Outcomes of 2 Multimodal Human Anatomy Courses Among Doctor of Physical Therapy Students (Entry-Level)

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Sara F. Maher ◽  
Deborah J. Doherty
Keyword(s):  
Physical Therapy ◽  
Human Anatomy ◽  
Physical Therapy Students ◽  
Entry Level ◽  
Doctor Of Physical Therapy

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.

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.

scholarly journals The effect of real-time feedback on learning lumbar spine joint mobilization by entry-level doctor of physical therapy students: a randomized, controlled, crossover trial

2019 ◽  
Vol 28 (4) ◽  
pp. 201-211 ◽  
Author(s):  
Evan J. Petersen ◽  
Stephanie M. Thurmond ◽  
Sydney I. Buchanan ◽  
Diana H. Chun ◽  
Ashley M. Richey ◽  
...  
Keyword(s):  
Lumbar Spine ◽  
Physical Therapy ◽  
Real Time ◽  
Crossover Trial ◽  
Physical Therapy Students ◽  
Joint Mobilization ◽  
Entry Level ◽  
Doctor Of Physical Therapy ◽  
Randomized Controlled

Integrating Edema Management Into Entry-Level Doctor of Physical Therapy Curriculum

2018 ◽  
Vol 36 (1) ◽  
pp. 56-63 ◽  
Author(s):  
Antoinette P. Sander ◽  
Marisa Perdomo
Keyword(s):  
Physical Therapy ◽  
Entry Level ◽  
Doctor Of Physical Therapy

Depression, Anxiety, and Stress in Doctor of Physical Therapy Students

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Jennifer M. Bogardus ◽  
Mary Blackinton ◽  
Bini Litwin ◽  
Terri Morrow Nelson ◽  
Katy Mitchell
Keyword(s):  
Physical Therapy ◽  
Physical Therapy Students ◽  
Doctor Of Physical Therapy

scholarly journals Grit and Academic Performance in Doctor of Physical Therapy Students

2020 ◽  
Author(s):  
Scott Richardson ◽  
Michael Scotto ◽  
MayAnne Belcina ◽  
Richa Patel ◽  
Kevin Wiener
Keyword(s):  
Physical Therapy ◽  
Grade Point Average ◽  
Graduate School ◽  
Preliminary Evidence ◽  
Physical Therapy Students ◽  
School Grade ◽  
Convenience Sample ◽  
Grade Point ◽  
Doctor Of Physical Therapy ◽  
Therapy Program

Purpose: The purpose of this study was to determine whether a physical therapy student’s level of grit positively correlates to graduate school grade point average. Methods: Participants were a convenience sample recruited from the class of 2021 in the Doctor of Physical Therapy program at Franklin Pierce University in Goodyear, Arizona. Subjects completed the Short Grit Scale (Grit-S) as a measure of grit. These scores were compared with participants’ graduate school grade point average using a Spearman Rho statistical test with data analysis completed using SPSS software. Results: 27 participants (15 males, 12 females) with mean grit score of 3.76 ± 0.48 and mean grade point average 3.72 ± 0.18. Spearman Rho correlation was .463 (p < .05). Conclusion: A significant moderate positive correlation between grit and graduate school grade point average in physical therapy students was found. These findings indicate preliminary evidence that may be useful for admissions considerations for DPT programs.

scholarly journals Physical therapy students’ perceptions of the educational environment at physical therapy institutes in Pakistan

2020 ◽  
Vol 17 ◽  
pp. 7
Author(s):  
Muhammad Adeel ◽  
Asad Chaudhry
Keyword(s):  
Physical Therapy ◽  
Cross Sectional Study ◽  
Educational Environment ◽  
Physical Therapy Students ◽  
Cross Sectional ◽  
Public And Private ◽  
Student Centered ◽  
Doctor Of Physical Therapy ◽  
The Mean ◽  
Convenience Sampling

This study assessed doctor of physical therapy (DPT) students’ perceptions of the educational environment at public and private physical therapy institutes in Pakistan. This cross-sectional study was conducted at 6 physical therapy institutions in Punjab, Pakistan from April 2018 to December 2019. In total, 500 Dundee Ready Educational Environment Measure (DREEM) questionnaires were distributed among DPT students identified through convenience sampling (response rate, 86.4%). The correlations between each item of the DREEM score were analyzed. The mean overall DREEM score was 128±19.63 for all 5 subscales (range, 33 to 166; standard error of the mean, 0.954). The correlations of atmosphere, learning, and self-perception with the overall educational environment were r=0.896, r=0.853, and r=0.846, respectively. Student-centered approaches were found to be more effective than teacher-centered approaches for promoting a positive educational environment.

Sign in / Sign up

Export Citation Format

Share Document