Is There a Relationship Between Performance During Physical Therapist Clinical Education and Scores on the National Physical Therapy Examination (NPTE)?

Background and Purpose: The purpose of this study was to determine whether admissions data could be used to estimate physical therapist student risk for failing the National Physical Therapy Examination (NPTE). Subjects: A nationally representative sample of 20 physical therapist education programs provided data on 3,365 students. Methods: Programs provided data regarding demographic characteristics, undergraduate grade point average (uGPA), and quantitative and verbal Graduate Record Examination scores (qGRE, vGRE). The Federation of State Boards of Physical Therapy provided NPTE data. Data were analyzed using hierarchical logistic regression. Results: A prediction rule that included uGPA, vGRE, qGRE, and race or ethnicity was developed from the entire sample. Prediction rules for individual programs showed large variation. Discussion and Conclusion: Undergraduate grade point average, GRE scores, and race or ethnicity can be useful for estimating student risk for failing the NPTE. Programs should use GPA and GRE scores along with other data to calculate their own estimates of student risk.

Download Full-text

Quality in Physical Therapist Clinical Education: A Systematic Review

Physical Therapy ◽

10.2522/ptj.20120410 ◽

2013 ◽

Vol 93 (10) ◽

pp. 1298-1311 ◽

Cited By ~ 24

Author(s):

Christine A. McCallum ◽

Peter D. Mosher ◽

Peri J. Jacobson ◽

Sean P. Gallivan ◽

Suzanne M. Giuffre

Keyword(s):

Systematic Review ◽

Physical Therapy ◽

Clinical Education ◽

English Language ◽

Physical Therapist ◽

Computer Search ◽

Outcome Reporting Bias ◽

Physical Therapist Education ◽

Methodological Rigor ◽

Therapist Education

Background Many factors affect student learning throughout the clinical education (CE) component of professional (entry-level) physical therapist education curricula. Physical therapist education programs (PTEPs) manage CE, yet the material and human resources required to provide CE are generally overseen by community-based physical therapist practices. Purpose The purposes of this systematic review were: (1) to examine how the construct of quality is defined in CE literature and (2) to determine the methodological rigor of the available evidence on quality in physical therapist CE. Methods This study was a systematic review of English-language journals using the American Physical Therapy Association’s Open Door Portal to Evidence-Based Practice as the computer search engine. The search was categorized using terms for physical therapy and quality and for CE pedagogy and models or roles. Summary findings were characterized by 5 primary themes and 14 subthemes using a qualitative-directed content analysis. Results Fifty-four articles were included in the study. The primary quality themes were: CE framework, CE sites, structure of CE, assessment in CE, and CE faculty. The methodological rigor of the studies was critically appraised using a binary system based on the McMaster appraisal tools. Scores ranged from 3 to 14. Limitations Publication bias and outcome reporting bias may be inherent limitations to the results. Conclusion The review found inconclusive evidence about what constitutes quality or best practice for physical therapist CE. Five key constructs of CE were identified that, when aggregated, could construe quality.

Download Full-text

Physical Therapy Clinical Instructor Self-Reported Evidence-Based Practice Use

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2015.1537 ◽

2015 ◽

Author(s):

Debra Bierwas ◽

Joan Leafman ◽

Lisa Wallace ◽

Donald Shaw ◽

Steven Fehrer

Keyword(s):

Physical Therapy ◽

Clinical Education ◽

Evidence Based Practice ◽

Physical Therapists ◽

Physical Therapist ◽

The United States ◽

Clinical Instructor ◽

Evidence Based ◽

Clinical Instructors ◽

Professional Characteristics

Introduction: Evidence-based practice is a required component of student physical therapist education. Practice applying the five steps of evidence-based practice to patient care (formulate question, retrieve evidence, appraise evidence, integrate evidence, evaluate outcomes), most effectively performed during clinical education, must occur for students to become proficient. Clinical instructor use of evidence-based practice is essential to assure that student physical therapist practice occurs during clinical education. Purpose: The purpose of this study was to assess self-reported evidence-based practice use by physical therapy clinical instructors and examine whether an association exists between professional characteristics and evidence-based practice use. Methods: This study was a cross-sectional, descriptive study using an electronic survey to collect data on clinical instructor professional characteristics and evidence-based practice use. Results: Respondents included 376 physical therapists who were clinical instructors in the United States. Participant responses for frequency evidence-based practice steps use ranged from never to frequently. Specifically, respondents reported integrating evidence into clinical instruction: never 2.1% (n = 8); rarely 6.4% (n = 24); occasionally 13.3% (n = 50); sometimes 28.7% (n = 108); and frequently 49.5% (n = 186). There was no difference in evidence-based practice use as the result of age or highest degree. Respondents who were American Physical Therapy Association members or held an American Board of Physical Therapy Specialties certification reported using some of the evidence-based practice steps more frequently than those who were not. Discussion and Conclusion: Although the majority of respondents in this study reported using evidence-based practice to some extent, there was great variability. Student physical therapists may be exposed to evidence-based practice during clinical education since the majority of respondents, considering their role as clinical instructors, reported evidence-based practice use. However, exposure cannot be guaranteed for every student because some respondents reported never using evidence-based practice. Educational program use of supplemental learning activities during clinical experiences may facilitate student practice of all five steps of evidence-based practice during clinical education.

