scholarly journals The Critical Need for Oncology Rehabilitation Education in the Entry-Level Doctor of Physical Therapy Curriculum

2022 ◽  
Vol 40 (1) ◽  
pp. 3-4
Author(s):  
Shana E. Harrington ◽  
Amy J. Litterini
Keyword(s):  
Physical Therapy ◽  
Entry Level ◽  
Doctor Of Physical Therapy

scholarly journals Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States

2017 ◽  
Vol 14 ◽  
pp. 3 ◽  
Author(s):  
Donald H. Lein ◽  
John D. Lowman ◽  
Christopher A. Eidson ◽  
Hon K. Yuen
Keyword(s):  
Physical Therapy ◽  
Instructional Methods ◽  
Instructional Method ◽  
Entry Level ◽  
Doctor Of Physical Therapy ◽  
Team Based Learning ◽  
Student Cohorts ◽  
The Mean ◽  
Client Management ◽  
Exam Scores

Purpose: The purpose of this retrospective study was to evaluate students’ academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum. Methods: The research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis. Results: In both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001).Conclusion: Student cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry–level DPT patient/client management courses.

scholarly journals Opportunities and Challenges in The Use of an External Interprofessional Reviewing Body in a Curricular Review Process in a Doctor of Physical Therapy Curriculum

2016 ◽  
Author(s):  
Jill FitzGerald ◽  
Kelly Hawthorne
Keyword(s):  
Clinical Practice ◽  
Physical Therapy ◽  
Older Adult ◽  
Review Process ◽  
Faculty Members ◽  
Entry Level ◽  
Doctor Of Physical Therapy ◽  
Therapy Program ◽  
Physical Therapy Program ◽  
Curriculum Committee

Purpose: The purpose of this article is to describe the opportunities and challenges of a curricular review process in an entry-level doctor of physical therapy geriatric curriculum. The curricular review process utilized an external interprofessional reviewing body, in conjunction with an established internal curricular reviewing body, to determine inclusion of Essential Competencies in order to prepare students for best clinical practice in the care of the older adult. Method: The methodology of our curricular review process included both internal and external reviewing bodies but the intent of this article is to highlight how the review process was implemented including an external interprofessional reviewing body. The internal reviewing body involved two faculty members with expertise in geriatrics, the Program Curriculum Committee members, and the faculty members within the entry-level doctor of physical therapy program. The external reviewing body was comprised of the 2012-2014 members of the Faculty Development Collaborative Program in Geriatrics (FDCPG), a national interprofessional learning community representing multiple disciplines involved in the care of older adults. Results: The outcomes of including an external interprofessional reviewing body in the geriatric curricular review process were: the FDCPG justified the need for the review of the Essential Competencies, deemed their role as important in healthcare education, and reported a greater understanding of the role of physical therapists as part of an interprofessional healthcare team. The Program Curriculum Committee created a policy for consideration of other published competencies, including a recommendation for “other necessary consultation” based on our use of an external reviewing body, noting its value. The outcomes of the overall curricular review process included: 53/61 Essential Competencies were identified as already in the curriculum and the remaining 8/61 Essential Competencies were added. Conclusions and Recommendations: The addition of an external interprofessional reviewing body to an already established internal reviewing body within the geriatric curricular review process in an entry-level doctor of physical therapy program produced a curriculum that will hopefully prepare students for best clinical practice in the care of the older adult. This comprehensive curricular review process involved opportunities and challenges yet still can be used across multiple disciplines, across multiple curricular structures, and is in line with the current state of healthcare practice.

scholarly journals An Investigation of Entry Level Doctor of Physical Therapy Student Perspectives of Peer Evaluation

2019 ◽  
Author(s):  
Dawn James ◽  
Natalie Weeks-O'Neal ◽  
Jennyfer Oh ◽  
Teressa Brown
Keyword(s):  
Physical Therapy ◽  
Problem Solving ◽  
Patient Care ◽  
Reflective Practice ◽  
Clinical Reasoning ◽  
Peer Evaluation ◽  
Physical Therapy Students ◽  
Problem Solving Skills ◽  
Entry Level ◽  
Doctor Of Physical Therapy

