Journal, physical therapy education最新文献

{"title":"Implementing the 2023 Entry-Level Physical Therapist Curriculum Recommendations for Integumentary/Wound Management in Doctor of Physical Therapy Education.","authors":"Kathryn Panasci, Deborah M Wendland, Karen A Gibbs","doi":"10.1097/JTE.0000000000000392","DOIUrl":"10.1097/JTE.0000000000000392","url":null,"abstract":"<p><strong>Background and purpose: </strong>Entry-level physical therapist education programs must adequately prepare graduates to effectively assess, manage, and/or refer patients with foundational integumentary/wound management (IWM) concerns in any population or setting. Unfortunately, the literature reports wide variations in the number of IWM contact hours in entry-level health professions education, as well as discrepancies in specific content covered. Standardization in curricular content through consensus-based curriculum guidelines decreases treatment variability and promotes safe, evidence-based practice across a profession.</p><p><strong>Position and rationale: </strong>Although the need for and benefit of clear and contemporary curricular guidelines has been established, clear and specific recommendations on how educators can most effectively use such resources are often lacking. The position put forward in this paper is that physical therapist faculty should use the 2023 Entry-Level Physical Therapist Curriculum Recommendations for Integumentary/Wound Management ( CRIWM ) and specific implementation recommendations provided herein during curriculum review and development to facilitate IWM content standardization and delivery across entry-level education programs.</p><p><strong>Discussion and conclusion: </strong>The CRIWM is organized into 28 concise content blocks with clear \"Need to Know\" and \"Nice to Know\" topics. Implementation recommendations for 10-, 15-, and 30-contact hours can further assist faculty in prioritizing content to fit within their individual programs. Instructional technique suggestions (e.g., content pairing, blended teaching, utilization of clinical instructors) may also be helpful. Utilization of consensus-based curriculum guidelines and implementation recommendations will increase standardization across programs and prepare physical therapist graduates to assess and address foundational IWM concerns across patient populations and practice settings.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"314-319"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607717","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":"Unlocking Large Language Models in PT Education: Harnessing Gen-AI With Strategic Prompt Engineering.","authors":"Matthew Smith","doi":"10.1097/JTE.0000000000000437","DOIUrl":"10.1097/JTE.0000000000000437","url":null,"abstract":"<p><strong>Abstract: </strong>As technology rapidly evolves, generative artificial intelligence (AI) and large language models are valuable tools in physical therapy education. Through strategies like prompt engineering, faculty can streamline curriculum development, generate cases and assessments, and provide timely, personalized feedback. This growing skillset supports innovation in teaching, preparing educators to thrive in an ever-changing learning environment. Prompt engineering is an underutilized but integral skill to provide useable and effective outputs for curricular tasks. Methods such as the IDEA method (Include essential components, Develop clear prompts, Evaluate and refine, Accountability) can assist in driving innovation in physical therapy education and prepare future clinicians for our new AI-enhanced academic and health care environments. This graphic aims to give practical and implementable tools that will improve faculty utilization of this technology.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"390"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144802130","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":"Thinking Before Acting: Considerations on Directing DPT Programs Toward Competency-Based Education.","authors":"Eric Kruger, Jacob I McPherson, Janet Bezner","doi":"10.1097/JTE.0000000000000449","DOIUrl":"10.1097/JTE.0000000000000449","url":null,"abstract":"","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"300-301"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082830","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":"Establishing Consensus on Key Constructs for Physical Therapists' Readiness as Clinical Instructors: Development of the Clinical Instructor Readiness Tool.","authors":"Anthony Carroll, Kimberly Tyler, Greg Gilbert, Megan Donaldson","doi":"10.1097/JTE.0000000000000456","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000456","url":null,"abstract":"<p><strong>Introduction: </strong>This study aimed to establish consensus on the essential qualities that determine a physical therapist's readiness to serve as an effective clinical instructor (CI) and to develop a self-assessment tool for clinicians considering this role. CIs are critical in transforming student physical therapists into entry-level clinicians, yet guidance on preparing for this role remains limited.