Journal, physical therapy education最新文献

{"title":"Perceptions of Physical Therapist Clinical Instructors on Factors That Influence Their Decisions to Accept a Student Physical Therapist for a Clinical Education Experience.","authors":"Ryan J Pontiff, Peggy Gleeson, Katy Mitchell, Rupal Patel","doi":"10.1097/JTE.0000000000000464","DOIUrl":"10.1097/JTE.0000000000000464","url":null,"abstract":"<p><strong>Introduction: </strong>Clinical education is essential for student physical therapists (SPTs), but supervising students may affect physical therapist clinical instructors' (PT CIs) stress and burnout levels, potentially influencing their decision to accept students. This study examined factors that influence PT CIs' decisions to accept SPTs for clinical education experiences and explored how these factors affect PT CIs' perceptions of stress and burnout.</p><p><strong>Review of literature: </strong>Physical therapist CIs have been found to experience moderate levels of burnout.</p><p><strong>Subjects: </strong>Twenty-one PT CIs were experiencing varying levels of burnout.</p><p><strong>Methods: </strong>Utilizing a phenomenological approach, participants were interviewed using a semi-structured guide. Participants were chosen from a prior survey study that assessed stress and burnout levels. The interviews were recorded, transcribed verbatim, and analyzed for themes using NVivo software.</p><p><strong>Results: </strong>Six thematic constructs emerged: (1) Experiencing renewal and purpose: How mentoring students reinvigorates clinical instructors' professional identity, (2) Weighing capacity against commitment: Decision making about student supervision through the lens of professional exhaustion, (3) Navigating the dual demands: The lived experience of balancing teaching responsibilities with clinical pressures, (4) Transforming the supervisory burden: How student interactions reshape clinical instructors' experience of workplace stress, (5) Gauging readiness and risk: Clinical instructors' assessment of student preparedness as a pathway to mentorship decisions, and (6) Carrying forward the difficult past: How previous challenging student encounters shape future mentorship boundaries and approaches.</p><p><strong>Discussion and conclusion: </strong>PT CIs consider various factors when deciding to accept an SPT, including personal stress and burnout levels, SPT characteristics, and their past experiences with students. Although clinical education can increase workload and stress, particularly with early-rotation or challenging students, PT CIs generally view the experience as beneficial for their professional development and the field. Understanding these factors may help academic programs better support clinical sites and enhance students' and instructors' clinical education experience.</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":"146151744","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":"Blinded Versus Unblinded Evaluation: Effects on Student Clinical Performance Ratings.","authors":"Brandy Schwarz, Jacob S Melnick, Andrea Mierau, Ray Buss, Kayla Black","doi":"10.1097/JTE.0000000000000472","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000472","url":null,"abstract":"<p><strong>Introduction: </strong>The purpose of this study was to examine differences in student and clinical instructor (CI) ratings on the Clinical Internship Evaluation Tool (CIET) and determine the influence of CIs being able to view student ratings as they scored students versus not being able to view student ratings.</p><p><strong>Review of literature: </strong>Various forms of bias can influence the assessment of student performance. Clinical instructors are meant to be objective evaluators of students but are susceptible to known and unknown biases. Students should receive timely and accurate feedback that holds limited bias so they can learn and grow throughout their clinical education experiences.</p><p><strong>Subjects: </strong>One hundred seventy-six second-year Doctor of Physical Therapy (DPT) students and their CIs (93 students paired with 93 CIs in cohort 1; 83 students paired with 83 CIs in cohort 2).</p><p><strong>Methods: </strong>Students and CIs across 2 DPT cohorts were trained to score the CIET. Students and CIs completed the CIET at midterm and final time points of the first, 8-week clinical experience. Clinical instructors were able to view student ratings in cohort 1 but were blinded to student ratings in cohort 2.</p><p><strong>Results: </strong>Across both cohorts, CIET ratings for professional behavior and patient management improved over time (P < .001). Differences in student-CI ratings were more pronounced in cohort 2 (P < .001). A significant rater by cohort interaction for patient management items (P < .001) revealed larger discrepancies in the blinded group.</p><p><strong>Discussion and conclusion: </strong>Clinical instructor access to student self-assessments may influence rating alignment for both Professional Behaviors and Patient Management items on the CIET. Clinical instructors rate student performance lower when blinded to student ratings. Thus, viewing a student's self-assessment may bias a CI's assessment of the student.