Journal, physical therapy education最新文献

{"title":"Beyond Borders, Beneath Words: Using Natural Language Processing to Map Student Reflections on International Service Learning to Physical Therapy Values.","authors":"Alexandra L Borstad, Susan A Appling, Anne D Kloos, Lynda Spangler, David T Marc","doi":"10.1097/JTE.0000000000000399","DOIUrl":"10.1097/JTE.0000000000000399","url":null,"abstract":"<p><strong>Introduction: </strong>Advances in artificial intelligence (AI) offer physical therapy educators opportunities to improve student learning. We applied AI to identify themes and determine the extent to which physical therapy professional values were reflected upon by students during a high-impact international service learning (ISL) course in México.</p><p><strong>Review of literature: </strong>Natural language processing (NLP), a subfield of AI, organizes and interprets language nuances, efficiently providing insight into the meaning expressed in written work. Efficient methods to measure written work are needed.</p><p><strong>Subjects: </strong>Reflection statements (n = 802) from 21 third-year, Doctor of Physical Therapy students were analyzed.</p><p><strong>Methods: </strong>Natural language processing methods executed in the R statistical software were K-means clustering to parse reflections by theme, and the semantic distance metric, cosine similarity (cos θ), to quantify the similarity of meaning between reflections and 7 physical therapy professional values.</p><p><strong>Results: </strong>Using NLP, 3 themes emerged in the reflections: educating patients and caregivers, providing new treatment ideas, and learning about a different culture. Eighty-four percent of reflections were highly similar (cos θ = 0.59) to the value excellence. Reflections were also highly similar to integrity (cos θ = 0.61) and compassion and caring (cos θ = 0.51) and least similar to professional duty (cos θ = 0.24). Reflections on the theme of learning about a different culture were most similar to 5 of the 7 values compared with other themes.</p><p><strong>Discussion and conclusion: </strong>Natural language processing enabled a detailed understanding of the values woven throughout students' written reflections on ISL. The experience implicitly promoted the development of physical therapy core values, in particular excellence, affirming it as a high-impact educational practice for professional development. Natural language processing's automated, quantitative, and debiased outcomes advance reflection analytics, an example of one of the new and powerful approaches AI offers educators and researchers that will transform our field.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"339-347"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143506761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Use of a Knowledge Translation Approach to Promote Implementation of Clinical Practice Guidelines in an Experiential Learning Course Within an Entry-Level Doctor of Physical Therapy Program: A Qualitative Study.","authors":"Wendy Romney, Marco Rodis, Alicia L Spiro, Kylie E Roberts, Mary Claire Hemmer, Judith E Deutsch","doi":"10.1097/JTE.0000000000000400","DOIUrl":"10.1097/JTE.0000000000000400","url":null,"abstract":"<p><strong>Introduction: </strong>Teaching health sciences students how to evaluate and implement clinical practice guidelines (CPGs) is challenging.</p><p><strong>Review of literature: </strong>Physical therapist education offers experiential learning opportunities to teach students how to evaluate and implement CPGs. Knowledge translation (KT) guides the process of moving research evidence into practice. Experiential learning using KT principles can teach students to assess barriers to evidence use and overcome implementation challenges. The purpose of this retrospective phenomenological qualitative study was to explore the beliefs, perceptions, and experiences of former physical therapist students' who completed a neurologic elective course implementing 2 CPGs. Furthermore, how the course impacted their clinical experiences is also described.</p><p><strong>Subjects: </strong>Nine third-year physical therapist students.</p><p><strong>Methods: </strong>Students who participated in an elective experiential learning course developed using KT principles were recruited. Focus groups were held to determine the students' perceptions and experiences with implementing CPGs in the classroom and during their clinical experiences. Content analysis was used to identify codes and categories, and they were aligned with the Consolidated Framework of Implementation Research. Trustworthiness was established through member checking, peer debriefing, and an external audit.