We Don’t Know our Own Strength: A Survey of Strength Training Attitudes, Behaviors and Knowledge in Physical Therapists and Physical Therapist Students

2021 ◽  
Author(s):  
Reed Handlery ◽  
Emma Shover ◽  
Thavi Chhoun ◽  
Lauren Durant ◽  
Kaci Handlery ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Strength Training ◽  
Professional Education ◽  
Physical Therapists ◽  
Physical Therapist ◽  
The United States ◽  
Physical Therapy Students ◽  
Physical Therapy Education ◽  
Education Participation ◽  
Therapy Education

Abstract Objective Strength training is frequently utilized by physical therapists; however, there has been discussion about whether physical therapists utilize strength training adequately. The purpose of this study was to describe and compare the strength training attitudes, behaviors, and knowledge of physical therapists and physical therapy students and to determine how participant characteristics influenced knowledge scores. Methods An anonymous survey was created in 3 rounds. For round 1, researchers used textbooks to create items assessing demographics, attitudes, behaviors, and knowledge regarding strength training. Rounds 2 and 3 consisted of feedback from 7 content experts until 80% consensus was reached; items were added, removed, or edited based on feedback. The final survey was distributed through social media, list servs, and email, targeting physical therapists and students based in the United States. Response frequencies for all items were reported. Overall knowledge scores were calculated by summing correct responses for each item, with a maximum score of 13; scores <70% were considered low. Binomial logistic regression determined which characteristics (demographics, attitudes, or behaviors) influenced whether participants adequately utilized strength training principles (scored ≥70% on knowledge items). Results There were 777 physical therapist and 648 student participants. Nearly 90% of therapists and students reported frequently prescribing strength training. Over 48% of therapists felt their professional education did not prepare them to apply strength training (compared with 24% of students), and 68% believed that strength training is inadequately applied in physical therapy (compared with 40% of students). Sixty-two percent of therapists and 55% of students scored ≥70% for knowledge items. Additional strength training education and regular participation in strength training increased the odds of scoring ≥70% on knowledge items. Conclusions Physical therapists and physical therapy students frequently prescribe strength training, despite similarly low knowledge scores. To increase knowledge, greater emphasis on strength training in professional education, continuing education, participation in strength training, or all 3 is warranted. Impact Strength training is an important intervention used in physical therapy and must be used appropriately to improve the health of patients. According to these findings, strength training education may not currently be optimal, as demonstrated by low knowledge scores by both therapists and students. Further work is needed to determine how knowledge of strength training relates to patient outcomes and also how best to implement strength training in physical therapy education and practice.

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.

scholarly journals Implementing Treatment Frequency and Duration Guidelines in a Hospital-Based Pediatric Outpatient Setting: Administrative Case Report

2015 ◽  
Vol 95 (4) ◽  
pp. 678-684 ◽  
Author(s):  
Heather Hanson ◽  
Ann Tokay Harrington ◽  
Kim Nixon-Cave
Keyword(s):  
Physical Therapy ◽  
Physical Therapist ◽  
Phase 1 ◽  
Poor Response ◽  
Outpatient Setting ◽  
Physical Therapy Education ◽  
Phase 2 ◽  
Treatment Frequency ◽  
Project Description ◽  
Therapy Education

Background and Purpose Determining treatment frequency and duration of physical therapist services is an important component of outpatient pediatric physical therapist practice, yet there is little research available to inform these decisions. Treatment frequency guidelines (TFG) can assist decision making in guiding pediatric physical therapy. The purpose of this project was to examine the feasibility and application of implementing TFG in hospital-based pediatric outpatient physical therapy. Project Description Previously developed TFG were modified for use in our pediatric outpatient physical therapy department to include duration and were referred to as treatment frequency and duration guidelines (TFDG). In order to successfully implement the TFDG, there were 2 phases to the project. In phase 1, the staff were provided the guidelines and procedures in a staff meeting and via email using a PowerPoint presentation. Phase 2 was initiated due to the poor response of the staff in implementing the guidelines in their practice after phase 1. The format was changed to include formal re-education via small-group and one-on-one education sessions (phase 2). Chart reviews were completed to assess therapists' adherence to using TFDG. Outcomes Therapists' adherence to use of TFDG increased following re-education: phase 1 (n=225 charts, 31% adherence) and phase 2 (n=197 charts, 90% adherence). Discussion Treatment frequency and duration guidelines may assist in guiding frequency and duration decisions in pediatric physical therapy. Education via in-person meetings may improve adherence among staff.