</p><p><strong>Review of literature: </strong>The CI's role is well-established as vital to clinical education. Although the American Physical Therapy Association offers development opportunities through its credentialed CI Program, there is no widely accepted, evidence-based tool to help clinicians assess their readiness. Current literature highlights this gap, underscoring the need for a structured, self-assessment resource to support clinicians transitioning into educational roles.</p><p><strong>Subjects: </strong>A panel of 82 experts, including physical therapy educators and experienced CIs, participated in the study. Their backgrounds in clinical education and mentoring informed the consensus-building process.</p><p><strong>Methods: </strong>Using the Delphi method, the study conducted 3 rounds of expert feedback to develop and refine a checklist for CI readiness. An initial list of 14 constructs was presented, with revisions made in each round. A 75% consensus threshold determined inclusion in the final tool.</p><p><strong>Results: </strong>The Delphi process produced the CI Readiness Tool (CIRT), a checklist of 12 essential constructs for evaluating CI readiness. These constructs reflect the competencies and attributes needed for effective clinical instruction and were refined through expert consensus.</p><p><strong>Discussion/conclusion: </strong>The CIRT supports clinician self-assessment and professional development in preparation for the CI role. It provides a structured, consensus-based approach to guided readiness. Despite limitations such as participant attrition during the Delphi process, the study offers a valuable framework for improving clinical education. Further research is needed to validate and expand the tool's use in various settings.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145515101","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":"Confronting Weight Stigma: A Call to Action for Physical Therapy Educators.","authors":"Rebecca Pham, Kathleen Taglieri-Noble, Jessica Rydingsward","doi":"10.1097/JTE.0000000000000460","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000460","url":null,"abstract":"<p><strong>Background and purpose: </strong>The prevalence of anti-fat bias in health care poses a barrier to equitable care for all individuals, particularly fat patients. Current health education models, including those in physical therapy, perpetuate myths and biases about weight and size that lead to negative patient outcomes. Addressing weight stigma in health professions education is pivotal to advancing social justice and health equity.</p><p><strong>Position and rationale: </strong>Weight stigma is rooted in multiple systems of oppression and negatively influences beliefs about weight, health, and wellness. Research indicates that providers and clinicians across multiple disciplines demonstrate anti-fat bias. These beliefs are established by the sociocultural environment and exacerbated by the predominant biomedical model in health education. In health care, discrimination due to anti-fatness leads to suboptimal care and poor outcomes for fat patients, including delayed or avoided care, denial of necessary treatments, misdiagnosis, stigma-induced coping behaviors, and physiological consequences. Empowering physical therapy educators to recognize and confront anti-fat bias is a crucial step to training future physical therapists to promote health equity for patients of all sizes.</p><p><strong>Discussion and conclusion: </strong>Dismantling anti-fatness is critical to advancing health equity. Toward this effort, educators have an imperative to highlight the negative impact of weight stigma through curricular content that decouples the notion that weight equals health, promotes weight-inclusive education, and ensures accessibility for patients of all sizes.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145508623","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":"Educational Strategies to Promote the Development of Intercultural Competencies in Doctor of Physical Therapy Students: A Longitudinal Study.","authors":"Paula A DiBiasio, Heidi Eigsti","doi":"10.1097/JTE.0000000000000459","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000459","url":null,"abstract":"<p><strong>Introduction: </strong>Provider-based assumptions, bias, and a lack of culturally responsive communication can harm the patient-provider relationship. Culturally insensitive care can lead to microaggressions, medical errors, unnecessary hospitalizations, and adversely affect health outcomes. Physical therapists must be prepared to provide culturally responsive, patient-centered, and individualized health care.</p><p><strong>Review of literature: </strong>Intercultural competencies (ICC) include a set of skills that develop over a lifetime. Research suggests that the development of ICC among health care providers is critical to reducing existing health care inequities. The aims of this study were to evaluate the development of ICC in doctor of physical therapy (DPT) students over time and to investigate the impact of gender, ethnicity/race, age, participation in an intercultural learning experience (ILE), and the COVID-19 pandemic.