scholarly journals Physical Therapist Student Readiness for Entrance Into the First Full-Time Clinical Experience: A Delphi Study

2018 ◽  
Vol 99 (2) ◽  
pp. 131-146 ◽  
Author(s):  
Jean F Timmerberg ◽  
Robin Dole ◽  
Nicki Silberman ◽  
Stephen L Goffar ◽  
Divya Mathur ◽  
...  
Keyword(s):  
Clinical Experience ◽  
Delphi Study ◽  
Physical Therapist ◽  
Full Time ◽  
Student Readiness ◽  
Physical Therapist Student

scholarly journals Student mental health and clinical education: exploring the DCE experience

2021 ◽  
Vol 3 ◽  
Author(s):  
Bridget R. Eubanks ◽  
Chad Cook ◽  
Katherine Myers
Keyword(s):  
Mental Health ◽  
Clinical Experience ◽  
Clinical Education ◽  
Physical Therapist ◽  
Binary Logistic Regression ◽  
Health Concern ◽  
Full Time ◽  
Student Mental Health ◽  
Mental Health Concern ◽  
Mental Health Challenges

Purpose: There is a potential link between the clinical education phase of a physical therapist’s education and increased incidence of student mental health challenges. The Director of Clinical Education (DCE) has a complex role in supporting students and clinical sites during clinical education experiences (CEEs.) The purposes of this study were to explore DCE’s experiences and perceptions with supporting students with mental health challenges during CEEs. Methods: Two-hundred-twenty DCEs from accredited Doctor of Physical Therapy programs were invited to participate in an electronic survey. Survey questions included demographics, institutional and curricular characteristics, and current perceptions/experiences with student mental health challenges. DCEs (n = 106; 48.2%) responded and were included in the analyses. Analyses included descriptive statistics, simple frequencies, and binary logistic regression. Incident coding processes analyzed responses of open-ended questions. Results: Seventy-four percent of respondents indicated awareness of a student(s) experiencing a mental health concern during a full-time clinical experience in the past 3 years. Regression analyses showed that length of terminal clinical experience, out-of-state placement, cohort size, and availability of online/video counseling were related to prevalence of DCE’s experience. Forty-six percent of DCEs indicated feeling prepared to deal with these issues, while 35% were ‘unsure’. DCEs indicated experience, training, and workload support as contributors to successfully supporting students. Conclusion: Results contribute to the emerging understanding of the prevalence of student mental health challenges in physical therapist education from the DCE’s perspective. Our findings suggest that institutional and curricular characteristics are potential contributors to the prevalence of this issue. We recommend training and institutional support for the DCE in these situations.

scholarly journals Integrated Clinical Experiences in a Campus Onsite Clinic: A Self-Contained Model of Physical Therapy Clinical Education

2014 ◽  
Author(s):  
Ann Wilson
Keyword(s):  
Physical Therapy ◽  
Physical Therapist ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Learning Experiences ◽  
Academic Program ◽  
Full Time ◽  
Clinical Experiences ◽  
Wellness Program ◽  
Academic Knowledge

Purpose: This paper describes a self-contained model of integrated clinical experiences (ICEs) that take place during the academic portion of an entry-level physical therapist education program in a campus onsite clinic. Description of Model: Students participate in ICEs for three consecutive semesters. Students provide pro bono physical therapy services to individuals with impairments, functional limitations, or changes in physical function resulting from a variety of health conditions. In addition, students participate in an exercise/wellness program for individuals who wish to improve or maintain their current levels of fitness. The first ICE consists of second-year students observing/assisting third-year students in the onsite clinic with basic patient care skills and participation in an exercise/wellness program. Students in the second and third ICEs provide ongoing one-on-one skilled therapy for individuals with neurological or musculoskeletal diagnoses. Results: Feedback obtained from onsite clinical instructors, core academic faculty, students, and patients receiving care in the onsite clinic through group debriefings, questionnaires, and interviews is used to assess students’ readiness for full-time internships and effectiveness of the ICEs. The feedback reveals that the ICEs are meeting their intended goals. Category ratings in the “red flag” areas of the Clinical Performance Instrument (CPI) are consistently above expected levels for students completing their first full-time clinical internship. In addition, patients receiving care in the onsite clinic report a high level of satisfaction with the care provided. Conclusion/Possible Recommendations: This model provides students with an opportunity to gain clinical confidence in a realistic setting while reinforcing concepts presented in academic coursework. Providing ICEs on campus decreases reliance on clinical facilities and allows for academic program oversight of the quality of the learning experiences and early identification of students who have deficits in clinical skills and/or academic knowledge. The learning experiences provided in the onsite clinic give students a transitional experience that helps them benefit more fully from full-time internships. A potential challenge to this model is finding the space and financial resources needed to make it viable.

Factors That Predict Institutional Adoption of Professional Physical Therapist Education Programs

2019 ◽  
Vol 99 (7) ◽  
pp. 849-861 ◽  
Author(s):  
Tara Dickson ◽  
Barrett J Taylor
Keyword(s):  
Education Program ◽  
Physical Therapist ◽  
Full Time ◽  
Private Institutions ◽  
Education Programs ◽  
Full Time Equivalent ◽  
Private Institution ◽  
Public And Private ◽  
Physical Therapist Education ◽  
Therapist Education