</p><p><strong>Results: </strong>Students reported individual and contextual facilitators during the elective that supported CPG use. Students identified improved knowledge, confidence, and skill to perform the CPGs that facilitated their transfer of knowledge from the classroom to the clinic. During their clinical experiences, students discussed contextual factors, such as culture, environment, and patient population, which served as both facilitators and barriers to CPG use.</p><p><strong>Discussion and conclusion: </strong>Experiential learning enhanced knowledge, confidence, and skill with using CPGs and facilitated students' integration of evidence-based practice into their clinical experiences. Where possible, physical therapy curricula should incorporate experiential learning with KT principles to help students identify barriers to CPG use and develop strategies to enhance future evidence-based practice implementation.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"355-364"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Incidence of Shared Clinical Instruction in Physical Therapy Clinical Education in the United States.","authors":"Nicki Silberman, Lori Hochman, Jaya Rachwani","doi":"10.1097/JTE.0000000000000397","DOIUrl":"10.1097/JTE.0000000000000397","url":null,"abstract":"<p><strong>Introduction: </strong>Physical therapy clinical education experiences (CEE) typically involve a 1:1 or 2:1 student:instructor ratio. Students may also be supervised by more than 1 clinical instructor (CI), referred to as shared clinical instruction . The purpose of this study was to examine the incidence and implementation of shared clinical instruction in the United States.</p><p><strong>Review of literature: </strong>Burnout and moral distress, along with the growing number of physical therapist (PT) education programs, contribute to limitations in clinical education capacity. Shared clinical instruction may benefit both educators and students, warranting further investigation.</p><p><strong>Subjects: </strong>Deidentified data were extracted from 178 PT education programs using Exxat in September 2023.</p><p><strong>Methods: </strong>This study analyzed CEE data between January 2014 and September 2023 (placement setting, state, dates, length of the CEE, number of assigned CIs, CI years of clinical experience and as a CI, credentialed instructor status, and specialization status) using descriptive and inferential statistics.</p><p><strong>Results: </strong>Almost all, 175 (98.3%) of the 178 programs, and 16,356 (12.5%) of the 131,184 CEEs in the data set had students who participated in shared clinical instruction, representing all 50 states, and every clinical setting. Shared clinical instruction occurred in longer CEEs compared with 1:1 experiences; binary logistic regression indicated that longer CEEs predicted higher rates of shared clinical instruction. Independent t-tests indicate that primary CIs in shared clinical instruction had slightly more years of clinical and instructional experience.</p><p><strong>Discussion and conclusion: </strong>Shared clinical instruction is occurring in most PT education programs and clinical settings in the United States. Further investigation should explore the rationale behind the use of shared clinical instruction in various practice settings, and the selection and pairing of CIs in this model, along with the efficacy of shared clinical instruction, including benefits, challenges, and best practices.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"373-379"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Strategic Approach to Shift Diversity, Equity, and Inclusion Culture in Physical Therapy Education.","authors":"Beth P Davis, Sarah Caston, DeAndrea Melvey, Aparajita Maitra, Ben Rogozinski, Laura Zajac-Cox","doi":"10.1097/JTE.0000000000000391","DOIUrl":"10.1097/JTE.0000000000000391","url":null,"abstract":"<p><strong>Background and purpose: </strong>Efforts focused on racial and ethnic diversity in Doctor of Physical Therapy (DPT) programs have been prioritized to increase enrollment of Underrepresented in Medicine (URiM) individuals. While increasing diversity is a positive step, this Program took strategic action to embed Diversity, Equity, and Inclusion (DEI)-informed principles into all program areas. This holistic approach catalyzed a cultural shift that reflects a deepened commitment to the society we serve. This paper describes a multifaceted approach of a sustainable, adaptable DEI program focused on systemic change within the Emory University DPT Program.</p><p><strong>Method/model description and evaluation: </strong>Development of DEI leadership frameworks, including faculty and staff education, led to programmatic changes in academic affairs, admissions, curriculum, and clinical education. Student-driven DEI-specific initiatives were implemented. Faculty/staff, student, and admissions assessments were conducted to understand the Program's current culture and guide DEI-related initiatives.