</p><p><strong>Subjects: </strong>A convenience sample of 182 DPT students from 2016 to 2021.</p><p><strong>Methods: </strong>The curriculum incorporated content related to diversity, equity, and inclusion (DEI) and ICC threaded through courses, labs, and simulations. Students completed the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version© (IAPCC-SV), and a descriptive survey in years 1 and 3. A Repeated Measure ANOVA and post hoc comparisons were used to compare within group scores.</p><p><strong>Results: </strong>There was a significant increase in IAPCC-SV total ( P < .001), and all construct scores ( P < .001) year 1 to year 3. IAPCC-SV total scores for men, older students, students who identified in majority ethnic/racial groups, those in the program before the COVID-19 pandemic, and those who participated in an ILE, achieved change greater than the MDC 95 value.</p><p><strong>Discussion and conclusion: </strong>Students who participated in a DPT program that included evidence-based curriculum and pedagogy related to concepts of ICC and DEI demonstrated significant development of ICC essential for health care provision. Findings support published recommendations that ICC curricula should be integrated throughout the academic experience considering a contextual, developmental, and experiential process.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145491419","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":"Holding Ourselves Accountable: Use of a Bias Reporting Process in an Academic Physical Therapy Program.","authors":"Ndidiamaka Matthews, Kathryn L Havens, Libby Krause, Jessica Rancour, Gemma Rosas, K Michael Rowley","doi":"10.1097/JTE.0000000000000458","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000458","url":null,"abstract":"<p><strong>Background and purpose: </strong>Bias has been documented in physical therapy (PT) educational settings and poses a significant barrier to the achievement of educational equity and excellence. Bias reporting mechanisms can be used for the confidential reporting of harmful behaviors witnessed or experienced.</p><p><strong>Case description: </strong>This case report describes a process for a bias reporting mechanism in an academic PT program, the challenges faced, and strategies for building community engagement and trust in the process, and restorative actions used to meet individual and community needs.</p><p><strong>Outcomes: </strong>Five years after implementing this process, the bias reporting mechanism has had good community engagement with 36 reports received and an increasing percentage of non-anonymous reporters, which suggests growing organizational trust in the process.</p><p><strong>Discussion and conclusion: </strong>A bias reporting process may serve as a valuable mechanism for academic PT programs looking to achieve educational equity and excellence.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145454493","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":"Evaluating the Factor Structure and Construct Validity of the Program Sense of Belonging Questionnaire.","authors":"Robyn Redline, Thomas Gus Almonroeder","doi":"10.1097/JTE.0000000000000461","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000461","url":null,"abstract":"<p><strong>Introduction: </strong>A strong sense of belonging has been shown to play a critical role in students' academic success and mental well-being. Developing tools to assess belongingness among student physical therapists may help to identify those who are at risk for academic struggles and mental health challenges, as well as to evaluate the impact of interventions designed to foster belongingness.</p><p><strong>Review of literature: </strong>The Program Sense of Belonging (ProSB) questionnaire was developed to assess student physical therapists' sense of belonging within their educational program. A preliminary analysis of the ProSB questionnaire identified a two-factor structure, with dimensions of \"social acceptance\" and \"valued competence.\" The purpose of this study was to further evaluate the factor structure and construct validity of the ProSB questionnaire using exploratory (EFA) and confirmatory (CFA) factor analysis.</p><p><strong>Subjects: </strong>A total of 634 student physical therapists completed the ProSB questionnaire as part of an anonymous online survey.</p><p><strong>Methods: </strong>Half of the responses were used for EFA (n = 317) and the other half for CFA (n = 317). Exploratory factor analysis was first conducted to evaluate the factor structure of the ProSB questionnaire. Confirmatory factor analysis was then performed to determine whether the factor structure identified through EFA was supported in an independent subsample of students.</p><p><strong>Results: </strong>Exploratory factor analysis yielded a 2-factor structure, with dimensions of social acceptance and valued competence. Confirmatory factor analysis model fit indices suggested acceptable model fit (comparative fit index = 0.96 and standardized root mean square residual = 0.04), with all items loading significantly (P < .001) on their respective factors.