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146128183","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":"Integrating Movement and Clinical Reasoning: A Perspective for Teaching and Learning.","authors":"Susan Wainwright, Lisa Black, Nicole Christensen, Sarah Gilliland, Karen Huhn","doi":"10.1097/JTE.0000000000000469","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000469","url":null,"abstract":"<p><strong>Abstract: </strong>An evolving conceptualization of clinical reasoning in physical therapy emphasizes the embodied, adaptive, iterative, and collaborative elements of clinical reasoning that personifies physical therapist practice. Contemporary clinical reasoning frameworks have primarily focused on cognitive processes, while overlooking the centrality of movement and the multisensory, collaborative interactions between physical therapists and patients. Recent research highlights the need for a framework that incorporates the bidirectional, sensory-rich exchange integral to clinical reasoning. It is also necessary to create new educational approaches to develop the fundamental skills crucial for embodied clinical reasoning in learners along the professional education continuum. Application of complexity learning theory and Grossman's pedagogies of practice are proposed as the foundation for an education framework that fosters a dynamic, nonlinear, learning approach, promoting exploration and integration of complex clinical reasoning and movement in practice.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020379","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 Lynda D. Woodruff Lectures on First-Semester Doctor of Physical Therapy Students: A Qualitative Study.","authors":"Shannon Herrin, ArieAnn Bell, Lois Stickley","doi":"10.1097/JTE.0000000000000468","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000468","url":null,"abstract":"<p><strong>Introduction: </strong>The purpose of this study was to explore the impact of a Lynda D. Woodruff Lecture on Doctor of Physical Therapy (DPT) students' perceptions revealed in their written reflections.</p><p><strong>Review of literature: </strong>Health care inequities lead to poorer health outcomes in people from a racially or ethnically minoritized group. A lack of diversity in the physical therapy profession may contribute to these inequities. Key strategies to reduce disparities include increased representation of marginalized groups in the health professions and improving cultural and structural competence. Justice, equity, diversity, and inclusion (JEDI) concepts should be incorporated into entry-level health professions education programs to increase awareness of health inequities and to offer potential solutions.</p><p><strong>Subjects: </strong>Using convenience sampling, 134 students from 3 cohorts in a DPT program participated in this study.</p><p><strong>Methods: </strong>This qualitative study included thematic analysis of written responses to an assignment in a first-semester course. In a learning activity, students viewed a Woodruff Lecture and then participated in an online reflection assignment.</p><p><strong>Results: </strong>Five key themes emerged from the analysis: (1) education; (2) importance of diversity, equity, and inclusion, addressing racism, and workplace diversification; (3) taking action; (4) recognizing health care inequities and the role of physical therapists; and (5) personal or life experiences.</p><p><strong>Discussion and conclusion: </strong>This study showed that the Woodruff Lectures offer physical therapy education programs a simple way to increase awareness about JEDI-related issues. Reflections showed that students perceived the assignment as impactful on their educational process and future professional journey. Physical therapy educators should consider using existing resources, such as the Woodruff Lecture series, to stimulate student reflection and increase their awareness of important issues, including the health care inequities experienced by minoritized groups.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146014025","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":"Reclaiming the Professional Narrative: Optimism, Action, and a Roadmap for the Future of Physical Therapist Education.","authors":"John J Mischke, Evan V Papa, Kendra Gagnon","doi":"10.1097/JTE.0000000000000475","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000475","url":null,"abstract":"<p><strong>Background and purpose: </strong>Concerns about student debt, wages, and reimbursement pressures are increasingly shaping the discourse within physical therapy. These challenges are real, but much of the discourse around physical therapy education is being shaped by a deficit-based narrative. If we let pessimism dominate, we risk preparing students to enter a shrinking field, rather than empowering them to shape an expanding one. This position paper urges a reframe, viewing this moment not as a crisis to manage but as a platform for bold leadership, using education as our most powerful lever.</p><p><strong>Position and rationale: </strong>We propose a Physical Therapist Education Agenda grounded in workforce needs and organized around 4 strategic themes: 1) Primary Care: preparing students for first-contact roles; 2) Nonclinical Roles: preparing students for policy, administration, research, innovation, and entrepreneurship; 3) Technology-Enabled Practice: leveraging artificial intelligence and emerging technologies; and 4) Educational Models: committing to culturally responsive practices dismantling barriers to entry and lower costs. These strategies demonstrate what becomes possible when education is used to redefine the profession's contributions and its beneficiaries.</p><p><strong>Discussion and conclusion: </strong>The profession's future depends on thinking beyond traditional roles and leading at the systems level. Educators are essential to this transformation, not in silos but as partners in shaping the next generation. Together, we are not just preparing clinicians; we are building a more innovative, equitable, and adaptable workforce. Those who shape the profession's educational pathways are in the best position to help define what comes next.