scholarly journals Modifiable variables in physical therapy education programs associated with first-time and three-year National Physical Therapy Examination pass rates in the United States

2015 ◽  
Vol 12 ◽  
pp. 44 ◽  
Author(s):  
Chad Cook ◽  
Chalee Engelhard ◽  
Michel D. Landry ◽  
Christine McCallum
Keyword(s):  
Multivariate Analysis ◽  
Physical Therapy ◽  
The United States ◽  
Pass Rate ◽  
Physical Therapy Education ◽  
Pass Rates ◽  
Time Pass ◽  
Physical Therapy Programs ◽  
Therapy Education ◽  
First Time

Purpose: This study aimed to examine the modifiable programmatic characteristics reflected in the Commission on Accreditation in Physical Therapy Education (CAPTE) Annual Accreditation Report for all accredited programs that reported pass rates on the National Physical Therapist Examination, and to build a predictive model for first-time and three-year ultimate pass rates. Methods: This observational study analyzed programmatic information from the 185 CAPTE-accredited physical therapy programs in the United States and Puerto Rico out of a total of 193 programs that provided the first-time and three-year ultimate pass rates in 2011. Fourteen predictive variables representing student selection and composition, clinical education length and design, and general program length and design were analyzed against first-time pass rates and ultimate pass rates on the NPTE. Univariate and multivariate multinomial regression analysis for first-time pass rates and logistic regression analysis for three-year ultimate pass rates were performed. Results: The variables associated with the first-time pass rate in the multivariate analysis were the mean undergraduate grade point average (GPA) and the average age of the cohort. Multivariate analysis showed that mean undergraduate GPA was associated with the three-year ultimate pass rate. Conclusions: Mean undergraduate GPA was found to be the only modifiable predictor for both first-time and three-year pass rates among CAPTE-accredited physical therapy programs.

Referral for Imaging in Physical Therapist Practice: Key Recommendations for Successful Implementation

2021 ◽  
Author(s):  
Aaron Paul Keil ◽  
Charles Hazle ◽  
Amma Maurer ◽  
Connie Kittleson ◽  
Daniel Watson ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Diagnostic Imaging ◽  
Physical Therapists ◽  
Physical Therapist ◽  
The United States ◽  
Successful Implementation ◽  
Program Accreditation ◽  
Therapy Program ◽  
Normative Practice ◽  
American Physical

Abstract In recent years, the use of diagnostic imaging in physical therapist practice in the United States (US) has gained considerable interest. In several countries around the world and in the US military, patient direct referral for diagnostic imaging has been considered normative practice for decades. US physical therapy program accreditation standards now stipulate that diagnostic imaging content must be included in physical therapist educational curricula. The American Physical Therapy Association (APTA) has made efforts to pursue practice authority for imaging referral. A recent review of state practice acts and other statutory language concluded that many states have no prohibitions against physical therapists referring for imaging studies. Additionally, physical therapists can now pursue certification as musculoskeletal sonographers. In light of these advances, and with a growing number of PTs serving patients who have not yet seen another healthcare provider, it may be helpful for those who have been actively involved in the use of imaging in PT practice to provide their collective recommendations to serve as a guideline to those interested in incorporating this practice privilege. The purpose of this perspective article is to provide an overview of the key elements necessary for effective implementation of referral for imaging in physical therapist practice while emphasizing the cornerstone of effective communication.

scholarly journals Simulated Patients in Physical Therapy Education: Systematic Review and Meta-Analysis

2016 ◽  
Vol 96 (9) ◽  
pp. 1342-1353 ◽  
Author(s):  
Shane A. Pritchard ◽  
Felicity C. Blackstock ◽  
Debra Nestel ◽  
Jenny L. Keating
Keyword(s):  
Physical Therapy ◽  
Qualitative Data ◽  
Physical Therapist ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Simulated Patients ◽  
Physical Therapy Education ◽  
Eligibility Criteria ◽  
Entry Level ◽  
Therapy Education

