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.

scholarly journals Recruitment and Retention of Students From Minority Groups

2006 ◽  
Vol 86 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Awilda R Haskins ◽  
Neva Kirk-Sanchez
Keyword(s):  
Current Practice ◽  
Minority Groups ◽  
Physical Therapist ◽  
Survey Methods ◽  
Doctoral Degrees ◽  
Survey Questionnaire ◽  
Retention Strategies ◽  
Recruitment And Retention ◽  
Physical Therapist Education ◽  
Therapist Education

AbstractBackground and Purpose. Studies have identified strategies used in physical therapist education to recruit and retain students from minority groups. However, physical therapist education has evolved since these studies were published. The purpose of this study was to examine current practice in recruiting and retaining students from minority groups. Subjects. Seventy program directors of programs offering master’s or doctoral degrees in physical therapy responded to a survey. Methods. The survey questionnaire requested information on program demographics, numbers of applicants, students and graduates from minority groups, and recruitment and retention strategies utilized. The most frequently used strategies were identified. Wilcoxon rank sum tests were performed to determine which strategies were associated with better recruitment and retention of students from minority groups. Results. Fifty programs made a special effort to recruit and retain students from minority groups. Nine recruitment strategies and 3 retention activities were associated with programs having higher proportions of minority applicants, students, and graduates. Discussion and Conclusion. The most frequently used strategies were incongruent with the strategies used by programs with higher proportions of applicants, students, and graduates from minority groups. This study provides information to help physical therapist educators determine which strategies help recruit and retain students from minority groups. [Haskins AR, Kirk-Sanchez N. Recruitment and retention of students from minority groups.]

Importance of Terminal Academic Degreed Core Faculty in Physical Therapist Education

2018 ◽  
Vol 32 (3) ◽  
pp. 208
Author(s):  
Beth Marcoux ◽  
Beverly Johnson ◽  
Sandra Wise ◽  
Candy Bahner
Keyword(s):  
Physical Therapist ◽  
Physical Therapist Education ◽  
Core Faculty ◽  
Therapist Education

scholarly journals Association of Importance of the Doctoral Degree With Students' Perceptions and Anticipated Activities Reflecting Professionalism

2005 ◽  
Vol 85 (8) ◽  
pp. 766-781 ◽  
Author(s):  
Marie A Johanson
Keyword(s):  
Physical Therapy ◽  
Professional Education ◽  
Physical Therapist ◽  
Doctoral Degree ◽  
Faculty Members ◽  
Chi Square ◽  
Doctor Of Physical Therapy ◽  
Physical Therapist Students ◽  
Chi Square Analysis ◽  
American Physical

Abstract Background and Purpose. The American Physical Therapy Association (APTA) has identified the Doctor of Physical Therapy (DPT) degree as 1 of 6 elements necessary to transition the physical therapy profession to a fully professionalized discipline. However, there have been no data to determine whether physical therapist students who place importance on the DPT degree perceive physical therapy to be more professionalized or anticipate participation in activities reflecting professionalism more than those who do not place importance on the DPT degree. Subjects. The subjects were 919 professional physical therapist students. Methods. Faculty members at 34 physical therapist education programs distributed questionnaires to 1,172 professional physical therapist students and returned 919 questionnaires, for a response rate of 78.4%. The data were statistically analyzed using chi-square analysis and logistic regression. Results. There were few differences between students who place importance on the DPT degree (DPT-I students) and those who do not place importance on the DPT degree (DPT-NI students) regarding how professionalized they perceive physical therapy to be relative to other health care professions or regarding their anticipated participation in activities reflecting professionalism. The one potential distinction found when controlling for other variables was that DPT-I students were more likely than DPT-NI students to anticipate becoming faculty members. Discussion and Conclusion. When beginning their professional education, there are few differences between DPT-I and DPT-NI students' perceptions of the professionalization of physical therapy or anticipation of activities reflecting professionalism.

scholarly journals The Clinical Doctorate: A Framework for Analysis in Physical Therapist Education

1999 ◽  
Vol 79 (6) ◽  
pp. 567-581 ◽  
Author(s):  
A Joseph Threlkeld ◽  
Gail M Jensen ◽  
Charlotte Brasic Royeen
Keyword(s):  
Professional Education ◽  
Professional Competence ◽  
Physical Therapist ◽  
Critical Dimensions ◽  
Clinical Doctorate ◽  
Grounded Theory Research ◽  
Physical Therapist Education ◽  
Professional Degree ◽  
Theory Research ◽  
Therapist Education

Abstract This article explores major considerations for analysis and discussion of the role of the clinical doctorate as the first professional degree in physical therapist education (DPT). A process for this analysis is posed based on a conceptual framework developed by Stark, Lowther, Hagerty, and Orczyk through grounded theory research on professional education. External influences from society and the profession, institutional and programmatic influences, and articulation of critical dimensions of professional competence and professional attitudes as major categories are discussed in relation to the DPT. A series of questions generated from the application of the model are put forth for continued discussion and deliberation concerning the DPT. We conclude that the DPT provides the best pathway to serve society, the patient, and the profession.