</p><p><strong>Discussion: </strong>Our findings support the construct validity of the ProSB questionnaire as a multidimensional measure of program-level belongingness among student physical therapists.</p><p><strong>Conclusion: </strong>The ProSB questionnaire appears to be a psychometrically sound tool for assessing program-level sense of belonging among student physical therapists, with potential applications in research, program evaluation, and student support initiatives.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145454504","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 Belongingness Scale for Physical Therapy Education: Validation in Doctor of Physical Therapy Students.","authors":"Ashley K Poole, Susan T Hibbard, Karla A Bell, Karen M Blood, Chris W Condran, Kyle Covington, Maria Cusson, Colette A Waddell, Dawn S Brown","doi":"10.1097/JTE.0000000000000463","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000463","url":null,"abstract":"<p><strong>Introduction: </strong>The purpose of this study was to adapt and validate the Belongingness in Higher Education Institutions (BES-HE) for Doctor of Physical Therapy (DPT) students in the United States.</p><p><strong>Review of literature: </strong>Belongingness greatly influences student academic performance and overall well-being within the learning environment, making it crucial to measure belongingness in the academic setting.</p><p><strong>Subjects: </strong>Respondents were actively enrolled DPT students, no earlier than their second semester of the DPT program, and currently in the didactic portion of the curriculum.</p><p><strong>Methods: </strong>The BES-HE was modified for DPT students, and the scale was completed electronically by those who met the inclusion criteria. Exploratory factor analysis with promax rotation and Cronbach's alpha were used to determine construct validity and internal consistency reliability.</p><p><strong>Results: </strong>Three hundred twenty-eight students completed all 35 items on the BES-HE scale. Factor analysis retained a 4-factor structure, explaining 52% of the variance, and the final scale, named the Belongingness Scale for Physical Therapy Education (BES-PTE), is a 33-item instrument with satisfactory internal consistency (α = 0.94).</p><p><strong>Discussion and conclusion: </strong>This study adapted and provided evidence of validity for the BES-PTE to measure DPT student belongingness during their didactic education. The 4-factor structure-community cohesion, interpersonal connection, social inclusion, and satisfaction with faculty and staff-provides a nuanced understanding of belongingness in DPT education. Insights from the BES-PTE can inform strategies to enhance the learning environment and support student success.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145454514","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 Novel Framework for Developing Milestones to Measure Competency Across Physical Therapy Education.","authors":"Mohamed H Elhamadany, Marisa Birkmeier, Stacy Zousmer, Ashley Pinger, James G Moore","doi":"10.1097/JTE.0000000000000448","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000448","url":null,"abstract":"<p><strong>Background and purpose: </strong>Competency-based education (CBE) has gained widespread acceptance as an effective approach for preparing learners to meet societal health needs. At the American Physical Therapy Association (APTA) Pediatrics Education Summit III, several work groups were formed to develop resources supporting CBE implementation in physical therapy. This study aims to present the work of 1 group to explore the development of educational milestones for a physical therapy curricula framework.</p><p><strong>Method/model description and evaluation: </strong>The educational milestone work group conducted a focused literature review to identify theories, models, and frameworks related to CBE and milestone development across health care professions. Through an iterative, multi-stage, and consensus-driven process, the group defined stages of knowledge and skill acquisition and learner performance descriptors. Feedback was solicited from a CBE expert advisory panel, and the framework was subsequently reviewed and refined based on the panel's input.</p><p><strong>Outcomes: </strong>The work group developed an educational milestone framework, defining 6 stages of learners' developmental progression across the physical therapist learner continuum: professional through post-professional. Building on these stages, the group identified 10 descriptors that can be used to describe milestones of learner performance, including knowledge, skills, and attitudes for specific competence and associated competencies.</p><p><strong>Discussion and conclusion: </strong>This novel framework offers 1 approach to developing milestones that describe learner performance. It identifies and describes developmental stages to track learner progression and descriptors that can serve as a resource for physical therapy educators as they work to describe milestones for competence across professional and post-professional physical therapist education.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145433592","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}