Journal, physical therapy education最新文献

{"title":"Interprofessional Team Members' Knowledge and Perceptions of Physical Therapist Education and Practice","authors":"Emma G. Hintz, Alyson P. Tisthammer, Sara E. North","doi":"10.1097/jte.0000000000000311","DOIUrl":"https://doi.org/10.1097/jte.0000000000000311","url":null,"abstract":"Introduction. High-quality patient care requires that providers understand and optimize each health care team member's roles and responsibilities. Review of Literature. The purpose of this paper was to examine the contemporary knowledge and perceptions of physical therapist (PT) practice and education held by advanced practice interprofessional (IP) team members, including physicians, physician assistants (PAs), and advanced practice registered nurses (APRNs). Subjects. Physicians, PAs, and APRNs licensed in the state of Minnesota. Methods. Eligible individuals were invited to participate in an online survey assessing understanding of PT practice and education. Descriptive and nonparametric statistical analyses were used to evaluate respondent demographics, practice characteristics, and perceptions and knowledge of PT education and practice. Results. Survey responses were analyzed from 442 respondents including 210 APRNs, 182 physicians, 48 PAs, and 2 clinicians of unknown profession. Results demonstrated that most referring providers did not learn about physical therapy during their academic or posttraining education. Those who interacted with PTs more frequently perceived greater benefit for their patients, tended to refer to PTs more often, and demonstrated greater knowledge of PT practice. Poorly understood areas of PT practice and education included PT practice settings, specialties, salary, level of education, and the ability to see patients through direct access. Discussion and Conclusion. Multiple areas of poor provider knowledge regarding PT education and practice were identified; many unchanged from the literature in the 1980s. Three main areas of growth were identified from which actionable recommendations are made: increase IP interactions with PTs, address areas of poor understanding of PT education and scope, and maximize shifting perceptions of PTs through education and advocacy. This paper illustrates that PT education and practice are not well understood by referring providers, posing a threat to IP collaboration. A lack of collaboration may hinder patient and system outcomes because of suboptimal provider utilization.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136213857","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":"Examining Relationships Among Leadership Behaviors, Demographic and Program Factors, and Resilience in Physical Therapy Professional Education Program Directors","authors":"Shannon Herrin","doi":"10.1097/jte.0000000000000310","DOIUrl":"https://doi.org/10.1097/jte.0000000000000310","url":null,"abstract":"Introduction. Physical therapy professional education program directors (PDs) face stress associated with work roles and responsibilities, which can cause burnout and job turnover. Review of Literature. Burnout and turnover in physical therapy education PD positions are influenced by inexperience, insufficient compensation, decreased support, heavy workloads, difficulty hiring and retaining faculty, and internal conflict. Program directors also receive insufficient training in their roles. Individuals with greater resilience, or the ability to face adversity with positive outcomes, may be more resistant to stress, burnout, and turnover. Therefore, this study's purpose was to explore the relationships among leadership behaviors, demographic and program factors, and resilience in physical therapy PDs. Subjects. Of the 600 physical therapy PDs invited to participate in the study, 126 directors completed the survey (21% response rate). Methods. The survey included demographic questions, the Multifactor Leadership Questionnaire (MLQ-5X), and the 10-item Connor-Davidson Resilience Scale (CD-RISC-10). Correlational analyses were used to investigate relationships among leadership behaviors, demographic and program factors, and resilience. Results. Participants included 43 physical therapist and 82 physical therapist assistant PDs (79.4% female and 20.6% male participants; mean age, 52.0 ± 8.3 years; mean years in role, 7.3 ± 6.9 years). Mean MLQ-5X scores showed that participants primarily used transformational leadership (TFL) behaviors. The mean CD-RISC-10 score for participants was 33.06 (±4.10). Analysis revealed statistically significant positive relationships between all TFL behaviors and resilience. Exploratory regression analysis revealed that 3 leadership behaviors and one demographic factor may contribute to resilience in participants, although the proportion of variance was modest (39%). Discussion and Conclusion. This is the first study to offer insight regarding the relationships between leadership behaviors and resilience in physical therapy PDs. These results may help lay the foundation for future research in this area, with the goal of decreasing burnout and job turnover through increased resilience.