Journal, physical therapy education最新文献

{"title":"Assessment of Gender Differences in Letters of Recommendation for Physical Therapy Residency Applications.","authors":"Darren Q Calley, Sunyang Fu, Marissa D Hamilton, Austin W Kalla, Christopher K Lee, Veronica A Rasmussen, John H Hollman, Hongfang Liu","doi":"10.1097/JTE.0000000000000337","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000337","url":null,"abstract":"INTRODUCTION\u0000Letters of recommendation (LOR) are an integral component of physical therapy residency applications. Identifying the influence of applicant and writer gender in LOR will help identify whether potential implicit gender bias exists in physical therapy residency application processes.\u0000\u0000\u0000REVIEW OF LITERATURE\u0000Several medical and surgical residency education programs have reported positive, neutral, or negative LOR female gender bias among applicants and writers. Little research exists on gender differences in LOR to physical therapy education programs or physical therapy residency programs.\u0000\u0000\u0000SUBJECTS\u0000Seven hundred sixty-eight LOR were analyzed from 256 applications to 3 physical therapy residency programs (neurologic, orthopaedic, sports) at one institution from 2014 to 2020.\u0000\u0000\u0000METHODS\u0000Thematic categories were developed to identify themes in a sample of LOR. Associations between writer and applicant gender were analyzed using summary statistics, word counts, thematic and psycholinguistic extraction, and rule-based and deep learning Natural Language Processing .\u0000\u0000\u0000RESULTS\u0000No significant difference in LOR word counts were found based on writer or applicant gender. Increased word counts were seen in sports residency LOR compared with the orthopaedic residency. Thematic analysis showed LOR gender differences with male applicants receiving more positive generalized recommendations and female applicants receiving more comments regarding interpersonal relationship skills. No thematic or psycholinguistic gender differences were seen by LOR writer. Male applicants were 1.9 times more likely to select all male LOR writers, whereas female applicants were 2.1 times more likely to choose all female LOR writers.\u0000\u0000\u0000DISCUSSION AND CONCLUSION\u0000Gender differences in LORs for physical therapy residencies were found using a comprehensive Natural Language Processing approach that identified both a positive recommendation male applicant gender bias and a positive interpersonal relationship skill female applicant gender bias. Applicants were not harmed nor helped by selecting LOR writers of the opposite gender. Admissions committees and LOR writers should be mindful of potential implicit gender biases in LOR submitted to physical therapy residency programs.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140684457","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":"Student Pedagogical Consultants: A Strategy for Increasing Diversity, Equity, Inclusivity, and a Sense of Belonging in Curricular Approaches in Physical Therapist Education.","authors":"Lorna M Hayward, Ann C. Golub-Victor, Heidi Cheerman, S. Kiami, Isabella Addison, Mona Bhattrai, Serena Wang, Evgeniya Miroshnik","doi":"10.1097/JTE.0000000000000333","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000333","url":null,"abstract":"BACKGROUND AND PURPOSE\u0000Diversity within the physical therapy profession lags in comparison to the United States population. As the profession strives to diversify, faculty must pay attention to diversity, equity, inclusion, and belonging (DEI-B) in curricular approaches, including classroom materials, instruction, and assessment. With critical application, students from equity-deserving groups (EDGs) can provide unique perspectives to faculty about curricular approaches. Case study purposes were to 1) enable students from EDGs to partner with faculty, as student pedagogical consultants (SPCs), in 2 courses in a Doctor of Physical Therapy program to provide feedback on DEI-B efforts related to curricular approaches and 2) describe the outcomes of SPCs experience.\u0000\u0000\u0000CASE DESCRIPTION\u0000Eight female students from EDGs partnered with 3 White, female, faculty members in 2 courses: pediatrics and neurorehabilitation. Two SPCs teams observed the classrooms, met with faculty, and administered two-minute papers to classmates to gather feedback on DEI-B curricular approaches. Faculty and student SPCs wrote reflective papers, postproject, documenting their experiences.\u0000\u0000\u0000OUTCOMES\u0000Themes informed a conceptual framework describing SPCs: 1) motivation for engaging in partnership; 2) creation of a pedagogical partnership space to promote dialogue and problem-solve barriers to DEI-B; 3) deeper understanding of teaching; 4) transfer of learning from the SPC experience to future work locations; and 5) faculty modification of teaching.\u0000\u0000\u0000DISCUSSION AND CONCLUSION\u0000Students raised awareness regarding the pain of exclusion and provided suggestions for modifying curricular approaches to consider DEI-B. Curriculum redesign using innovative strategies can meet the contemporary needs of students from EDGs.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"359 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698018","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":"Do We Make a Difference? The Effect of a Doctor of Physical Therapy Program Curriculum on Student Cultural Competence.","authors":"Brianna T Chesser, Candace D. Bloomquist, Debra J Ford","doi":"10.1097/JTE.0000000000000339","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000339","url":null,"abstract":"INTRODUCTION\u0000Doctor of Physical Therapy (DPT) education programs have been charged with developing a culturally competent health care workforce to better meet the needs of diverse communities and reduce health inequities. The purpose of this longitudinal, quasi-experimental educational intervention study was to examine the effects of an integrated DPT program curriculum on student cultural competence at a public, midsize, midwestern university.