</p><p><strong>Outcomes: </strong>Responses from the Anne E. Casey Assessment (34.55%) reflected institutional value on a race-informed approach to reducing racial inequities. Responses from the DEI Self-Assessment Worksheet revealed Program value for DEI principles in vision and leadership while needing more culturally responsive content and teaching practices. Student survey data from 2020 to 2023 indicated improving DEI climate and sense of belonging. Admissions data revealed a 73.3% increase in matriculated URiM students as a result of cumulative DEI efforts.</p><p><strong>Discussion and conclusion: </strong>This paper describes a DEI approach that fosters movement toward greater awareness of and commitment to social responsibility and institutional accountability, creating a more equitable, inclusive, and representative culture in physical therapy education.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"380-389"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing an Online Education Resource to Enhance Physical Therapists' Use of Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Other Related Identities Affirming Care: A Mixed Methods Study.","authors":"Megan H Ross, Jenny Setchell","doi":"10.1097/JTE.0000000000000394","DOIUrl":"10.1097/JTE.0000000000000394","url":null,"abstract":"<p><strong>Introduction: </strong>The objective of this study is to develop and evaluate an evidence-based, clinically relevant, and user-friendly eLearning resource to facilitate the provision of safe and affirming physical therapy services for individuals with lesbian, gay, bisexual, transgender, queer, intersex, and other related identities or experiences (LGBTQIA+).</p><p><strong>Review of literature: </strong>When accessing physical therapy, individuals who are LGBTQIA+ can experience assumptions, discrimination, discomfort, and encounter health professionals who lack knowledge about LGBTQIA+ health.</p><p><strong>Subjects: </strong>Nine consumers and end-users participated in codesign and 20 physical therapists (evaluated the resource).</p><p><strong>Methods: </strong>A 2-phase, experience-based codesign approach was used. In phase 1, a needs assessment and 3 iterative codesign workshops were conducted to inform curriculum design and delivery. In phase 2, a purposive sample of physical therapists were invited to evaluate the structure, content, and delivery of the resource using mixed methods. Ease of use, usefulness, relevance to physical therapy, and shifts in confidence are reported descriptively using qualitative content analysis and frequencies.</p><p><strong>Results: </strong>Six learning modules were developed: LGBTQIA+ health in Australia, Key terminology, Inclusive communication, Inclusive spaces, LGBTQIA+ specific health needs, and Resources and support. Twenty physical therapists (90% women; 25% LGBTQIA+) evaluated the resource and almost all (95%) indicated the resource was easy to navigate, included sufficient detail of appropriate complexity, was a good length, and took an appropriate amount of time to navigate. Many participants felt the resource influenced their understanding of LGBTQIA+ health concerns and level of empathy (85%) but fewer felt more confident in their ability to appropriately engage with members of the LGBTQIA+ community (75%).</p><p><strong>Discussion and conclusion: </strong>The codesigned LGBTQIA+ Affirming Physical Therapy resource is likely to be a useful resource for physical therapists, which may influence their understanding of LGBTQIA+ health, levels of empathy, and confidence working with the LGBTQIA+ community.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"320-328"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond Acceptance: The Importance of Expanding on Grief and Loss Education in Physical Therapy Curricula.","authors":"Jessica Marengo, Pamela Donlan","doi":"10.1097/JTE.0000000000000412","DOIUrl":"10.1097/JTE.0000000000000412","url":null,"abstract":"<p><strong>Background and purpose: </strong>Grief can be understood as a natural and expected reaction to a loss, including loss of function or ability, that triggers a cognitive search for existential meaning as a way of adapting to a new reality. Although the concept of grief has been well defined in the realm of psychology, literature suggests that many health care practitioners do not have an educational foundation about grief, which affects their ability to provide support to grieving clients.</p><p><strong>Position and rationale: </strong>Thoughtfully integrating the topic of grief and loss into physical therapy curricula is essential. To underscore the importance of grief education, this article seeks to identify the importance of grief and loss in the profession, explore how these topics are approached in relevant health professions programs, and describe how physical therapy education programs can integrate contemporary educational approaches into their curriculums to best prepare future practitioners.