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482748","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":"Assessing the Reconceptualization of Pain in Graduate-Entry Physiotherapy Students Using the Concept of Pain Inventory for Adults: The University of Technology Sydney Physiotherapy Student Surveys Project","authors":"Joshua W. Pate, Emre Ilhan, Gillian Q. Rush, David S. Kennedy, Arianne Verhagen, Verity Pacey, Peter W. Stubbs","doi":"10.1097/jte.0000000000000309","DOIUrl":"https://doi.org/10.1097/jte.0000000000000309","url":null,"abstract":"Introduction. Validly and reliably assessing conceptual change is essential for evaluating the effectiveness of pain science education for physiotherapy students. We aimed to 1) evaluate concept of pain before and after a 14-week pain science education university subject, 2) assess structural validity of the Concept of Pain Inventory for Adults (COPI-Adult) in postgraduate entry-level physiotherapy students, and 3) explore possible relationships between baseline variables and baseline COPI-Adult scores. Review of Literature. As the COPI-Adult is a newly developed questionnaire, there is a lack of data regarding its psychometric properties. Subjects. Of 129 enrolled students at an Australian university, 124 (96%) and 114 (88%) completed the baseline and follow-up questionnaires, respectively. Methods. In this prospective cohort study, students who commenced the degree in 2020 or 2021 completed online questionnaires, including the COPI-Adult, at the start and end of their first semester. This semester included a 14-week pain science education subject and other physiotherapy-related subjects. Higher COPI-Adult scores (range = 0–52) indicate better alignment with contemporary pain science. We 1) compared differences in concept of pain before and after the semester, 2) performed a confirmatory factor analysis on the COPI-Adult, and 3) performed exploratory regression analyses. Results. Concept of Pain Inventory for Adults scores increased from baseline (median [interquartile range]: 39 [36–44]) to follow-up (48 [44–51]). The COPI-Adult retained its 1-factor structure, with acceptable internal consistency (Cronbach's alpha = 0.80). Exploratory analysis showed that previously completing a subject on pain was related to higher COPI-Adult baseline scores. Age, gender, and mental health diagnosis did not relate to baseline COPI-Adult scores. Discussion and Conclusion. Following a 14-week pain science education subject embedded within a physiotherapy degree, students improved their concept of pain. The COPI-Adult maintains a 1-factor structure in this population. Completing a previous subject on pain was associated with higher COPI-Adult scores.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427250","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":"Predictive Value of In-Program Academic Variables for Future Clinical Education Performance in Physical Therapist Education: An Exploratory Study","authors":"Marisa Birkmeier, Joyce Maring, Rebecca Pinkus, Ellen Costello","doi":"10.1097/jte.0000000000000308","DOIUrl":"https://doi.org/10.1097/jte.0000000000000308","url":null,"abstract":"Introduction. The purposes of this study were to (1) explore the relationship of preclinical assessment outcomes and grade point averages (GPAs) with full-time clinical education experience (CEE) performance and (2) determine the predictive value of associated variables to full-time CEE performance. Review of Literature. In-program academic variables such as performance tests, comprehensive examinations, and GPAs reflect a measure of student performance before clinical education. Limited and conflicting physical therapist education research exists examining the relationship between preclinical in-program academic variables and CEE performance. Subjects. A retrospective convenience sample of 130 graduated PT student academic records with expected graduation years of 2018, 2019, and 2020. Methods. Academic records related to performance test outcomes, cumulative program GPAs, utilization of a practical retake appeal policy, and comprehensive examination performance were correlated with CEE performance. A dichotomous ordinal rating scale quantified CEE performance per full-time experience based on the presence of a learning contract. Overall CEE performance was defined as the percentage from the combined CEE performance scores across all experiences. Data analyses included Pearson's correlation coefficient, Spearman's rho, and a multiple linear regression analysis. Results. Ten of 25 course-specific performance tests had significant associations with CEE performance. Cumulative GPA and the practical retake appeal were significantly associated with the CEE III score and overall CEE performance. The practical retake appeal was a significant contributor to clinical performance, explaining 5.3% of the variance (β = 0.24, P = .01, 95% CI 0.01 to 0.09, part correlation = 0.23, tolerance = 0.91). Discussion and Conclusion. These findings support the use of performance tests as an effective assessment strategy before CEEs but only represent one aspect of the full picture of readiness to practice. Academic progression policies can offer a mechanism for early identification to support at-risk students before the CEEs.