Objectives to Assess Student Readiness for First, Full-Time Clinical Education Experiences in Physical 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.

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Perspective for change: establishing the need for clinical instructor competencies in physical therapist education

The Journal of Clinical Education in Physical Therapy ◽

10.52214/jcept.v3.6935 ◽

2021 ◽

Vol 3 ◽

Author(s):

Catherine Bilyeu ◽

Amanda Sharp ◽

Katherine Myers

Keyword(s):

Clinical Education ◽

Clinical Teaching ◽

Assessment Tool ◽

Physical Therapist ◽

Teaching Behaviors ◽

Teaching Excellence ◽

Entry Level ◽

New Graduates ◽

Physical Therapist Education ◽

Therapist Education

Current issue: Clinical instructors (CIs) are instrumental in the development of competent, entry-level physical therapist graduates. Despite this key role, CIs are often deficient in formal knowledge of the learning sciences that influence quality of clinical education experiences. Clinical education stakeholders also lack a standardized and consistent approach to defining and assessing clinical teaching skills, resulting in an inability to provide adequate feedback and growth opportunities for CIs. Perspective: A gap exists between qualitative descriptions of clinical teaching behaviors and the ability to objectively assess those behaviors in CIs. Grounded in the Model of Excellence in Physical Therapist Education, this perspective calls attention to and proposes steps toward excellence in clinical education. Defining essential competencies of clinical teaching in the physical therapy profession requires a systematic approach. The competencies established through this approach then become the foundation for creating a meaningful assessment tool of CI performance. Implications for clinical education: Developing educator competencies and a related assessment tool for CIs allows for the provision of meaningful feedback, the creation of targeted professional development programs, and opportunities for recognition of clinical teaching excellence. Without effective CIs, new graduates may be inadequately equipped to contribute to the profession’s vision of educational excellence.

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Evaluating the Performance of the Academic Coordinator of Clinical Education in Physical Therapist Education: Determining Appropriate Criteria and Assessors

Journal of Physical Therapy Education ◽

10.1097/00001416-200607000-00004 ◽

2006 ◽

Vol 20 (2) ◽

pp. 17-28 ◽

Cited By ~ 10

Author(s):

Kathleen M Buccieri ◽

Renee Brown

Keyword(s):

Clinical Education ◽

Physical Therapist ◽

Physical Therapist Education ◽

Therapist Education

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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.

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Evaluating the Performance of the Academic Coordinator/Director of Clinical Education in Physical Therapist Education: Developing a Tool to Solicit Input From Center Coordinators of Clinical Education and Clinical Instructors

Journal of Physical Therapy Education ◽

10.1097/00001416-200810000-00008 ◽

2008 ◽

Vol 22 (3) ◽

pp. 64-73 ◽

Cited By ~ 2

Author(s):

Kathleen Buccieri ◽

Renee Brown ◽

Shauna Malta ◽

Barbara Ward

Keyword(s):

Clinical Education ◽

Physical Therapist ◽

Clinical Instructors ◽

Physical Therapist Education ◽

Therapist Education

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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.

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Proposed Guidelines for International Clinical Education in US-Based Physical Therapist Education Programs: Results of a Focus Group and Delphi Study

Physical Therapy ◽

10.2522/ptj.20130246 ◽

2014 ◽

Vol 94 (4) ◽

pp. 523-533 ◽

Cited By ~ 7

Author(s):

Celia M. Pechak ◽

Jill D. Black

Keyword(s):

Focus Group ◽

Global Health ◽

Clinical Education ◽

Delphi Study ◽

Physical Therapist ◽

Ethical Practice ◽

Health Training ◽

Physical Therapist Education ◽

Formal Program ◽

Therapist Education

Background Physical therapist students are increasingly engaging in international clinical education (ICE). The growth of international engagement has been accompanied by appeals to ensure that these experiences are conducted in an ethical manner. Although detailed guidelines have been developed to guide global health training in general, they do not specifically address all aspects relevant to ICE in physical therapist education. Objective The purpose of this study was to systematically develop recommendations for the implementation of ICE in physical therapist education to promote ethical practice. Methods An initial virtual focus group of 5 physical therapist faculty with expertise in ICE provided input to review and revise global health training guidelines previously developed by non–physical therapists. The revised guidelines were distributed to a pool of 19 physical therapist faculty with ICE experience for additional review and revision through 3 online Delphi survey rounds. Results The participants accepted 31 of the original guidelines with or without revisions, rejected 2 guidelines, and developed 10 new guidelines or subguidelines. Most notably, they rejected a guideline related to students pursuing training outside of a structured program, stressing that ICE should never be done outside of a formal program. Limitations The primary limitation is that the study included only faculty from sending institutions and thus lacked the voices of the host institutions, students, partner organizations, or funders. Conclusions This study systematically produced guidelines for ICE in physical therapist education using a range of ICE experts from sending institutions. The recommendations may be used by educators and other decision makers to optimally design new ICE opportunities or to improve existing ones. Additional validation should be done to ensure relevance for all stakeholders.

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Impact of Faculty and Programmatic Resources on the Proportion of Academic Doctoral Degrees in Professional Physical Therapist Education Programs

Physical Therapy ◽

10.1093/ptj/pzab030 ◽

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.

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