</p><p><strong>Discussion and conclusion: </strong>Given the high likelihood of physical therapists (PTs) and physical therapist assistants (PTAs) interacting with an individual experiencing grief, it is imperative that grief and loss be addressed in entry-level programs. Pedagogical approaches like simulation-based educational experiences have demonstrated efficacy in other health professions educational programs and should be considered for use in physical therapy education, while balancing time, resource, and cost constraints. Future research can clarify the impact of grief on physical therapy outcomes and how intentional efforts to improve grief literacy in physical therapy students may improve their confidence, positively affecting the client experience.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"309-313"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144113219","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":"Steady Through the Storm.","authors":"Keshrie Naidoo","doi":"10.1097/JTE.0000000000000466","DOIUrl":"10.1097/JTE.0000000000000466","url":null,"abstract":"","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":"39 4","pages":"299"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145515140","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":"Challenging Anti-Diversity, Equity, and Inclusion Laws: A Stand for Moral Courage.","authors":"Dawn S Brown, Chandi Edmonds","doi":"10.1097/JTE.0000000000000416","DOIUrl":"10.1097/JTE.0000000000000416","url":null,"abstract":"<p><strong>Background and purpose: </strong>Diversity, equity, and inclusion (DEI) are three interrelated and critically important constructs in physical therapy education programs that promote positive learning environments to mitigate discrimination, bias, and various forms of \"-isms\" including racism, sexism, ableism, and ageism. Unfortunately, a growing number of conservative jurisdictions have introduced or passed anti-DEI laws aimed to restrict the implementation of DEI, belonging, antiracism, and social justice initiatives in higher education, particularly public institutions. The purpose of this position paper is to highlight the reasons why physical therapy education program faculty, both individually and collectively, should be aware of anti-DEI laws and empowered to demonstrate moral courage, or bravery despite risks, to challenge them.</p><p><strong>Position and rationale: </strong>Faculty in physical therapy education programs must confront their professional and personal fears while demonstrating moral courage in response to the growing prevalence of anti-DEI laws at federal levels. Faculty who remain informed about and challenge these anti-DEI laws will enhance their capacity to counter misinformation and misconceptions about DEI to foster diverse, equitable, and inclusive learning environments for students and faculty.</p><p><strong>Discussion and conclusion: </strong>Challenging anti-DEI laws is crucial for fostering diverse, inclusive, and equitable physical therapy education programs that support critical dialogue and understanding. Faculty, both individually and collectively, who confront their fears about challenging these laws will gain the moral courage to take a stance against them. Ultimately, standing against anti-DEI laws not only enriches the learning experience but also strengthens our profession's commitment to DEI, belonging, justice, and antiracism.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"302-308"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144061083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Human or Machine? A Comparative Analysis of Artificial Intelligence-Generated Writing Detection in Personal Statements.","authors":"Margaret A Goodman, Anthony M Lee, Zachary Schreck, John H Hollman","doi":"10.1097/JTE.0000000000000396","DOIUrl":"10.1097/JTE.0000000000000396","url":null,"abstract":"<p><strong>Introduction: </strong>This study examines the ability of human readers, recurrence quantification analysis (RQA), and an online artificial intelligence (AI) detection tool (GPTZero) to distinguish between AI-generated and human-written personal statements in physical therapist education program applications.</p><p><strong>Review of literature: </strong>The emergence of large language models such as ChatGPT and Google Gemini has raised concerns about the authenticity of personal statements. Previous studies have reported varying degrees of success in detecting AI-generated text.</p><p><strong>Subjects: </strong>Data were collected from 50 randomly selected nonmatriculated individuals who applied to the Mayo Clinic School of Health Sciences Doctor of Physical Therapy Program during the 2021-2022 application cycle.