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135551784","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":"Financial Resource Management Knowledge, Skills, and Attitudes for Entry-level Physical Therapist Practice: A Survey of Physical Therapists in Ohio","authors":"Alexia Lairson, Cara Berg-Carramusa, Christine McCallum, Leigh Murray","doi":"10.1097/jte.0000000000000306","DOIUrl":"https://doi.org/10.1097/jte.0000000000000306","url":null,"abstract":"Introduction. The purpose of this study was to explore the perceptions of physical therapists (PTs) regarding the importance of financial resource management (FRM) knowledge, skills, and attitudes (KSAs) for entry-level practice and investigate the roles of PT education programs (PTEPs), clinical education experiences (CEEs), and employers in addressing these KSAs. Review of Literature. FRM KSAs have been identified as components of professionalism and leadership and, as such, are a required element in student PTs (SPTs) educational preparation. Subjects. A purposive sampling of convenience strategy was employed by requesting a free mailing list for Ohio-licensed PTs. Methods. An online survey was developed based on PT Clinical Performance Instrument Criterion #17, “Patient Management: Financial Resources,” as this tool is frequently used to endorse entry-level status of SPTs. Potential participants were solicited through email. Mixed methodology was used to analyze survey results. Results. The survey was completed by 266 PTs. FRM KSAs in legal and regulatory compliance were perceived as most important, followed by coding and billing. Forty-eight percent of participants indicated that FRM KSAs were “less important” ( n = 111) or “considerably less important” ( n = 17) than clinical care skills, whereas 39.8% ( n = 106) believed that these skills are of the same level of importance. Ten themes were derived from qualitative responses regarding the FRM content that should be provided by PTEPs. Participants indicated that the role of PTEPs was to provide an introduction and foundation to FRM, whereas CEEs should facilitate intentional exposure and opportunities to apply FRM KSAs with supervision. Employers were expected to provide education regarding clinic-specific operations and reimbursement considerations, as well as mentorship that included reviewing complex billing for accuracy, offering guidance for improving time management skills, and discussing fiscal responsibilities to both the employer and patient. Discussion and Conclusion. This information may guide PTEPs and clinical personnel in providing focused meaningful instruction regarding FRM aspects of PT practice to SPTs and entry-level clinicians.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135553051","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 COVID-19 on Physical Therapy Clinical Education Experiences in Florida.","authors":"Stephanie M Svoboda, Jason Kostrna, Patrick Pabian","doi":"10.1097/JTE.0000000000000286","DOIUrl":"10.1097/JTE.0000000000000286","url":null,"abstract":"<p><strong>Introduction: </strong>Full-time clinical education experiences (CEEs) constitute a significant component of entry-level physical therapy education. COVID-19 challenged clinical education throughout the country by affecting the availability of CEEs.</p><p><strong>Review of literature: </strong>Research suggested that the number of clinical education spots available would stay the same. By contrast, the number of students enrolling in physical therapist (PT) and physical therapist assistant (PTA) education programs continues to rise. In response to the COVID-19 pandemic, students and faculty expressed concerns about the lack of student readiness and the availability of CEEs. The purpose of this study was to examine prepandemic factors that influenced the number of CEE slots available in Florida and the impact that the COVID-19 pandemic had on slot availability. Furthermore, researchers sought to identify factors that prevented a return to prepandemic levels of CEE spot offerings and recognize solutions to overcome those barriers. Finally, the researchers aimed to pinpoint suggestions to enhance collaborations between the clinical sites and physical therapy education programs.</p><p><strong>Subjects: </strong>Forty-eight site coordinators of clinical education (SCCEs) from various settings and regions in Florida completed the survey.</p><p><strong>Methods: </strong>An online survey was distributed to Florida SCCEs to ascertain their perceptions on how COVID-19 influenced clinical education. The researchers used descriptive and inferential statistics to analyze the data.