AbstractBackgroundTraditional models of physical therapy clinical education are experiencing unprecedented pressures. Simulation-based education with simulated (standardized) patients (SPs) is one alternative that has significant potential value, and implementation is increasing globally. However, no review evaluating the effects of SPs on professional (entry-level) physical therapy education is available.PurposeThe purpose of this study was to synthesize and critically appraise the findings of empirical studies evaluating the contribution of SPs to entry-level physical therapy education, compared with no SP interaction or an alternative education strategy, on any outcome relevant to learning.Data SourcesA systematic search was conducted of Ovid MEDLINE, PubMed, AMED, ERIC, and CINAHL Plus databases and reference lists of included articles, relevant reviews, and gray literature up to May 2015.Study SelectionArticles reporting quantitative or qualitative data evaluating the contribution of SPs to entry-level physical therapy education were included.Data ExtractionTwo reviewers independently extracted study characteristics, intervention details, and quantitative and qualitative evaluation data from the 14 articles that met the eligibility criteria.Data SynthesisPooled random-effects meta-analysis indicated that replacing up to 25% of authentic patient–based physical therapist practice with SP-based education results in comparable competency (mean difference=1.55/100; 95% confidence interval=−1.08, 4.18; P=.25). Thematic analysis of qualitative data indicated that students value learning with SPs.LimitationsAssumptions were made to enable pooling of data, and the search strategy was limited to English.ConclusionSimulated patients appear to have an effect comparable to that of alternative educational strategies on development of physical therapy clinical practice competencies and serve a valuable role in entry-level physical therapy education. However, available research lacks the rigor required for confidence in findings. Given the potential advantages for students, high-quality studies that include an economic analysis should be conducted.

scholarly journals Toward Sensitive Practice: Issues for Physical Therapists Working With Survivors of Childhood Sexual Abuse

1999 ◽  
Vol 79 (3) ◽  
pp. 248-261 ◽  
Author(s):  
Candice L Schachter ◽  
Carol A Stalker ◽  
Eli Teram
Keyword(s):  
Sexual Abuse ◽  
Physical Therapy ◽  
Childhood Sexual Abuse ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Adult Survivors ◽  
The United States ◽  
Female Survivors ◽  
Semistructured Interviews

Abstract Background and Purpose. The high rates of prevalence of childhood sexual abuse in the United States and Canada suggest that physical therapists work, often unknowingly, with adult survivors of childhood sexual abuse. The purposes of this qualitative study were to explore the reactions of adult female survivors of childhood sexual abuse to physical therapy and to listen to their ideas about how practitioners could be more sensitive to their needs. The dynamics and long-term sequelae of childhood sexual abuse, as currently understood by mental health researchers and as described by the participants, are summarized to provide a context for the findings of this study. Subjects and Methods. Twenty-seven female survivors (aged 19–62 years) participated in semistructured interviews in which they described their reactions to physical therapy. Results. Survivors' reactions to physical therapy, termed “long-term sequelae of abuse that detract from feeling safe in physical therapy,” are reported. Participant-identified suggestions that could contribute to the sense of safety are shared. Conclusions and Discussion. Although the physical therapist cannot change the survivor's history, an appreciation of issues associated with child sexual abuse theoretically can increase clinicians' understanding of survivors' reactions during treatment. We believe that attention by the physical therapist to the client's sense of safety throughout treatment can maximize the benefits of the physical therapy experience for the client who is a survivor. [Schachter CL, Stalker CA, Teram E. Toward sensitive practice: issues for physical therapists working with survivors of childhood sexual abuse.

Guide to Physical Therapist Practice

1997 ◽  
Vol 77 (11) ◽  
pp. 1163-1650 ◽  
Keyword(s):  
Health Care ◽  
Physical Therapy ◽  
Professional Education ◽  
Health Care Services ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Daily Practice ◽  
Care Services ◽  
Provision Of Services ◽  
American Physical

Preface All health care professions are accountable to the various publics that they serve. The American Physical Therapy Association (APTA) has developed Guide to Physical Therapist Practice (“the Guide”) to help physical therapists analyze their patient/client management and describe the scope of their practice. The Guide is necessary not only to daily practice but to preparation of students. It was used as a primary resource by the Commission on Accreditation in Physical Therapy Education (CAPTE) during its revision of evaluative criteria for physical therapist professional education programs and is an essential companion document to The Normative Model of Physical Therapist Professional Education, Version 97. Specifically, the Guide is designed to help physical therapists (1) enhance quality of care, (2) improve patient/client satisfaction, (3) promote appropriate utilization of health care services, (4) increase efficiency and reduce unwarranted variation in the provision of services, and (5) promote cost reduction through prevention and wellness initiatives. The Guide also provides a framework for physical therapist clinicians and researchers as they refine outcomes data collection and analysis and develop questions for clinical research.

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