory (LASSI) is a validated measure of self-regulated learning and is linked to academic outcomes in health professions. However, its application in Doctor of Physical Therapy education remains underexplored. This gap is vital, as first-semester academic performance is a critical predictor of student retention. With increasing workforce demands and notable student attrition due to academic failure, withdrawal, or dismissal, identifying students who may benefit from academic support is critical. This study examined the relationship between LASSI scores and first-semester academic performance among first-year Doctor of Physical Therapy (DPT) students.</p><p><strong>Subjects: </strong>The sample included first-year physical therapy students, who voluntarily completed the LASSI during orientation in Fall 2024.</p><p><strong>Methods: </strong>A retrospective correlational design was used, employing Spearman correlations, point biserial correlations, and regression analysis to explore associations between LASSI subscales and academic outcomes.</p><p><strong>Results: </strong>Concentration, time management, and motivation subscales showed moderate positive correlations with course grades (ρ = 0.39 to 0.61, P < .01), with concentration emerging as the most consistent predictor across courses. Lower scores in anxiety, concentration, motivation, selecting main ideas, and overall LASSI averages were significantly correlated with academic failures and being placed on academic warning. Regression analysis revealed that LASSI subscales moderately predicted academic failures (R = 0.571, R 2 = 0.326), although the result was not statistically significant ( P = .198). In contrast, LASSI subscales significantly predicted placement on academic warning ( P = .007), explaining 71.6% of the variance (R 2 = 0.716).</p><p><strong>Conclusions: </strong>Findings support using the LASSI to identify learning strengths and weaknesses among DPT students. Early assessment may help programs provide targeted academic support, enhancing student success and retention in rigorous DPT curricula.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146151768","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 Reliability of Horizontal Assessment for Scoring Physiotherapy Entrance Interviews and Optimizing Rater Allocation.","authors":"Gregory F Spadoni, Paul W Stratford","doi":"10.1097/JTE.0000000000000476","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000476","url":null,"abstract":"<p><strong>Introduction: </strong>This study estimated the interrater reliability of a fully horizontal admissions review of physiotherapy candidates and compared it with previous ratings of partial horizontal and vertical reviews. In addition, a method for optimizing the allocation of admissions rater resources to enhance reliability is presented.</p><p><strong>Review of the literature: </strong>Previous investigations have determined that admissions interview reviews structured in a partial horizontal format reduced bias and increased reliability when compared to vertical reviews.</p><p><strong>Subjects: </strong>A Canadian physiotherapy program admissions reviewers' scoring data from 2021 to 2023 were included.</p><p><strong>Methods: </strong>This quality improvement initiative evaluated retrospective data from asynchronous virtual Multiple-Mini Interviews (AVMMI) to estimate interrater reliability and measurement error of a fully horizontal scored 2023 applicant cohort, compared to previously reported 2020 vertical, and 2021 partially horizontal scored interviews. Shrout and Fleiss Class 1,2 intraclass correlation coefficients (ICC) and standard errors of measurement (SEM) were calculated for the average of 2-raters' scores. The second component involved creating generalizability models that identified variance components related to candidate and rater variables, including the number of raters and questions.</p><p><strong>Results: </strong>The 2023 interrater reliability for the mean of 2-raters was 0.82 compared to 0.63 for the 2020 completely vertical and 0.75 for the partially horizontal historical datasets. The estimated variance components and their adjustment to each of the 3 conditions: 2-raters/question, 7-questions; 1-rater/question, 8-questions; 2-raters/question, 4-questions revealed the following: the largest generalizability coefficient (G) and smallest SEM were obtained for the current interview format of 2-raters/question and 7-questions.</p><p><strong>Discussion and conclusions: </strong>The horizontal admissions review increased rater reliability and decreased error variance compared with vertical and partial horizontal reviews. This analysis illustrated that when rater resources are scarce, it is better to increase the number of interview questions and use a separate rater per question versus reducing the number of questions and maintaining 2 raters per question.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146151745","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}