</p><p><strong>Results: </strong>Clinical instructor (CI) volunteerism was the primary determinant of CEE spots available before the COVID-19 pandemic. The number of CEE spots was reduced for both PT and PTA education programs during the COVID-19 pandemic. Although the PTA slots returned to their baseline from 2019, the PT placements remained significantly lower in 2021. Social distancing and CI availability had the most considerable impact on CEE offerings. Site coordinators of clinical education also suggested that the greatest supports needed from the academic institutions were educating students on COVID-19 prevention and providing personal protective equipment (PPE) to students for their CEEs. This article also offers suggested incentives that academic sites can provide their clinical partners, such as in-services earning continuing education units, to enhance their participation in clinical education.</p><p><strong>Discussion and conclusion: </strong>All clinical education stakeholders must collaborate to provide students with the required clinical educational opportunities. Academic sites should continue to provide support, training, and incentives to CIs to enhance participation from clinical education sites. Educational programs must add content about COVID-19 to their curriculum and consider providing students with PPE during their rotations to restore the number","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"37 1","pages":"220-226"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49661965","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":"Standing on the Shoulders of Giants-Remembering Katherine Shepard PT, PhD, FAPTA, and Samuel Feitelberg PT, MA, FAPTA.","authors":"Keshrie Naidoo","doi":"10.1097/JTE.0000000000000300","DOIUrl":"10.1097/JTE.0000000000000300","url":null,"abstract":"","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"163-164"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48826449","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":"Predictors of Success in the National Physical Therapy Examination for Hispanic Doctor of Physical Therapy Students.","authors":"Kristian J Pamias-Velázquez, Brent Harper","doi":"10.1097/JTE.0000000000000294","DOIUrl":"10.1097/JTE.0000000000000294","url":null,"abstract":"<p><strong>Introduction: </strong>Hispanic/Latino students often underachieve in higher education programs in the health professions and have shown lower first-time pass rates on the National Physical Therapy Examination than their White peers. A plausible explanation for this difference is the lack of English proficiency. The purpose of this study was to determine predictive academic variables for passing licensure examination on the first attempt for Hispanic/Latino Doctor of Physical Therapy (DPT) students.</p><p><strong>Review of the literature: </strong>Numerous studies have been conducted to determine the factors that predict success on the National Physical Therapy Examination; however, there is a scarcity of literature on the predictors of success for Hispanic/Latino DPT students, particularly on the influence of English proficiency.</p><p><strong>Subjects: </strong>A nonprobability convenience sample of 67 Hispanic students from a single DPT program was used.</p><p><strong>Methods: </strong>A retrospective, predictive, correlational study was conducted. Data collection was performed by secondary analysis of student academic profiles. Predictor variables included proficiency in the English language; undergraduate grade point average; verbal, quantitative, and written skills; and first-year and third-year grade point average while enrolled in the physical therapist education program.</p><p><strong>Results: </strong>The first-time pass rate was 59.7% (n = 40). Results showed that students who passed and those who did not pass on their first attempt differed in first-year and third-year program grade point average with large effect sizes of d = 1.13 and d = 1.48, respectively; however, third-year grade point average was the only significant independent predictor of success. English proficiency and preadmission variables did not predict first-time success.</p><p><strong>Discussion and conclusion: </strong>The results suggest first-year and third-year grade point average may be used to identify at-risk students. Use of these variables is encouraged to monitor the progression of students. The study highlighted the need to identify additional predictors of performance.</p>","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"37 1","pages":"243-249"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45681602","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":"Assessing Effectiveness of Physical Therapy Clinical Education Site Visits: Clinical Instructor and Student Perspectives.","authors":"Michele Shelly Lewis, Melissa Lesser, Eric Folkins","doi":"10.1097/JTE.0000000000000288","DOIUrl":"10.1097/JTE.0000000000000288","url":null,"abstract":"<p><strong>Introduction: </strong>Video, phone, or in-person site visits are used to assess clinical education in entry-level physical therapy education programs. The perspectives of students and clinical instructors (CIs) related to site visits were examined in this article using 2 consecutive surveys. The first included items related to in-person and phone call site visits. The second added video calls. The research purpose was to assess the CI and student perspectives on the effectiveness of site visits and explore the differences between in-person, video, and phone visits.