Purpose: To describe the perceptions of peer evaluation as an instructional method when used by entry-level doctor of physical therapy (DPT) students as preparation for practical examinations within a clinically oriented course. Methods/Description: Forty first year, entry-level doctor of physical therapy students participated in structured peer-skills checks prior to practical exams as part a clinically based course. Each student was required to observe and provide critical feedback for at least four other students as they performed simulated patient care activities. Peer-evaluators rated the students on their level of competency with the skills using a Visual Analog Scale and provided written feedback specifying areas of strength and areas needing improvement. Following the conclusion of the course, students completed a questionnaire using online survey software. The questionnaire was designed to investigate student perceptions related to skill acquisition, giving and accepting feedback, and the overall value of peer-feedback. Results: Themes emerged regarding the value of practice and repetition, emerging reflective practice skills, emerging critical thinking and problem solving skills, and the use of peer feedback for improved performance. The value of practice and repetition was reflected in statements such as the skills checks “helped me organize my interviews…and get over my fear of the unknown.” Emerging reflective practice was demonstrated by comments such as "made me self-reflect on my abilities to perform skills.” The development of clinical reasoning and problem solving skills were evidenced by comments of “the skills check helped me think through what to do when things did not go as planned...” The value of feedback was reflected in comments such as “It helped me refine my skills and develop the areas that aren't as strong,” “I embraced the feedback...I could work on my weaknesses.” Conclusions: Literature supports peer evaluation as an instructional tool within allied health education; however, minimal research has been completed within the profession of physical therapy education. Based on the results of this study, entry-level doctor of physical therapy students perceive peer-evaluation as an effective instructional method to assist in developing psychomotor skills necessary for patient care, as well as, affective skills necessary for reflective practice and cognitive skills related to clinical reasoning.

Current Wound Care Education in Entry-Level Doctor of Physical Therapy Curricula

2020 ◽  
Vol 33 (1) ◽  
pp. 47-52
Author(s):  
Kelly D. Moore ◽  
Autumn Hardin ◽  
Lisa VanHoose ◽  
Han-Hung Huang
Keyword(s):  
Physical Therapy ◽  
Wound Care ◽  
Entry Level ◽  
Care Education ◽  
Doctor Of Physical Therapy

Perfectionism, Stress, and the Entry-Level Doctor of Physical Therapy Student

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Michael V. Richardson ◽  
Haylie Miller ◽  
Evan Papa ◽  
Laura Santurri
Keyword(s):  
Physical Therapy ◽  
Entry Level ◽  
Doctor Of Physical Therapy ◽  
Physical Therapy Student

scholarly journals MBTI® Type and Interprofessional Communication in Doctor of Physical Therapy Students

2019 ◽  
Author(s):  
Laura Smith ◽  
Christin Curtis ◽  
Morgan Perry ◽  
Laura LoVasco ◽  
Amy Yorke ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Interprofessional Education ◽  
Physical Therapists ◽  
Personality Types ◽  
Personality Factors ◽  
Physical Therapy Students ◽  
Interprofessional Communication ◽  
First Semester ◽  
Entry Level ◽  
Doctor Of Physical Therapy

Purpose: Interprofessional education (IPE) improves patient outcomes and health care by use of appropriate communication. Personality factors may affect communication in interprofessional collaborations. The purposes of this study were to identify common Meyers-Briggs Type Indicator® (MBTI®) personality types of entry-level Doctor of Physical Therapy students along with gender difference and to make recommendations as to how the MBTI® assessment can used to help develop the interprofessional communication competency domain among student physical therapists. Method: Thirty-two entry-level Doctor of Physical Therapy students in the first semester of their third year of study completed the paper based, MBTI® Form M Self-Scorable. Results: Most personality types were represented; the most common were ISTJ (n=5) and ENFJ (n=4). Significant gender differences were found in the Introversion/Extraversion and the Thinking/Feeling dichotomies, but no differences were found related to age. Conclusions and Recommendations: The MBTI® may be an effective tool for students to engage in self-evaluation and improve awareness of how personality types may influence communication and teamwork in IPE activities, thereby incorporating this into deliberate behavioral changes. Recommendations for integrating these findings into classroom teaching styles includes: 1) fostering tools and techniques for communication in interprofessional teams 2) deliberate practice in provider–patient interactions, and 3) self-reflection and practice.

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