Journal of clinical education in physical therapy最新文献

{"title":"Exploring the relationship of diagnostic reasoning, self-efficacy, and clinical reasoning of physical therapy students.","authors":"Shala Cunningham, Matthew Kessinger, Alejandra Mott, Megan Carter, Christine Plassmann, Madison Downs, Catherine Blair South","doi":"10.52214/jcept.v7.12901","DOIUrl":"10.52214/jcept.v7.12901","url":null,"abstract":"<p><strong>Purpose: </strong>One of the primary objectives of entry-level physical therapy education is to develop students' clinical reasoning (CR) skills to provide optimal, patient-centered care. However, CR is a highly contextualized concept, and the assessment of CR development to ensure students have the requisite skills for safe patient care prior to clinical experiences is challenging within an education program. Self-assessment tools may provide a time-efficient opportunity to assess students' CR development across their education. Both diagnostic reasoning and self-efficacy have been correlated with CR performance in physical therapy. This study aimed to explore the relationship between diagnostic reasoning, self-efficacy, and CR development among physical therapy students.</p><p><strong>Methods: </strong>Diagnostic reasoning was assessed through the Diagnostic Thinking Inventory (DTI). Self-efficacy was measured by the New General Self-Efficacy (NGSE) scale and Physical Therapist Self-Efficacy (PTSE) scale. CR ability was evaluated through the Think Aloud Standardized Patient Examination (TASPE) performed during a standardized patient simulation, and scores for the CR performance criteria as assessed by clinical instructors on the Physical Therapist Clinical Performance Instrument Version 2006 (CPI).</p><p><strong>Results: </strong>There was no correlation between self-assessment scores on the DTI, NGSE, PTSE, and CR performance assessed by faculty during a standardized patient simulation (TASPE) or clinical instructors using the midterm and final CPI during a 12-week full-time clinical experience.</p><p><strong>Conclusion: </strong>This study was unable to identify a self-assessment tool or a student performance indicator that could accurately predict CR performance during upcoming full-time clinical experiences.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"7 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12625166/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770422","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":"Variability and inconsistency in clinical education setting terminology: a call to action.","authors":"Lori Hochman, Nicki Silberman","doi":"10.52214/jcept.v6.12855","DOIUrl":"10.52214/jcept.v6.12855","url":null,"abstract":"<p><strong>Purpose: </strong>Significant variation exists in clinical education placement setting terminology amongst clinical education stakeholders. The lack of agreed-upon terminology impacts clear communication between academic institutions and clinical sites while also impacting researchers' abilities to successfully conduct large-scale national studies. This study explored the variability of physical therapist (PT) student clinical education placement setting nomenclature across the United States.</p><p><strong>Methods: </strong>De-identified full-time PT student clinical education placements between January 2014 and September 2023 were extracted from Exxat^© Version 3. Using the American Physical Therapy Association membership profile data as guidance, researchers created broad categories that represented the clinical education placement settings. Eight unique settings along with one category for 'mixed setting' and one for 'unclassified' were identified: acute care, day rehabilitation, home care, inpatient rehabilitation, long-term acute care hospital, outpatient, school and sub-acute rehabilitation (sub-acute rehabilitation, long-term care and skilled nursing facilities). Extracted data were sorted into those categories.</p><p><strong>Results: </strong>The dataset was composed of 132,320 clinical education placements from 178 PT education programs. There were 1,388 different labels in the dataset used to describe the settings for those clinical education placements.</p><p><strong>Conclusions: </strong>Task forces have worked diligently to establish standardization in terminology in physical therapy clinical education. Due to the current variability in labelling clinical placement settings, the authors present a call to action for the development of agreed-upon placement setting terminology. A common naming system is proposed which may facilitate clear communication between all parties while also supporting research efforts in clinical education.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"6 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13169687/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147944631","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":"How crisis management led to enduring collaboration in clinical education: a case report.","authors":"Elsa Drevyn, Judi Schack-Dugre, Robin Galley, Laurie Neely, Diane Roadarmel, Stephanie Svoboda, Jamie Dietrich, Sabrina Wang, Donni Welch-Rawls","doi":"10.52214/jcept.v6.11822","DOIUrl":"10.52214/jcept.v6.11822","url":null,"abstract":"<p><strong>Rationale: </strong>Historical challenges in clinical education were intensified by the global health pandemic. This paper describes how clinical educators in Florida collaborated during the crisis to strategize to meet immediate clinical education needs of clinical sites and academic programs while creating a roadmap for sustainable future success.