</p><p><strong>Review of literature: </strong>Published literature about the effectiveness of site visits is scarce. Two recent articles explored the director of clinical education and student perspectives of site visits. Future research concentrating on the clinician perspective of site visits was recommended.</p><p><strong>Subjects: </strong>A convenience sample of 104 CIs and 97 doctor of physical therapy students were recruited by email for the 2 surveys.</p><p><strong>Methods: </strong>A mixed-methods, triangular, validating, quantitative data model was used. Respondents answered open-ended questions and rated items on 5-point Likert scales. Descriptive and chi-square statistics were calculated, and themes were developed using qualitative analysis.</p><p><strong>Results: </strong>No significant difference was found in preference of site visit method between students and CIs. CIs rated the effectiveness of site visits similarly for all methods. Students rated in-person site visits as the most effective in the first survey and video calls as the most effective in the second survey. Qualitative analysis showed that CIs and students preferred in-person visits when the student was struggling. Considering closed-ended and open-ended questions on both surveys, CIs and students would rather meet individually with the faculty member.</p><p><strong>Discussion and conclusion: </strong>The results of this study suggest that any type of site visit can be effective; in-person visits should be considered when students are struggling, and the site visitor should meet privately with the student and CI.</p>","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"37 1","pages":"202-210"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41795962","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":"Effects of a Blocked Versus Full-Length Semester Design on Doctor of Physical Therapy Student Performance and Retention.","authors":"Erin McCallister, Amanda Bernard, Daniel W Flowers, Lauren Rachal Sant","doi":"10.1097/JTE.0000000000000287","DOIUrl":"10.1097/JTE.0000000000000287","url":null,"abstract":"<p><strong>Introduction: </strong>Restrictions on in-person gatherings during the 2020 COVID-19 pandemic required educational programs to explore alternative educational formats. The nature of physical therapy education as a blend of cognitive and psychomotor skill presents additional challenges. During a gradual return to in-person learning, the authors' institution chose to break a full-length 15-week semester into 3, 5-week blocks. The first aim of this study was to evaluate the effects of semester design on course performance. The second aim was to assess the effects of semester design on knowledge and skill retention.</p><p><strong>Review of literature: </strong>In undergraduate studies, blocked courses or semesters held over a short period of time may result in equal or better performance compared with courses performed over a longer time. Few studies have been performed on the graduate student population. Most studies have focused on short-term cognitive knowledge acquisition.</p><p><strong>Subjects: </strong>Three cohorts of Doctor of Physical Therapy (DPT) students were eligible to participate.</p><p><strong>Methods: </strong>Two DPT courses (1 first year and 1 second year) were selected to assess cognitive and psychomotor performance. Examination results were compared at the end of a full-length semester and blocked semester. A third course was selected to assess retention at 4 time points. Students were assessed on their cognitive retention using computer-based quizzes and psychomotor retention using in-person skills quizzes.</p><p><strong>Results: </strong>Median cognitive performance scores for both courses were slightly better during the blocked semester. There were no significant differences in median psychomotor scores. There was no significant interaction effect between semester structure and retention of cognitive knowledge or psychomotor skills, although there were significant changes in scores over time.</p><p><strong>Discussion and conclusion: </strong>A blocked semester design may favor immediate cognitive performance. However, there is no significant effect on knowledge or skill retention over a 6-month period. Programs faced with the potential for in-person closures can select either semester structure based on their needs without compromising knowledge or skill retention.</p>","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"37 1","pages":"186-192"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44364984","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}