AbstractBackgroundBetween 1995 and 2015, the number of accredited physical therapist education programs in the United States rose from 127 to 224. Colleges and universities have been known to develop new programs in an effort to generate revenues through student tuition.ObjectiveIn the present study, sources of institutional revenue and expenditures were used as predictors for the adoption of physical therapist education programs.DesignYearly data from the Integrated Postsecondary Education Data System for 1731 higher education institutions were combined with dates from the Commission on Accreditation in Physical Therapy Education for physical therapist education program accreditation from 1995 to 2015.MethodsA retrospective event history analysis of yearly institutional data was used to calculate the hazard of an institution adopting a physical therapist education program on the basis of institutional revenues and expenditures.ResultsPrivate institutions were 62% less likely to adopt a physical therapist education program when they experienced a 1% increase in total revenue per full-time–equivalent student. Conversely, a given private institution was 2.71 times more likely to adopt a physical therapist education program for every 1% increase in total expenditures per full-time–equivalent student. Both public and private institutions experienced an increased chance of adopting an entry-level (professional) physical therapist education program when instructional expenditures rose. They were also more than twice as likely to adopt physical therapist education programs when they experienced a 1% increase in the number of students.LimitationsCausation between professional physical therapist education program adoption and the variables studied cannot be determined through observational analysis alone.ConclusionsThe more revenue a private institution generated, the less likely it was to add a program in the search for further revenues. As expenses rose, the chance of adoption trended upward beyond increases in institutional revenues for both public and private not-for-profit institutions.

scholarly journals The National Physical Therapist Assistant Examination's First Time Pass Rates and Their Relationship to Education Program Faculty Attributes

2011 ◽  
Author(s):  
Malorie Novak ◽  
Dawn Brown-Cross ◽  
John Echternach
Keyword(s):  
Physical Therapist ◽  
Teaching Experience ◽  
Pass Rate ◽  
Full Time ◽  
Pass Rates ◽  
Time Pass ◽  
Years Of Teaching Experience ◽  
Terminal Degree ◽  
First Time ◽  
Time Faculty

Background and Purpose. There is a paucity of published literature regarding the correlation between faculty attributes and education program pass rates on the National Physical Therapy Examination (NPTE) particularly regarding the physical therapist assistant (PTA). The purpose of this study was to 1) determine if there is a relationship between faculty attributes in PTA educational programs and program outcomes on the NPTE for Physical Therapist Assistants (NPTE-PTA) and 2) construct a prediction model for PTA program outcomes based on faculty attributes. Subjects. The 233United States’ PTA programs accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE) in 2006 were studied. Methods. Using a retrospective design, data were obtained regarding the PTA programs from the dataset of CAPTE’s PTA annual accreditation report and the Federation of State Boards of Physical Therapy’s pass rate database. Selected faculty attributes (designation of highest degree conferred, years of teaching experience, employment status, license designation [physical therapist or physical therapist assistant] and clinical specialization) were correlated to first time program pass rates. Backward deletion regression was used to predict the first time pass rate on the NPTE-PTA.Results. Based on data from 190/233 PTA programs, seven attributes had a statistically significant relationship to the outcomes on the NPTE-PTA. They were the number of: 1) full-time faculty; 2) adjunct faculty with an associate’s degree; 3) full-time faculty with a terminal degree; 4) core faculty with a terminal degree; 5) all faculty with a terminal degree 6) years of teaching experience of the full-time faculty; 7) years of teaching experience of the core faculty. Backward deletion regression analyses demonstrated an overall model of two combined predictor factors (full-time faculty years of teaching and full-time faculty terminal degree) that significantly predicted the first time pass rate on the NPTE-PTAaccounting for 6.5% of the variance. Discussion and Conclusion. Faculty attributes of the institutions providing PTAprograms are associated with first time pass rates of their graduates. This study provides a foundation for future studies by identifying some of the faculty attributes that relate to NPTE-PTA outcomes.

scholarly journals Impact of In-class Patient and Integrated Clinical Experiences on Physical Therapist Students’ Clinical Performance

2021 ◽  
Vol 3 ◽  
Author(s):  
Jamie Bayliss
Keyword(s):  
Clinical Education ◽  
Physical Therapist ◽  
Clinical Performance ◽  
Cohort Analysis ◽  
Full Time ◽  
Clinical Experiences ◽  
Data Set ◽  
Final Assessment ◽  
Mesh Terms ◽  
Significant Difference

Rationale: A variety of clinical education (CE) exist. Models emphasizing full-time clinical experiences (FTCE) have higher number of full-time hours (high-hours) with less prior didactic preparation and integration with the curriculum. Models including integrated clinical experiences (ICE), part-time ICE (PTICE), and in-class patient experiences (IcPE) integrate experiences with didactic content but include a lower number of full-time hours (low-hours). The purpose of this study is to determine if a re-designed CE curricular model that emphasized IcPEs and ICE with low-hours better prepares students than a version that emphasized FTCEs with high-hours as measured by scores on the Clinical Performance Instrument (CPI). Methods: A retrospective cohort study was conducted on a data set of 183 Doctor of Physical Therapy students who participated in an initial and final terminal CE experience. Data included student pre-admission data, demographics, and evaluation type, period, and rating for all 18 CPI criteria for the initial and final terminal CE experiences. Data were analyzed using SPSS Statistics. Results: A statistically significant difference was found between cohorts for the initial terminal CE experience midterm assessment. One CPI factor was significant on the initial terminal CE experience final assessment and the final terminal CE experience midterm assessment (p < .05). Within cohort analysis for all three CPI factors at all assessment periods were statistically significant. Conclusion: All students significantly improved from midterm to final assessment periods of the initial and final terminal CE experiences. Therefore, IcPE, allowing faculty to mentor and provide feedback to students should be considered an alternative to FTCE prior to students’ initial terminal CE experience. MeSH Terms: curriculum, education, students

A Process for Physical Therapist Student Selection: The Q-Technique

1975 ◽  
Vol 55 (2) ◽  
pp. 151-156 ◽  
Author(s):  
Martha J. Trotter ◽  
Wilbert E. Fordyce
Keyword(s):  
Physical Therapist ◽  
Student Selection ◽  
Physical Therapist Student
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