\u0000\u0000\u0000REVIEW OF LITERATURE\u0000There is an abundance of research on conceptual models and frameworks for the development of cultural competence within health care education with many studies relying on self-perception to measure outcomes. Using the Model of Interculturalization as a theoretical framework, this study explored the development of cultural competence among DPT students using the Intercultural Development Inventory (IDI).\u0000\u0000\u0000SUBJECTS\u0000A purposeful convenience sample of DPT students (n = 177) was used.\u0000\u0000\u0000METHODS\u0000The IDI was administered to 3 student cohorts. One cohort had data at 4 different time points, including upon entry into the program (baseline) and at the end of the first, second, and third year. Two cohorts had data for 2 time points. IDI Developmental Orientation (DO) and Orientation Gap (OG) scores were used to measure cultural competence and accuracy of self-perception of cultural competence. Data analysis was performed using descriptive statistics, independent and dependent sample t-tests, and analysis of variances.\u0000\u0000\u0000RESULTS\u0000There were no differences between the cohorts. There were statistically significant improvements in both cultural competence (DO scores) and accuracy of self-perception of cultural competence (OG scores) for 2 cohorts. However, significant change only occurred during year 1. No other differences across time for any of the cohorts were significant.\u0000\u0000\u0000DISCUSSION AND CONCLUSION\u0000Findings can be leveraged and incorporated into recommendations for curricular revision and program reform targeting cultural competence development among DPT students.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"10 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696107","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":"Influencing Physical Therapist's Self-efficacy for Musculoskeletal Ultrasound Through Blended Learning: A Mixed Methods Study.","authors":"Jon A Umlauf, Ronald Cervero, Yating Teng, Alexis Battista","doi":"10.1097/JTE.0000000000000332","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000332","url":null,"abstract":"BACKGROUND AND PURPOSE\u0000With the growing interest for physical therapists to incorporate musculoskeletal (MSK) ultrasound comes a need to understand how to organize training to promote the transfer of training to clinical practice. A common training strategy blends asynchronous learning through online modules and virtual simulations with synchronous practice on live simulated participants. However, few physical therapists who attend MSK ultrasound continuing education courses integrate ultrasound into clinical practice. Self-efficacy is a significant predictor of training transfer effectiveness. This study describes to what degree and how a blended learning strategy influenced participants' self-efficacy for MSK ultrasound and transfer of training to clinical practice.\u0000\u0000\u0000SUBJECTS\u0000Twenty-one outpatient physical therapists with no previous MSK ultrasound training.\u0000\u0000\u0000METHODS\u0000Twenty-one participants assessed their self-efficacy using a 26-item self-efficacy questionnaire at 3 intervals: before asynchronous, before synchronous training, and before returning to clinical practice. Participants were interviewed within 1 week of training using a semi-structured interview guide. Quantitative analysis included descriptive statistics and repeated-measures ANOVA. Thematic analysis was used to examine participants' experiences, and \"following the thread\" was used to integrate findings.\u0000\u0000\u0000RESULTS\u0000Self-efficacy questionnaire mean scores increased significantly across the 3- time points (F [2, 40] = 172.7, P < .001, η2 = 0.896). Thematic analysis indicated that asynchronous activities scaffolded participants' knowledge, enhanced their self-efficacy, and prepared them for synchronous learning; however, it did not replicate the challenges of MSK ultrasound. Synchronous activities further improved self-efficacy and helped participants better calibrate their self-judgments of their abilities and readiness to integrate MSK ultrasound training into clinical practice. Despite individual-level improvements in self-efficacy, interviewees recognized their limitations and a need for longitudinal training in a clinical environment.\u0000\u0000\u0000DISCUSSION AND CONCLUSION\u0000A blended learning approach positively affects participants' self-efficacy for MSK ultrasound; however, future training designs should provide learners with additional support during the transition phase.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"33 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140753051","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":"Challenges and Opportunities for Physical Therapist Education Research: Results From an American Council of Academic Physical Therapy Needs Assessment Survey.","authors":"Tara Dickson, Jody Eckert, Patrick Pabian, Jamie Greco","doi":"10.1097/JTE.0000000000000297","DOIUrl":"10.1097/JTE.0000000000000297","url":null,"abstract":"<p><strong>Introduction: </strong>The physical therapy (PT) profession has cited a need for education research, yet the needs of researchers are not fully understood. Furthermore, there continues to be a limited understanding of where resources are most needed to support and advance education research. The purpose of this study was to identify barriers and opportunities for education research to support PT faculty.