Download Full-text

A Description of Current Curricular Design Models Used In Physical Therapy Clinical Education and Their Relationship to Pass Rates on the National Physical Therapy Examination

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2015.1541 ◽

2015 ◽

Author(s):

Chalee Engelhard ◽

Christine McCallum

Keyword(s):

Physical Therapy ◽

Clinical Education ◽

Driving Forces ◽

Physical Therapist ◽

The United States ◽

Pass Rate ◽

Cycle Period ◽

Full Time ◽

Pass Rates ◽

First Time

Purpose. The purpose of this study was to develop descriptions and identify commonalities of current clinical education models used in physical therapy programs; then, using this information, to examine differences in first-time and ultimate pass rates among the derived formula from Commission on Accreditation in Physical Therapy Education (CAPTE) accredited programs in 2011-2013. Methods. This mixed methods study captured qualitative and quantitative data from the 204 PT programs located in the United States and Puerto Rico from 2011 to 2013. The data were coded into 11 different clinical education models which represented all programs. The models were then linked to first time and ultimate pass rates. Results. Twenty out of 204 (9.8%) PT programs reported first-time pass rates and 201/204 (98.5%) reported ultimate pass rates in the cited three-year cycle period stated in this study. The three most commonly occurring models make up 84% of all current existing models. All three frequently occurring models include both full time and clinical internship clinical experiences. Additionally, these models outperformed the national pass rate average by at least 3%. Conclusions. Our results are the first to provide an analysis of the various models in use in physical therapist education, as well as a preliminary outlook on how clinical education design is matched against a program’s pass rate on the national exam. Since pass rate is one of the few standardized, modifiable outcomes for CAPTE approved programs, it was selected as the outcome to allow comparison of clinical education models. One of the driving forces behind this study was to illustrate clearly the tremendous variety of clinical education models and a better understanding of the scope of the variances that is occurring.

Download Full-text

Observations and Performances “with distinction” by Physical Therapy Students in Clinical Education: Analysis of Checkboxes on the Physical Therapist Clinical Performance Instrument (PT-CPI) over a 4-Year Period

Physiotherapy Canada ◽

10.3138/ptc.2013-64 ◽

2015 ◽

Vol 67 (1) ◽

pp. 17-29 ◽

Cited By ~ 1

Author(s):

Kathleen E. Norman ◽

Randy Booth

Keyword(s):

Physical Therapy ◽

Clinical Education ◽

Physical Therapist ◽

Clinical Performance ◽

Physical Therapy Students ◽

Clinical Performance Instrument

Download Full-text

Tobacco Cessation Counseling Training in US Entry-Level Physical Therapist Education Curricula: Prevalence, Content, and Associated Factors

Physical Therapy ◽

10.2522/ptj.20130245 ◽

2014 ◽

Vol 94 (9) ◽

pp. 1294-1305 ◽

Cited By ~ 8

Author(s):

Rose M. Pignataro ◽

Matthew J. Gurka ◽

Dina L. Jones ◽

Ruth E. Kershner ◽

Patricia J. Ohtake ◽

...

Keyword(s):

Physical Therapy ◽

Clinical Education ◽

Health Care Professionals ◽

Tobacco Cessation ◽

Physical Therapist ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Entry Level ◽

Physical Therapist Education ◽

Therapist Education

BackgroundThe US Public Health Service (USPHS) recommends tobacco cessation counseling (TCC) training for all health care professionals. Within physical therapist practice, smoking can have adverse effects on treatment outcomes in all body systems. In addition, people with physical disabilities have a higher smoking prevalence than the general population, creating a strong need for tobacco cessation among physical therapy clientele. Therefore, TCC training is an important component of entry-level physical therapist education.ObjectiveThe aims of this study were: (1) to determine need for TCC training within entry-level physical therapist education and (2) to identify potential barriers to implementation of USPHS guidelines in the academic environment.DesignA descriptive cross-sectional survey was conducted.MethodsDirectors or academic coordinators of clinical education from entry-level physical therapist programs (N=204) were surveyed using an online instrument designed specifically for this study. Data regarding program and faculty characteristics, tobacco-related training content, and faculty opinions toward TCC in both physical therapist practice and education were analyzed descriptively.ResultsThe response rate was 71%. A majority (60%) of programs indicated inclusion of tobacco-related training, most commonly 1 to 2 hours in duration, and of these programs, 40% trained students in the implementation of USPHS clinical guidelines for TCC.LimitationsData analyses were constrained by limited or missing data in some areas. A single faculty member completed the survey for each program.ConclusionsThere is a need for TCC training in entry-level physical therapist education. Inclusion may be facilitated by addressing perceived barriers toward TCC as a component of physical therapist practice and promoting the relevance of TCC as it relates to intended outcomes of physical therapy interventions.