</p><p><strong>Clinical education scenario: </strong>A task force of clinical educators was formed to assess the current state of clinical education and manage the evolving crisis. Two unique needs assessments were developed and disseminated to both academic and clinical educators. A descriptive research design was used. Quantitative findings were reported through descriptive statistics.</p><p><strong>Outcomes: </strong>Obtaining objective data was crucial for decision-making and implementing solutions during this crisis. Data analysis informed a series of coordinated, phased, action items that were implemented. Not only opportunities for immediate support were identified, but also longstanding challenges within clinical education were confirmed. The study results led to informed crisis management, reduced competition, and enduring collaboration.</p><p><strong>Discussion and implications: </strong>Without collaboration, the pandemic's impact on clinical education could have been more severe. Implementing data-driven crisis management strategies mitigated challenges posed by the pandemic and improved processes, enhancing the future state of clinical education in Florida.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"6 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12703770/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770579","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":"Stress to be managed and managing stress in clinical education.","authors":"Christopher Kevin Wong, Jean Fitzpatrick","doi":"10.52214/jcept.v6.13201","DOIUrl":"https://doi.org/10.52214/jcept.v6.13201","url":null,"abstract":"","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"6 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12703776/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770319","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":"Physical therapy students' perceived levels and sources of stress during clinical education experiences.","authors":"Lisa L Dutton, Christina E P Anderson","doi":"10.52214/jcept.v6.11999","DOIUrl":"10.52214/jcept.v6.11999","url":null,"abstract":"<p><strong>Purpose: </strong>Stress has been linked to poor performance and mental health disorders in health professions students. Very little is known about health professions students' stress during clinical education. The purpose of this study was to explore the levels and sources of stress experienced by Doctor of Physical Therapy (DPT) students during the clinical education portion of their curriculum.</p><p><strong>Methods: </strong>In this cross-sectional, descriptive study, 925 first-, second-, and third-year DPT students from eight Midwestern colleges and universities were invited to complete an electronic survey during a clinical experience. The survey included demographic information, the 10-item Perceived Stress Scale (PSS), and the Undergraduate Sources of Stress (USOS) scale.</p><p><strong>Results: </strong>The response rate was 28% with a total of 259 returned surveys. The mean PSS score was 14.15 out of a possible 40, with a range from 0 to 30. There were significant differences in levels of stress based on program year and clinical level. No significant differences in level or sources of stress were noted based on gender or clinical setting. Academic sources were the greatest source of stress reported. Amount of student debt and percentage of responsibility for graduate education were significantly correlated with financial sources of stress.</p><p><strong>Conclusion: </strong>Participants in this study reported mean PSS scores during clinical education experiences similar to those previously reported for physical therapy. Identifying perceived stress levels, sources of stress and mitigating factors has the potential to improve the health of students and positively impact patient care.</p><p><strong>Mesh terms: </strong>students; health occupations; stress; psychological; financial stress.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"6 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12703773/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145769849","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":"Effectiveness and efficiency of patient care while enrolled in an orthopedic physical therapy fellowship program.","authors":"Susan L Edmond, Julie Whitman, Mark Werneke, Jason Rodeghero","doi":"10.52214/jcept.v6.9082","DOIUrl":"10.52214/jcept.v6.9082","url":null,"abstract":"<p><strong>Rationale: </strong>Post-professional orthopedic manual physical therapy education programs have proliferated, in part due to increasing therapist demand. Despite the time, effort, and money required to complete these programs, there is scant research addressing their impact.We investigated whether physical therapists enrolled in an accredited manual physical therapy fellowship program achieved better outcomes, determined by patient changes in function, number of physical therapy visits, and episode of care duration while enrolled in the program. We also examined whether outcomes varied by clinician demographics, clinician life circumstances, and clinic characteristics.