Importance of Terminal Academic Degreed Core Faculty in Physical Therapist Education

2018 ◽  
Vol 32 (2) ◽  
pp. 123-127 ◽  
Author(s):  
Rebecca Bliss ◽  
Kevin E. Brueilly ◽  
Mary S. Swiggum ◽  
G. Stephen Morris ◽  
Elizabeth M. Williamson
Keyword(s):  
Physical Therapist ◽  
Physical Therapist Education ◽  
Core Faculty ◽  
Therapist Education

Defining Core Faculty for Physical Therapist Education

2007 ◽  
Vol 21 (2) ◽  
pp. 10-14 ◽  
Author(s):  
Kevin E Brueilly ◽  
Elizabeth M Williamson ◽  
Stephen G Morris
Keyword(s):  
Physical Therapist ◽  
Physical Therapist Education ◽  
Core Faculty ◽  
Therapist Education

scholarly journals Career Factors Help Predict Productivity in Scholarship Among Faculty Members in Physical Therapist Education Programs

2009 ◽  
Vol 89 (3) ◽  
pp. 204-216 ◽  
Author(s):  
Regina R Kaufman
Keyword(s):  
Physical Therapy ◽  
Physical Therapist ◽  
Faculty Members ◽  
Scholarly Productivity ◽  
Education Programs ◽  
Physical Therapist Education ◽  
The Status ◽  
Explained Variance ◽  
Career Factors ◽  
Therapist Education

BackgroundAcademic institutions and scholars play a critical role in the development of a unique and substantive professional science and disciplinary literature. Individual and environmental characteristics influence the scholarly work of higher education faculty generally, but little is known about factors that influence scholarly productivity of physical therapist faculty members.ObjectiveThe purpose of this study was to identify the factors that contribute to the variability in scholarly productivity among faculty members in physical therapist education programs.DesignA cross-sectional study design was used.MethodsA survey of a representative sample of faculty members in accredited professional (entry-level) physical therapist education programs in the United States was conducted. Descriptive analysis was conducted, and 5 blocked hierarchical regression models were constructed to identify factors that help explain variability in grantsmanship, peer-reviewed publications, and peer-reviewed presentations.ResultsA usable response rate of 58% was obtained. The 520 participants displayed variability in scholarly productivity. The regression models explained half of the variance in career publishing productivity and 28% to 44% of the variance in productivity in presentations and grants. Career factors, including discipline of highest degree, appointment status, and faculty rewards, contributed most substantially to the explained variance. Several phenomena unique to physical therapy were considered in light of these findings. The multidisciplinary nature of the faculty, national trends in faculty hiring and appointment, and the status of the DPT-trained faculty cohort all may influence physical therapy faculty scholarship.LimitationsUnidentified errors in sampling or reporting may limit the results of this study.ConclusionsCareer factors generally predict the largest proportion of explained variance in scholarly productivity. Large numbers of questions remain regarding the status of scholarship and scholars in physical therapy.

scholarly journals eLearning in Physical Therapy: Lessons Learned From Transitioning a Professional Education Program to Full eLearning During the COVID-19 Pandemic

2021 ◽  
Vol 101 (4) ◽  
Author(s):  
Leo Ng ◽  
Kuang Cheng Seow ◽  
Laetitia MacDonald ◽  
Christina Correia ◽  
Alan Reubenson ◽  
...  
Keyword(s):  
Social Support ◽  
Education Program ◽  
Professional Education ◽  
Physical Therapist ◽  
Lessons Learned ◽  
Cross Sectional ◽  
Face To Face ◽  
Physical Therapist Education ◽  
Online Lectures ◽  
Therapist Education

Abstract Objective The objectives of this cross-sectional qualitative study were to explore the perspectives of students enrolled in one physical therapist undergraduate education program in Australia about their experience with transitioning to full eLearning and student recommendations to improve the learning experience during the COVID-19 pandemic. Methods Seven focus groups with 28 undergraduate physical therapist students were conducted following the transitioning to full eLearning as a result of strict physical distancing measures. Focus group questions explored the students’ experiences of the transition from face-to-face to full eLearning approach and the students’ recommendations for improving future eLearning experiences. Data were analyzed using inductive thematic analysis. Results The 3 themes identified were: (1) students presenting heightened negative feelings such as anxiety, stress, and reduced motivation to study; (2) students continuing to value the face-to-face learning, as it provided social support and facilitated feedback from peers and tutors; (3) student recommendations for eLearning included having online lectures and supplementary videos but face-to-face practical classes and developing healthy learning habits such as scheduled times for studying, exercise, and other activities that regulate stress. Conclusions The transition to a full eLearning approach in an undergraduate physical therapist education program during the COVID-19 pandemic revealed that students had heightened negative emotions due to the pandemic. Students valued face-to-face practical classes to learn and receive social support from peers and tutors. Student recommendations to future eLearning suggested changes to curriculum development geared toward a greater blended approach to learning. Blended learning may include using online lectures instead of face-to-face lectures and online resources to supplement student learning of practical skills. Impact As higher education moves toward a more blended approach, lessons learned from this study can help educators design future physical therapist education programs. The findings can also assist programs in delivering a full eLearning approach as the COVID-19 pandemic continues.

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