</p><p><strong>Methods: </strong>Fifty personal statements from applicants were pooled with 50 Google Gemini-generated statements, then analyzed by 2 individuals, RQA, and GPTZero. RQA provided quantitative measures of lexical sophistication, whereas GPTZero used advanced machine learning algorithms to quantify AI-specific text characteristics.</p><p><strong>Results: </strong>Human raters demonstrated high agreement (κ = 0.92) and accuracy (97% and 99%). RQA parameters, particularly recurrence and max line, differentiated human- from AI-generated statements (areas under receiver operating characteristic [ROC] curve = 0.768 and 0.859, respectively). GPTZero parameters including simplicity, perplexity, and readability also differentiated human- from AI-generated statements (areas under ROC curve > 0.875).</p><p><strong>Discussion and conclusion: </strong>The study reveals that human raters, RQA, and GPTZero offer varying levels of accuracy in differentiating human-written from AI-generated personal statements. The findings could have important implications in academic admissions processes, where distinguishing between human- and AI-generated submissions is becoming increasingly important. Future research should explore integrating these methods to enhance the robustness and reliability of personal statement content evaluation across various domains. Three strategies for managing AI's role in applications-for applicants, governing organizations, and academic institutions-are provided to promote integrity and accountability in admission processes.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"329-338"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Physical Therapy Postprofessional Education Programs on Productivity in a Large Academic Medical Center.","authors":"John J DeWitt, Mark D Weber, Carol Jo Tichenor, Joseph P Farrell, Melissa S Kidder, Becky J Olson-Kellogg, Craig P Hensley, Kendra L Harrington, Matthew S Briggs","doi":"10.1097/JTE.0000000000000395","DOIUrl":"10.1097/JTE.0000000000000395","url":null,"abstract":"<p><strong>Introduction: </strong>Emerging evidence shows positive impact of postprofessional physical therapy education (residency and fellowship) specific to participants; however, outcomes on organizational impact are largely unknown. The purpose of this project was to describe the impact residency and fellowship training has on financial metrics. A secondary purpose of this case study was to describe trends associated with higher productivity.</p><p><strong>Review of literature: </strong>Previous studies have demonstrated positive professional behavior and generalized operational impact of postprofessional education. No studies have evaluated the impact of residency and fellowship training on individual physical therapist (PT) productivity.</p><p><strong>Subjects: </strong>Individual productivity from 191 PTs was collected over a 10-year time frame from a large, ambulatory, rehabilitation department within an academic medical center. Productivity was compared between 4 groups: nonresidency- or fellowship-trained clinicians; residency-trained clinicians; fellowship-trained clinicians; and dual residency and fellowship-trained clinicians.</p><p><strong>Methods: </strong>Physical therapists' productivity data were manually extracted retrospectively from operational reports over a 10-year period. Additional data elements extracted included the following: board specialty certification and years employed at the medical center. Data were then categorized as nonresidency/fellowship -trained, residency trained, fellowship trained, or dual residency and fellowship trained. Data were analyzed using descriptive statistics and 1-way analysis of variance (ANOVA).</p><p><strong>Results: </strong>Forty-five clinicians with postprofessional training collectively produced $253,617 more in financial annual return to the organization. Fellowship-trained clinicians demonstrated the highest productivity followed by residency-trained and dual residency and fellowship-trained clinicians. Specialty board certification also positively increased productivity regardless of postprofessional training.</p><p><strong>Discussion and conclusion: </strong>Postprofessional training within physical therapy continues to be evaluated in the spectrum of professional development. Evidence supports positive professional behaviors and patient outcomes; however, little is known regarding its impact on productivity metrics. Although no significance was found between the groups with and without postprofessional training, meaningful financial return was demonstrated in clinicians with postprofessional training. The lack of significance may have been influenced by compression because of departmental productivity guidelines. This preliminary data may assist organizations in justifying resources for sustaining and sponsoring future programs.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"365-372"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}