</p><p><strong>Review of literature: </strong>Scholarly productivity may be related to the attainment of an academic doctoral degree, research culture within an institution, and faculty time devoted to research. There is a lack of knowledge about what factors relate to the production of education research and the types of support needed for education researchers.</p><p><strong>Subjects: </strong>Two hundred sixteen PT education researchers.</p><p><strong>Methods: </strong>An open survey invitation was sent through email through the American Council of Academic Physical Therapy newsletter. A multiple regression analysis was used to determine factors that were associated with scholarly productivity of education researchers in PT. Open responses to a question regarding needed resources for engagement in education research were qualitatively analyzed.</p><p><strong>Results: </strong>The multiple regression analysis yielded a large effect (R2 = 0.31), demonstrating that faculty years of experience, faculty rank, and having an academic doctoral degree were correlated with scholarly productivity. \"Faculty time/workload\" was considered \"very important\" or higher to the production of education research by 87% of respondents. This item was rated of highest importance on the survey. Mentorship was considered the most important external resource, with 69% of respondents rating it as \"very important\" or higher, whereas \"other personal commitments (ie, family care, household management, other community-related volunteer commitments)\" was the most important personal factor (rated by 70% of the respondents as \"very important\" or higher). Open-ended responses further suggest that institution logistics, appropriate dissemination venues, and funding are areas of need to foster success in engaging in education research.</p><p><strong>Discussion and conclusion: </strong>Results highlight challenges and opportunities for resource investment in education research. Among these are time and funding. Existing professional networking and educational opportunities need to be continually evaluated for their effectiveness. Further development should focus on mitigating these barriers while considering the logistics of the researcher's institution.</p>","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"1 1","pages":"80-89"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41497672","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 Association of Relational Coordination and Faculty Members' Burnout and Job Satisfaction: A Preliminary Cross-Sectional Study.","authors":"Christina M Wisdom","doi":"10.1097/JTE.0000000000000293","DOIUrl":"10.1097/JTE.0000000000000293","url":null,"abstract":"<p><strong>Introduction: </strong>The relational coordination theory describes the interaction between effective communication and high-quality relationships critical for coordinating and accomplishing tasks when multiple individuals and groups are involved.</p><p><strong>Review of literature: </strong>Relational coordination is associated with improved worker performance, increased job satisfaction, and reduced burnout. The purposes of this paper were to examine the differences in physical therapist education program (PTEP) core faculty members' perceived relational coordination with other PTEP faculty members, staff, and administration and to examine the associations between PTEP core faculty members' perceived relational coordination and its subscales and their perceived burnout and job satisfaction.</p><p><strong>Subjects: </strong>Entry-level PTEP core faculty members.</p><p><strong>Methods: </strong>An online survey that included the Relational Coordination Survey, Oldenburg Burnout Inventory, and Job Satisfaction Survey was used. A 1-way analysis of variance was conducted to test whether there were differences in PTEP core faculty members' perceived relational coordination with other PTEP faculty members, staff, and administration. Several simple linear regressions were conducted to test the associations between PTEP core faculty members' perceived relational coordination and its subscales and their perceived burnout and job satisfaction.</p><p><strong>Results: </strong>A total of 103 responses were analyzed. The PTEP core faculty members' mean perceived relational coordination with core faculty members was significantly higher than the mean relational coordination with associated faculty members, administration, and staff. Physical therapist education program core faculty members' perceived relational coordination and all its subscales were negatively associated with perceived disengagement. Perceived problem-solving communication and mutual respect were negatively associated with perceived exhaustion. Physical therapist education program core faculty members' perceived relational coordination and all its subscales were positively associated with perceived job satisfaction.</p><p><strong>Discussion and conclusion: </strong>The quality of communication and relationships between and among core faculty members, administrators, and staff may affect PTEP core faculty members' perceived burnout and job satisfaction.