scholarly journals Population Health, Prevention, Health Promotion, and Wellness Competencies in Physical Therapist Professional Education: Results of a Modified Delphi Study

2020 ◽  
Vol 100 (9) ◽  
pp. 1645-1658 ◽  
Author(s):  
Dawn M Magnusson ◽  
Zachary D Rethorn ◽  
Elissa H Bradford ◽  
Jessica Maxwell ◽  
Mary Sue Ingman ◽  
...  
Keyword(s):  
Health Promotion ◽  
Population Health ◽  
Professional Education ◽  
Delphi Study ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Health Prevention ◽  
Entry Level ◽  
Modified Delphi ◽  
Physical Therapist Education

Abstract Objective Physical therapists are well positioned to meet societal needs and reduce the global burden of noncommunicable diseases through the integration of evidence-based population health, prevention, health promotion, and wellness (PHPW) activities into practice. Little guidance exists regarding the specific PHPW competencies that entry-level clinicians ought to possess. The objective of this study was to establish consensus-based entry-level PHPW competencies for graduates of US-based physical therapist education programs. Methods In a 3-round modified Delphi study, a panel of experts (N = 37) informed the development of PHPW competencies for physical therapist professional education. The experts, including physical therapists representing diverse practice settings and geographical regions, assessed the relevance and clarity of 34 original competencies. Two criteria were used to establish consensus: a median score of 4 (very relevant) on a 5-point Likert scale, and 80% of participants perceiving the competency as very or extremely relevant. Results Twenty-five competencies achieved final consensus in 3 broad domains: preventive services and health promotion (n = 18), foundations of population health (n = 4), and health systems and policy (n = 3). Conclusions Adoption of the 25 accepted competencies would promote consistency across physical therapist education programs and help guide physical therapist educators as they seek to integrate PHPW content into professional curricula. Impact This is the first study to establish consensus-based competencies in the areas of PHPW for physical therapist professional education in the United States. These competencies ought to guide educators who are considering including or expanding PHPW content in their curricula. Development of such competencies is critical as we seek to contribute to the amelioration of chronic disease and transform society to improve the human experience.

scholarly journals What Are DPT Program Practices and Attitudes Related to Population Health, Prevention, Health Promotion, and Wellness? Results of a National Survey

2020 ◽  
Author(s):  
Zachary D Rethorn ◽  
Jessica L Maxwell ◽  
Janet R Bezner ◽  
Todd E Davenport ◽  
Elissa H Bradford ◽  
...  
Keyword(s):  
Health Promotion ◽  
Physical Therapy ◽  
Population Health ◽  
Physical Therapists ◽  
Noncommunicable Diseases ◽  
Health Prevention ◽  
Cross Sectional ◽  
Entry Level ◽  
Societal Needs ◽  
Perceived Importance

Abstract Objective Noncommunicable diseases (NCDs) have increased in prevalence and are now responsible for the majority of the burden of disease. Aligning entry-level physical therapy education with these changing societal needs may position physical therapists to best address them. However, no comprehensive understanding of the practices and attitudes related to population health, prevention, health promotion, and wellness (PHPW) content among accredited United States (US) entry-level Doctor of Physical Therapy (DPT) programs has been established. This study aims to identify practices and attitudes related to PHPW content among accredited US entry-level DPT programs. Methods A mixed-methods cross-sectional design using an electronic survey was utilized. Program directors of each accredited DPT program were identified using an official CAPTE list and invited to ascertain the perceived importance of PHPW, describe the delivery of PHPW content, and identify factors that influence inclusion of PHPW content in entry-level US DPT programs. Results Individuals from 49% of 208 invited programs responded. Nearly all programs reported teaching prevention (96.1%), health promotion (95.1%), and wellness content (98.0%) while fewer reported teaching population health (78.4%). However, only 15% of PHPW topics were covered in depth. Facilitators and barriers to the delivery of PHPW content were reciprocal and included faculty with PHPW expertise, logistical flexibility and support, and the perceived importance of PHPW content. Conclusions The majority of entry-level US DPT programs are teaching PHPW content. Lack of trained faculty and lack of entry-level competencies hinder further integration of PHPW content into curricula. Impact The findings of this study highlight avenues for additional research to determine entry-level PHPW competencies and additional educational needs for faculty members.

Impact of Faculty and Programmatic Resources on the Proportion of Academic Doctoral Degrees in Professional Physical Therapist Education Programs

2021 ◽  
Author(s):  
Tara Dickson ◽  
Beth Deschenes ◽  
Peggy Gleeson ◽  
Jason Zafereo
Keyword(s):  
Professional Education ◽  
Higher Education Policy ◽  
Fixed Effects ◽  
Physical Therapist ◽  
Doctoral Degree ◽  
Faculty Members ◽  
Doctoral Degrees ◽  
Physical Therapist Education ◽  
Core Faculty ◽  
Therapist Education