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145971482","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":"Describing the Process to Develop Core Entrustable Professional Activities for Entrance Into Physical Therapist Practice: Applying a National Consensus Approach.","authors":"Jean A Fitzpatrick, Steven B Chesbro, Gail M Jensen, Steven B Ambler, Karen J Bock, Lisa L Dorsey, Elizabeth Harding, Kendra L Harrington, Katherine Helton, Clare Laux, Leigh Langerwerf, Elisha Li, Christopher Meachem, DeAndrea Melvey, Traci L Norris, Angela Stolfi, Robert Englander, H Carrie Chen, David Taylor","doi":"10.1097/JTE.0000000000000465","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000465","url":null,"abstract":"<p><strong>Introduction: </strong>A component step in developing a competency-based education (CBE) program is to define a set of consensus-driven learner performance outcomes that will meet the physical therapy (PT) needs of society.</p><p><strong>Review of literature: </strong>Entrustable professional activities (EPAs) represent observable units of practice that integrate critical competencies that must be demonstrated in the care of patients. EPAs serve as a framework for teaching, learning, and assessment of key skills and responsibilities. The purpose of this manuscript is to describe the iterative, four-phase national consensus-based process, capturing multiple perspectives, on a core set of EPAs that Doctor of Physical Therapy (DPT) students should be entrusted to perform independently upon entering clinical practice for the first time, regardless of setting.</p><p><strong>Subjects: </strong>Fifteen physical therapists served as members of the national EPA drafting group. Purposive selection was used to recruit 190 participants to serve as members of a Reactor Panel.</p><p><strong>Methods: </strong>A modified Delphi was utilized that included 4 iterative phases. Each phase comprised work completed by the EPA drafting group, supported by experts in EPAs, followed by a reactor panel providing broader community feedback via a modified Delphi to facilitate consensus. Consensus was defined a priori as agreement among >80% of respondents.</p><p><strong>Results: </strong>Nineteen core EPAs were identified as essential activities that all graduates of entry-level DPT programs should be able to perform safely and without the need for supervision, regardless of the practice setting. Each EPA has 5-7 critical competencies mapped to it that are aligned to learner characteristics required to be entrusted to that essential task.</p><p><strong>Discussion: </strong>These core entry-level EPAs can serve as the national standard for minimum core performance outcomes required at entrance into clinical practice.</p><p><strong>Conclusion: </strong>This EPA framework can be used for teaching and assessing the critical competencies necessary for safe and efficient entry-level practice.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145971510","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":"Program Predictors of First-Time NPTE Pass Rates in Physical Therapist Education.","authors":"Sean McBride, Thomas Gus Almonroeder, Megan Donaldson","doi":"10.1097/JTE.0000000000000471","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000471","url":null,"abstract":"<p><strong>Introduction: </strong>The National Physical Therapy Examination (NPTE) pass rate is widely regarded as a key outcome measure for assessing the effectiveness of physical therapist education programs. As program expansion continues and first-time pass rates have declined nationally, identifying factors associated with NPTE outcomes has become increasingly important. The purpose of this study was to identify factors that are associated with first-time NPTE pass rates among physical therapist education programs in the United States.</p><p><strong>Review of literature: </strong>Prior research has linked student-level characteristics to NPTE success, but there is limited recent data on predictors related to institutional, programmatic structure, clinical education, faculty, and student cohort characteristics across multiple institutions, particularly as the educational landscape has evolved.</p><p><strong>Subjects: </strong>Two hundred sixty-eight accredited physical therapist education programs for which 2022-2023 first-time 2-year pass rates were available.</p><p><strong>Methods: </strong>Institutional, program, clinical education, faculty, and student related variables were extracted from the 2023 Annual Accreditation Reports submitted to the Commission on Accreditation in Physical Therapy Education. Pass-rate data were dichotomized using a median split. Univariate analyses identified candidate variables, and multivariate logistic regression was performed to determine predictors of an above-median pass rate.</p><p><strong>Results: </strong>Four variables were significantly associated with above-median pass rates: decreased length of the terminal clinical experience, increased undergraduate grade point average, greater number of part-time core faculty, and the use of a nonholistic admissions process.</p><p><strong>Discussion and conclusion: </strong>These findings suggest that both program structure and admissions strategies are linked to NPTE outcomes. Shorter terminal clinical experiences, stronger undergraduate academic performance, and strategic faculty composition may contribute to higher pass rates. Programs employing holistic admissions may need to enhance academic support infrastructure to maintain NPTE performance. These results can inform program development, curricular planning, and admissions practices in entry-level physical therapist education.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770380","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 CHART Model: A Framework for Holistic Admissions Reviewer Training in Physical Therapy Education.","authors":"Lara Canham, Erin Riley, David Wert","doi":"10.1097/JTE.0000000000000467","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000467","url":null,"abstract":"<p><strong>Background and purpose: </strong>Holistic admissions in health professional programs aim to foster equity, inclusivity, and alignment with the program's mission. To ensure a consistent and reliable review process, programs must thoughtfully design, implement, and evaluate their approach, with reviewer development and training as a central component. While design and implementation are somewhat described in the literature, evaluation of rubric use and reviewer interpretation remains underexplored, raising the important question of how reliable and consistent reviewers are when scoring applicants. This paper introduces a structured training model to enhance reviewer alignment, reliability, and consistency in holistic admissions.