</p><p><strong>Methods: </strong>Forty-two therapists contributed patient data addressing functional status, number of visits, and episode of care duration. We compared data from the first 30 patients with data from the last 30 patients seen by each therapist while enrolled in the program. We also surveyed therapists regarding their demographics, life circumstances, and clinic characteristics.</p><p><strong>Results: </strong>There were no clinically meaningful or statistically significant differences in change in functional status when comparing results from the first 30 patients with the last 30 patients seen by therapists. However, there was a significant reduction in the number of visits and episode of care duration. Outcomes were influenced by entry-level degree and the presence of children at home.</p><p><strong>Conclusion: </strong>In our study, enrollment in a physical therapy fellowship program did not improve patient functional status but did reduce the number of visits and episode of care duration. Outcomes were influenced by some clinician life circumstances and clinic characteristics.</p><p><strong>Mesh terms: </strong>Fellowships, Physical Therapy, Education.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"6 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12703781/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770555","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":"Physical therapy students' experiences of inappropriate patient sexual behavior: a narrative review.","authors":"David Smelser","doi":"10.52214/jcept.v6.11222","DOIUrl":"10.52214/jcept.v6.11222","url":null,"abstract":"<p><strong>Primary objective: </strong>The purpose of this study is to identify the extent to which inappropriate patient sexual behavior (IPSB) is directed toward student physical therapists (PTs) and how this phenomenon is described in the current literature.</p><p><strong>Review type: </strong>Narrative review.</p><p><strong>Summary of review method: </strong>A search of PubMed, CINAHL Plus, and Academic Search Complete was conducted using the Boolean phrase ('sexual harassment' OR 'sexual assault' OR 'inappropriate sexual behavior' OR 'sexual behavior') AND ('physical therapy' OR physiotherapy OR 'physical therapist' OR physiotherapist). After relevant articles were identified, references were searched for additional relevant material. Data and common themes were identified, extracted, and summarized.</p><p><strong>Primary results: </strong>Studies indicate that 84% to 92.9% of PTs have IPSBs directed at them during their careers. There is less information on the rate at which student PTs are targets of IPSB, but the available studies indicate 66.2% to 78% of them experience IPSB during their clinical experiences. In one study, over 22% of PT students experienced severe forms of IPSB during clinical experiences. Other studies show that student PTs and novice PTs respond to IPSB with techniques that are less effective than those used by experienced PTs. Qualitative reports indicate that student PTs feel that they and their clinical instructors are unprepared for IPSB and believe more training on the topic is necessary.</p><p><strong>Conclusion: </strong>The available literature indicates that most PT students have IPSB directed at them during their clinical experiences. Students report feeling unprepared and desire more training on this topic. Additional training may reduce IPSB.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"6 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12703772/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145769854","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":"Professional quality of life and organizational support: a survey of physical therapists with experience as clinical instructors.","authors":"Andrea C Mierau","doi":"10.52214/jcept.v6.10951","DOIUrl":"10.52214/jcept.v6.10951","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to determine the professional quality of life (ProQoL) of physical therapists (PTs) with experience as a clinical instructor and identify factors associated with compassion satisfaction, burnout, and secondary traumatic stress.</p><p><strong>Methods: </strong>This study used a cross-sectional design and survey methodology. Participants were clinician PTs who have been clinical instructors, and completed an online survey that included the ProQoL scale, the eight-item Survey of Perceived Organizational Support, and demographics.</p><p><strong>Results: </strong>Of the 259 participants who completed the survey, the majority experienced average to high levels of compassion satisfaction and low levels of burnout and secondary traumatic stress. Chi-square tests of independence indicated high ratings of compassion satisfaction were associated with the uppermost years licensed as a PT, years of clinical teaching experience, and age. Participants aged 26-35 or with less than 5 years of clinical instruction experience correlated with low ratings of compassion satisfaction. Participants with more than 25 years of experience as PTs correlated with low ratings of burnout. High levels of compassion satisfaction were associated with high levels of perceived organizational support.