Abstract Objective The Commission on Accreditation in Physical Therapy Education has introduced a requirement that 50% of core faculty members in a physical therapist education program have an academic doctoral degree, which many programs are not currently meeting. Competition between programs for prestige and resources may explain the discrepancy of academic achievement among faculty despite accreditation standards. The purpose of this study was to identify faculty and program characteristics that are predictive of programs having a higher percentage of faculty with academic doctoral degrees. Methods Yearly accreditation data from 231 programs for a 10-year period were used in a fixed-effects panel analysis. Results For a 1 percentage point increase in the number of core faculty members, a program can expect a decline in academic doctoral degrees by 14% with all other variables held constant. For a 1% increase in either reported total cost or expenses per student, a program could expect a 7% decline in academic doctoral degrees with all other variables held constant. Programs that have been accredited for a longer period of time could expect to have proportionately more faculty members with academic doctoral degrees. Conclusions Programs may be increasing their core faculty size to allow faculty with academic doctoral degrees to focus on scholarly productivity. The percentage of faculty with academic doctoral degrees declines as programs increase tuition and expenditures, but this may be due to programs’ tendency to stratify individuals (including part-time core faculty) into teaching- and research-focused efforts to maximize their research prowess and status. Impact This study illuminates existing relationships between physical therapist faculty staffing, time spent in research versus teaching, and program finances. The results of this study should be used to inform higher education policy initiatives aimed to lower competitive pressures and the costs of professional education.

Contributions of Non-professional Local Physical Therapist In the Promotion of Community Health Activities in the Arsi Zone, Southeast Ethiopia (Preprint)

2021 ◽  
Author(s):  
Leta Melaku
Keyword(s):  
Health Promotion ◽  
Physical Therapy ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Arsi Zone ◽  
Southeast Ethiopia ◽  
The Impact

BACKGROUND Physical activity is a first-line therapy and secures against persistent illnesses. Essential medical care professionals are obviously situated to advance actual action. Active recuperation mediations focused on advancement and upkeep of wellbeing, personal satisfaction, and wellness. There is, notwithstanding, a deficiency of such examination proof in Ethiopia. OBJECTIVE We planned to assess the degree of KAP of nonprofessional local physical therapists' towards wellbeing advancement in Arsi zone of Oromia, Southeast Ethiopia. METHODS Community based cross sectional study was conducted in April 2018 among 45 physical therapists. Data were collected using pre-tested, structured and self-administrative questionnaires. Participants were selected by quota sampling technique. The questionnaire was drafted specifically to test the KAP. Data were double entered and analyzed by SPSS Version 20.0 program. Descriptive statistics were used. The KAP were estimated using proportion. RESULTS In present response rate is 90.0%. Ages of respondents ranged between 24 – 87 years. 57.8% of participants got initial physical therapy knowledge from either of their parents. 53.3% of the respondents hear about health promotion from families and friends. 57.8% of them provided health promotion at their workplace. The overall percentage of all the respondents’ KAP in health promotion was 60.1%. CONCLUSIONS The respondents’ have good KAP towards health promotion. However there is still room for improvement. Also there is a lack of proper guide lines in determining the impact physical therapy.

Awareness and Perception of Physical Therapy Education, Role in Patient Management and Health Promotion Held by Senior Medical Practitioners

2020 ◽  
pp. 13-17
Author(s):  
OJS Admin
Keyword(s):  
Health Promotion ◽  
Physical Therapy ◽  
Patient Management ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Well Being ◽  
Physical Therapy Education ◽  
Health Providers ◽  
Medical Practitioners ◽  
Therapy Education

Physical therapists are integral part of health care system. In collaboration with other health providers, physical therapist can play an effective role in patient handling and well-being of individuals. The awareness and perception of senior medical practitioners is less known regarding physical therapy education, role in patient management and health promotion.

Hand Therapy Content for Entry-Level Physical Therapist Education Programs: A Survey Study

2017 ◽  
Vol 30 (4) ◽  
pp. e13 ◽  
Author(s):  
Mia L. Erickson ◽  
Cynthia Armstrong ◽  
Cheryl Caldwell ◽  
Jacqueline Faeth ◽  
Bethany Gaston ◽  
...  
Keyword(s):  
Physical Therapist ◽  
Survey Study ◽  
Education Programs ◽  
Hand Therapy ◽  
Entry Level ◽  
Physical Therapist Education ◽  
Therapist Education

scholarly journals Perspective for change: establishing the need for clinical instructor competencies in physical therapist education

2021 ◽  
Vol 3 ◽  
Author(s):  
Catherine Bilyeu ◽  
Amanda Sharp ◽  
Katherine Myers
Keyword(s):  
Clinical Education ◽  
Clinical Teaching ◽  
Assessment Tool ◽  
Physical Therapist ◽  
Teaching Behaviors ◽  
Teaching Excellence ◽  
Entry Level ◽  
New Graduates ◽  
Physical Therapist Education ◽  
Therapist Education

Current issue: Clinical instructors (CIs) are instrumental in the development of competent, entry-level physical therapist graduates. Despite this key role, CIs are often deficient in formal knowledge of the learning sciences that influence quality of clinical education experiences. Clinical education stakeholders also lack a standardized and consistent approach to defining and assessing clinical teaching skills, resulting in an inability to provide adequate feedback and growth opportunities for CIs. Perspective: A gap exists between qualitative descriptions of clinical teaching behaviors and the ability to objectively assess those behaviors in CIs. Grounded in the Model of Excellence in Physical Therapist Education, this perspective calls attention to and proposes steps toward excellence in clinical education. Defining essential competencies of clinical teaching in the physical therapy profession requires a systematic approach. The competencies established through this approach then become the foundation for creating a meaningful assessment tool of CI performance. Implications for clinical education: Developing educator competencies and a related assessment tool for CIs allows for the provision of meaningful feedback, the creation of targeted professional development programs, and opportunities for recognition of clinical teaching excellence. Without effective CIs, new graduates may be inadequately equipped to contribute to the profession’s vision of educational excellence.

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