</p><p><strong>Method/model description and evaluation: </strong>Inspired by Quality Improvement (QI) methodology, the Cycle of Holistic Admissions Reviewer Training (CHART) model, developed through the post hoc analysis of 3 Doctor of Physical Therapy (DPT) programs, outlines a six-component training cycle encompassing early preparation, formal instruction, reviewer calibration through quality checks, structured feedback, and continuous improvement. Despite institutional differences, each program operationalizes the model, demonstrating its adaptability across diverse institutional contexts.</p><p><strong>Outcomes: </strong>Examples from 3 DPT programs within the 2023-2024 admissions cycle demonstrate the use of strategies like calibration exercises, scoring checks, and end-of-cycle analysis within and across cycles. All reported improved reviewer preparedness, scoring consistency, and bias awareness.</p><p><strong>Discussion and conclusion: </strong>The CHART model provides a flexible yet structured framework for training holistic admission reviewers. Its adaptability supports programs of varying size, format, and resources, promoting consistency, reliability, and integrity in evolving admissions practices across health professional education.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145759122","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":"Six Foundations to Build Success for New Physical Therapy Faculty.","authors":"Dawn S Brown, Kristina Latva","doi":"10.1097/JTE.0000000000000457","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000457","url":null,"abstract":"<p><strong>Abstract: </strong>As physical therapists and physical therapist assistants transition from clinical practice to academic roles, they encounter a profound significant transformation in responsibilities, expectations, and professional identity. This EduGraphic serves as a foundation to facilitate this pivotal shift. It provides a structured overview of six essential building blocks needed to support professional academic development-the transition process, navigating academia, culture and compliance, teaching essentials, student engagement, and research, service, and professional growth. Designed to support new faculty in physical therapy programs, this resource integrates the core pillars of academic life-teaching, research, and service. It aims to empower clinicians-turned-educators to create a plan for success in their new roles and contribute meaningfully to the preparation of future physical therapy professionals.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145673362","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":"Dry Needling in United States Doctor of Physical Therapy Programs: Safety Assessment and Adverse Event Reporting.","authors":"Tiffany L Barrett, Gary A Kearns, Emilio J Puentedura, Jean-Michel Brismée","doi":"10.1097/JTE.0000000000000393","DOIUrl":"10.1097/JTE.0000000000000393","url":null,"abstract":"<p><strong>Introduction: </strong>Despite the growing clinical use of dry needling (DN) among physical therapists in the United States and its gradual adoption into entry-level Doctor of Physical Therapy (DPT) programs, limited research exists on DN safety within educational settings. This study aims to report the type and incidence of adverse events (AEs) associated with DN instruction in DPT programs.</p><p><strong>Review of literature: </strong>To date, there has been no reporting on DN-related AEs during DPT education, making the relative risk of DN education unclear.</p><p><strong>Subjects: </strong>Three hundred thirty-eight students and 10 faculty members from 10 US DPT programs.</p><p><strong>Methods: </strong>Questionnaires and structured interviews investigated the type and incidence of AEs during DN instruction in DPT programs. Students documented prelaboratory comfort levels with DN and AEs experienced by their partners during laboratory practice. Postlaboratory interviews with DPT faculty gathered insights into AEs during instruction. Statistical methods included descriptive frequencies of AEs and reported pain. The AEs were classified as side effects, minor, moderate, or major, and were reported as percentages of total needle insertions and by body region.</p><p><strong>Results: </strong>Among 338 DPT students (mean age = 26.3 years), no major or moderate AEs were recorded over 1,173 needle insertions and 16 muscle areas. The most reported side effects were soreness (48%) and pain (37%). Pain was self-reported by 50% of students, with the majority experiencing low levels (0-3/10) on the numerical pain rating scale. Lower prelaboratory comfort levels were reported between those who experienced a minor AE and those who did not ( P = .030). Side effects and minor AEs in DPT education appeared to closely resemble those in clinical settings.</p><p><strong>Discussion and conclusion: </strong>Student safety performing DN was high, with no major AEs reported. Faculty self-selection of muscle areas may have influenced major AE reporting. Findings suggest that DN can be safely included within DPT education, with risks similar to those in clinical practice.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"348-354"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12610913/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607716","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}