</p>","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"63-71"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48835397","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 \"How\" and \"Why\" Behind Clinical Site Visits: A Qualitative Study Exploring Director of Clinical Education Perspectives.","authors":"Jamie L Greco, Lori Hochman, Nicki Silberman","doi":"10.1097/JTE.0000000000000298","DOIUrl":"10.1097/JTE.0000000000000298","url":null,"abstract":"<p><strong>Introduction: </strong>Several studies have investigated stakeholder perspectives regarding clinical site visits (SVs). An SV is one of the many ways of building strong relationships through collaborative communication. This study explored perceptions of directors of clinical education (DCEs) about why SVs are important, why they prefer certain methods of communication over others, and how they prioritize their decision-making process regarding structure and communication methods used.</p><p><strong>Literature review: </strong>Barriers to conducting SVs exist, including scheduling challenges, time, and cost. Some studies suggest preferences for using in-person communication.</p><p><strong>Subjects: </strong>Fifteen DCEs from across the United States.</p><p><strong>Methods: </strong>Subjects participated in one-on-one semi-structured interviews. Transcripts were analyzed using a grounded theory approach and thematic analysis.</p><p><strong>Results: </strong>Six themes emerged from the data: (1) communication is vital, (2) SVs are fact-finding missions that serve multiple purposes, (3) flexibility is essential, (4) showing up in person has a strong impact, (5) DCEs strategically schedule in-person SVs, and (6) faculty assistance can be valuable. Some of the purposes of an SV include learning about the clinic's expectations, gathering data to ensure that the student is having a good experience, keeping current with curricular trends and contemporary practice, and building and nurturing relationships. Faculty may be able to assist in conducting SVs when properly trained. In-person SVs show a powerful message of support to students and clinicians.</p><p><strong>Discussion and conclusion: </strong>Similar to other stakeholders, DCEs value SVs for building, maintaining, and strengthening clinical and academic relationships. Site visits also bridge curricular gaps, support stakeholders, and help DCEs do their job. Directors of clinical education are strategic when considering SV structure, communication methods, and prioritizing student and clinician needs. Results were used in conjunction with prior findings of our mixed-methods explanatory sequential study to create recommendations, which will empower DCEs to advocate for resources to continue conducting SVs, particularly in-person SVs, especially under certain circumstances. Future research should explore clinician perspectives, specifically related to preferred communication methods, structure of the SV, and meeting with faculty other than the DCE.</p>","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"53-62"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49236645","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":"Predicting First-Time National Physical Therapy Examination Performance for Graduates of an Entry-Level Physical Therapist Education Program.","authors":"Ryan Dombkowski, Steven Sullivan, Tricia Widenhoefer, Abigail Buckland, Thomas Gus Almonroeder","doi":"10.1097/JTE.0000000000000291","DOIUrl":"10.1097/JTE.0000000000000291","url":null,"abstract":"<p><strong>Introduction: </strong>The National Physical Therapy Examination (NPTE) is a standardized examination designed to assess competence after graduation from an entry-level physical therapist education program.</p><p><strong>Review of literature: </strong>Previous studies have identified applicant and student variables that are related to NPTE performance, with applicant variables reflecting performance before admission and student variables reflecting performance after admission. However, there are very few articles describing how these variables can be combined to predict NPTE performance. The purpose of this study was to develop, evaluate, and describe models to predict first-time NPTE scores and NPTE outcomes (pass vs fail), based on various applicant and student variables related to academic performance.</p><p><strong>Subjects: </strong>Pre- and postadmission data and NPTE scores were recorded for 185 individuals who graduated from an entry-level physical therapist education program.</p><p><strong>Methods: </strong>Multiple linear regression was used to develop a model to predict NPTE scores, and binary logistic regression was used to develop a model to predict NPTE outcomes (pass vs fail).</p><p><strong>Results: </strong>A model including undergraduate prerequisite grade point average, grade point average in basic science courses taken during the program, and comprehensive examination scores combined to explain 30.9% of the variance in NPTE scores and accurately predicted NPTE outcomes (pass vs fail) 81.1% of the time.</p><p><strong>Discussion: </strong>In general, our findings support the notion that prediction of NPTE performance should be based on a combination of applicant and student variables. The models described in this article could be used to identify students who may be likely to struggle on the NPTE, making it possible to provide additional support to these students.</p><p><strong>Conclusion: </strong>Various applicant and student variables related to academic performance can be combined to predict NPTE performance. The results of this study provide a framework for programs interested in applying models to predict NPTE performance.