</p><p><strong>Conclusion: </strong>Findings may assist clinical sites and site coordinators of clinical education in selecting and training clinical instructors.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"6 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12703771/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770104","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":"Impact of an integrated clinical experience on Doctor of Physical Therapy students: a qualitative study.","authors":"Alice Hamilton, Gabriele Moriello, Julie Bush, Shannon Schoellig, Michelle Nunno-Evans, Nancy Hollins","doi":"10.52214/jcept.v5.9908","DOIUrl":"10.52214/jcept.v5.9908","url":null,"abstract":"<p><strong>Purpose: </strong>Integrated Clinical Education (ICE) complements didactic material within educational programs, providing an in- person, hands-on experience in coordination with traditional instruction. Different models of ICE are described in the literature, which consists primarily of descriptions and program assessments of these experiences. The purpose of this study was to enhance the literature by applying rigorous methodology to gain a rich understanding of the student's perspective of the process and impact of ICE on Doctor of Physical Therapy (DPT) students working with older adults, a population not yet rigorously studied.</p><p><strong>Methods: </strong>A convenience sample of 19 DPT students participated in this study. A descriptive phenomenological approach obtained the perspectives of DPT students engaged in this ICE. Researchers conducted six focus groups using a video chat format following the ICE.</p><p><strong>Results: </strong>Five themes emerged from the thematic analysis of focus group transcriptions: transformation, circular learning, role of relationships, rollercoaster of emotions, and perceived perks for older adults through the students' perspective.</p><p><strong>Conclusion: </strong>Findings are consistent with the literature and support ICE as a complement to didactic learning, especially for those skills that are challenging to teach in the classroom. This study added to the literature by identifying relationship building and circular learning as essential components of ICE. Students also identified and resolved implicit biases previously held about older adults. Further research is warranted to deepen an understanding of these findings, with a mixed-method approach to gather quantitative data to link the ICE process with outcomes.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"5 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12703769/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770561","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":"Doctor of Physical Therapy students' clinical reasoning readiness and confidence treating with telehealth: a United States survey.","authors":"Derrick F Campbell, Jean-Michel Brismée, Brad Allen, Troy L Hooper, Manuel A Domenech, Kathleen J Manella","doi":"10.52214/jcept.v4.8537","DOIUrl":"10.52214/jcept.v4.8537","url":null,"abstract":"<p><strong>Purpose: </strong>Telehealth has an emerging footprint on entry-level physical therapy programs. Students' readiness for clinical reasoning with virtual versus traditional face-to-face treatment remains unknown. The purpose of this study was to evaluate Doctor of Physical Therapy (DPT) students' preparedness for clinical experiences with and without telehealth.</p><p><strong>Methods: </strong>A descriptive and exploratory cross-sectional survey was employed, with a voluntary convenience sample of 211 second- and third-year university DPT students during Fall 2020 clinical experiences. Descriptive and inferential statistics evaluated differences in DPT students' (1) Physical Therapist Self-Efficacy (PTSE) scale scores, (2) confidence with treating initial and subsequent same-patient visits, and (3) final Clinical Performance Instrument (CPI) clinical reasoning and summative scores during clinical experiences with and without telehealth.</p><p><strong>Results: </strong>Telehealth availability was 40.3%, with 16.6% of DPT students reporting participation. Most students reported being comfortable (39.3%) or neutral (32.2%) using telehealth. DPT students' confidence level using telehealth to treat was 74% on initial and 97% on subsequent same-patient visits. Mean PTSE scores were significantly lower during clinical experiences with telehealth (13.1) compared to traditional experiences (15.1) (<i>P</i> <.001) and for integrated (second-year) (14.1) compared to terminal (third-year) clinical experiences (15.5) (<i>P</i> <.001). For traditional experiences, weak positive associations were demonstrated between PTSE and CPI scores. There were no significant differences for CPI scores between telehealth and traditional experiences.</p><p><strong>Conclusion: </strong>While entry-level DPT programs continue to establish best practice for telehealth education, current trends in academic curriculum seem to prepare students' clinical reasoning readiness for clinical experiences. The PTSE could be used to identify outlier students requiring additional mentoring during traditional and telehealth clinical experiences.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"4 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12703779/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770571","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}