Download Full-text

Competency-Based Early Clinical Education Experiences for Physical Therapy Students.

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2006.1100 ◽

2006 ◽

Author(s):

Carolyn Sherer ◽

David Morris ◽

Cecilia Graham ◽

Laura White

Keyword(s):

Physical Therapy ◽

Clinical Education ◽

Physical Therapist ◽

Doctoral Degree ◽

Physical Therapy Students ◽

Doctoral Level ◽

Entry Level ◽

Progressive Development ◽

Education Experience ◽

Competency Based

Purpose: This paper describes the development, implementation, and outcomes of two courses for entry-level, master’s degree earning physical therapist students. The courses were designed to address perceived barriers to early clinical education experiences, and to proactively provide appropriate structure for the imminent transition to a clinical doctoral degree curriculum. Methods: The courses were conducted one full-day/week during the first and third terms of the curriculum. A variety of clinical sites were utilized. Students passed competencies for skills appropriate for physical therapy aides prior to the onset of the clinical education course. During clinical assignments they performed those duties, and also completed specific learning activities designed to enhance coursework from the academic setting while minimizing demands on clinicians. Students completed worksheets designed specifically for each activity and attended synthesis seminars led by academicians at the university. Results: Assessments conducted through written course evaluations and focus groups with a subset of students, clinical instructors, and academic instructors indicated that overall the courses met our objectives. Benefits and challenges were identified. Discussion: Although early clinical education experiences are important for progressive development of students’ skills, these experiences pose challenges, particularly related to increased productivity demands on clinicians. Summary: Courses described in this article provided effective early clinical education experience while largely shifting responsibility for contextualization of learning from clinicians to academicians. As some allied health professions transition to doctoral level education, this model allows academic instructors to become more responsible for student learning in the clinical setting.

Download Full-text

Self-Reported Measurement of Heart Rate and Blood Pressure in Patients by Physical Therapy Clinical Instructors

Physical Therapy ◽

10.1093/ptj/82.12.1192 ◽

2002 ◽

Vol 82 (12) ◽

pp. 1192-1200 ◽

Cited By ~ 23

Author(s):

Ethel M Frese ◽

Randy R Richter ◽

Tamara V Burlis

Keyword(s):

Blood Pressure ◽

Heart Rate ◽

Clinical Practice ◽

Physical Therapy ◽

Clinical Education ◽

Physical Therapists ◽

Physical Therapist ◽

Practice Setting ◽

Clinical Instructors ◽

Strongly Agree

Abstract Background and Purpose. The Guide to Physical Therapist Practice (Guide) recommends that heart rate (HR) and blood pressure (BP) measurement be included in the examination of new patients. The purpose of this study was to survey physical therapy clinical instructors to determine the frequency of HR and BP measurement in new patients and in patients already on the physical therapists' caseload. The use of information obtained from HR and BP measures in decision making for patient care and the effects of practice setting and academic preparation on the measurement and use of HR and BP also were examined. Subjects and Methods. A sample of 597 subjects was selected from a list of 2,663 clinical instructors at the clinical education sites of the 2 participating universities. Clinical instructors from a variety of practice settings were surveyed. A 26-item survey questionnaire was mailed to the clinical instructors. Results. Usable survey questionnaires were received from 387 respondents (64.8%); 43.4% reported working in an outpatient facility. The majority of the respondents strongly agreed or agreed (59.5%) that measurement of HR and BP should be included in physical therapy screening. When asked if routinely measuring HR and BP during clinical practice is essential, opinions were nearly split (strongly agree or agree=45.0%, strongly disagree or disagree=43.7%, no opinion=11.3%). More than one third (38.0%) of the respondents reported never measuring HR in the week before the survey as part of their examination of new patients. A slightly larger percentage (43.0%) reported never measuring BP of new patients in the week before the survey. Conversely, 6.0% and 4.4% of the respondents reported always measuring HR and BP, respectively, of new patients in the week before the survey. When given a list of reasons why HR and BP were not routinely measured in their clinical practice, respondents most frequently chose “not important for my patient population” (52.3%). Relationships were found between practice setting and frequency of HR and BP measurement in new patients. Discussion and Conclusion. Practices related to HR and BP measurement reported by this sample of clinical instructors do not meet the recommendations for physical therapy care described in the Guide.

Download Full-text