</p>","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"325-331"},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42448722","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":"Comparisons of Clinical Competency and Job Responsibilities of Physical Therapists With and Without Postprofessional Training.","authors":"Matthew S Briggs, Nicholas Gulla, Heidi Howald, Mark D Weber, Becky J Olson-Kellogg, John J DeWitt, Craig P Hensley, Kendra L Harrington, Melissa S Kidder, Joseph P Farrell, Carol Jo Tichenor","doi":"10.1097/JTE.0000000000000295","DOIUrl":"10.1097/JTE.0000000000000295","url":null,"abstract":"<p><strong>Introduction: </strong>Understanding how educational pathways may influence clinical competence and work responsibilities is important in providing guidance to academic and clinic stakeholders and physical therapists (PTs) on PT career development. The purpose of this paper was to compare perceived clinical competency and job duties between PTs with formal mentored postprofessional clinical education with PTs without formal postprofessional clinical education.</p><p><strong>Review of literature: </strong>The understanding of self-perceived clinical competence of PTs overall in the United States is limited, especially as related to the impact of postprofessional education. Furthermore, there is limited understanding of the career pathways and development of job duties of PTs in the United States.</p><p><strong>Subjects: </strong>Two thousand three hundred thirty-four PTs in the United States.</p><p><strong>Methods: </strong>An online survey was sent to licensed PTs. This survey included items measuring self-perceived clinical competency and questions related to weekly job responsibilities. Participants were categorized as residency trained, fellowship trained, or non-residency/fellowship trained. Frequency analyses and Kruskal-Wallis tests with pairwise post hoc tests were performed comparing the 3 groups.</p><p><strong>Results: </strong>Residency-trained (P < .007) and fellowship-trained (P < .001) groups demonstrated elements of higher self-perceived clinical competency compared with the non-residency-/fellowship-trained group. Both the residency- and fellowship-trained groups spent less time with patient care and more time with other responsibilities (e.g., teaching, mentoring, and research) (P < .02) during an average workweek. Fellowship-trained PTs (P < .001) spent more time with administrative duties compared with the non-residency-/fellowship-trained group.</p><p><strong>Discussion and conclusion: </strong>Results from this paper demonstrate that residency- and fellowship-trained PTs have elements of higher self-perceived clinical competency and spend more of their job duties outside of direct patient care compared with PTs who were not residency or fellowship trained. These results may help guide PTs, academic institutions, and employers in planning and achieving specific career paths.</p>","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"332-341"},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45064235","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":"Students' Perception of Servant Leadership by Physical Therapy Faculty Mentors Is Associated With Interprofessional Socialization.","authors":"Brad W Willis","doi":"10.1097/JTE.0000000000000307","DOIUrl":"10.1097/JTE.0000000000000307","url":null,"abstract":"<p><strong>Introduction: </strong>Promoting interprofessional collaborative practice (IPCP) is necessary. Consequently, investigating strategies associated with increased interprofessional socialization, the beliefs, behaviors, and attitudes underlying socialization toward IPCP is suggested. The purpose of this study was to examine the relationship, in the presence of control variables, between students' perception of servant leadership by physical therapy faculty mentors and interprofessional socialization.</p><p><strong>Review of the literature: </strong>Although faculty mentors are associated with influencing students' socialization process and servant leadership is suggested to support collaborative care, investigations exploring these concepts within physical therapy education are limited.</p><p><strong>Subjects: </strong>Three cohorts of students (60 each) at an entry-level physical therapist education program in the Midwest of the United States. One hundred seventy individuals completed an anonymous paper-based composite survey, with 117 identifying the presence of an informal physical therapy faculty mentor.</p><p><strong>Methods: </strong>This cross-sectional survey study, inclusive of student demographic control variables, examined the relationship between interprofessional socialization and perceptions of physical therapy faculty mentors, as measured by the Interprofessional Socialization and Valuing Scale (ISVS-21) and the Servant Leadership Measure (SL-7), respectively. Multiple linear regression was used to obtain the semi-partial correlation (sr) between the SL-7 and the ISVS-21, with significance accepted at P < .05.</p><p><strong>Results: </strong>Upon necessary assumptions being met, 114 participants were included with an analysis of variance identifying the model to be significant (F(8,105) = 2.59, P = .01). Multiple linear regression analysis found that the SL-7, in the presence of control variables, was associated with a significant proportion of ISVS-21 scores (R2 = 0.17, F(8,105) = 2.59, P = .01). Notably, only the SL-7 demonstrated a significant contribution to ISVS-21 estimates (β = 0.358, P < .001), with a significant and positive sr of 0.34 (P < .001).</p><p><strong>Discussion and conclusion: </strong>Perceptions of servant leadership by faculty mentors were positively correlated with interprofessional socialization. Findings bolster the theoretical link between servant leadership and interprofessional socialization, servant leadership in the development of faculty and mentorship programs, and the relevance of informal social interactions.</p>","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"314-324"},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44179154","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}