scholarly journals Career Factors Help Predict Productivity in Scholarship Among Faculty Members in Physical Therapist Education Programs

2009 ◽  
Vol 89 (3) ◽  
pp. 204-216 ◽  
Author(s):  
Regina R Kaufman
Keyword(s):  
Physical Therapy ◽  
Physical Therapist ◽  
Faculty Members ◽  
Scholarly Productivity ◽  
Education Programs ◽  
Physical Therapist Education ◽  
The Status ◽  
Explained Variance ◽  
Career Factors ◽  
Therapist Education

BackgroundAcademic institutions and scholars play a critical role in the development of a unique and substantive professional science and disciplinary literature. Individual and environmental characteristics influence the scholarly work of higher education faculty generally, but little is known about factors that influence scholarly productivity of physical therapist faculty members.ObjectiveThe purpose of this study was to identify the factors that contribute to the variability in scholarly productivity among faculty members in physical therapist education programs.DesignA cross-sectional study design was used.MethodsA survey of a representative sample of faculty members in accredited professional (entry-level) physical therapist education programs in the United States was conducted. Descriptive analysis was conducted, and 5 blocked hierarchical regression models were constructed to identify factors that help explain variability in grantsmanship, peer-reviewed publications, and peer-reviewed presentations.ResultsA usable response rate of 58% was obtained. The 520 participants displayed variability in scholarly productivity. The regression models explained half of the variance in career publishing productivity and 28% to 44% of the variance in productivity in presentations and grants. Career factors, including discipline of highest degree, appointment status, and faculty rewards, contributed most substantially to the explained variance. Several phenomena unique to physical therapy were considered in light of these findings. The multidisciplinary nature of the faculty, national trends in faculty hiring and appointment, and the status of the DPT-trained faculty cohort all may influence physical therapy faculty scholarship.LimitationsUnidentified errors in sampling or reporting may limit the results of this study.ConclusionsCareer factors generally predict the largest proportion of explained variance in scholarly productivity. Large numbers of questions remain regarding the status of scholarship and scholars in physical therapy.

Physical Therapist Education and the Labor Market in Brazil: Advances and Challenges

2019 ◽  
Vol 99 (8) ◽  
pp. 977-988
Author(s):  
Rosana F Sampaio ◽  
Lucas Wan Der Maas ◽  
Vera R F S Marães ◽  
Jorge A Neves ◽  
Daniela V Vaz ◽  
...  
Keyword(s):  
Labor Market ◽  
Physical Therapy ◽  
Physical Therapist ◽  
Secondary Data ◽  
Education Programs ◽  
Physical Therapist Education ◽  
Historical Series ◽  
Predominantly Female ◽  
The Impact ◽  
Therapist Education

Abstract Background In Brazil, the number of physical therapy education programs and, consequently, of professionals has been growing for the past 20 years. Objectives The objective of the study was to describe the evolution and distribution of physical therapist education programs in Brazil and to analyze the impact of workforce growth on the labor market for these professionals. Design This was a descriptive, exploratory, quantitative study. Methods Secondary data collected from official sources in Brazil were used. Results The first physical therapist education program was created in 1958, and, after significant growth, 536 programs were active in 2014. The historical series (1996–2014) shows a corresponding increase in the number of admissions by higher educational institutions. This expansion resulted in an increase in the number of professionals, with an impact on the labor market. The workforce in physical therapy is predominantly female, and women increased their participation in this labor market from 59% in 1996 to 81% in 2014. An increase in nominal monthly salaries was observed over the years from US $797.00 in 1996 to US $1056.00 in 2014. Nevertheless, the real average salaries, that is, salaries adjusted to inflation, have followed a trend of devaluation. Limitations Results of this study must be interpreted in terms of overall trends rather than as precise absolute numbers due to the inherent nature of the varied secondary data sources. Conclusions These data can support further discussion on training and the labor market in the field of physical therapy.

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

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.

Hand Therapy Content for Entry-Level Physical Therapist Education Programs: A Survey Study

2017 ◽  
Vol 30 (4) ◽  
pp. e13 ◽  
Author(s):  
Mia L. Erickson ◽  
Cynthia Armstrong ◽  
Cheryl Caldwell ◽  
Jacqueline Faeth ◽  
Bethany Gaston ◽  
...  
Keyword(s):  
Physical Therapist ◽  
Survey Study ◽  
Education Programs ◽  
Hand Therapy ◽  
Entry Level ◽  
Physical Therapist Education ◽  
Therapist Education

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.

Preparation of Academic Administrators in Physical Therapist Education Programs: Is More Needed?

2010 ◽  
Vol 24 (2) ◽  
pp. 4-13 ◽  
Author(s):  
Kathleen Luedtke-Hoffmann ◽  
Larry Petterborg ◽  
Sarah Cross ◽  
Holly Rappleye ◽  
Lindsay Stafford ◽  
...  
Keyword(s):  
Physical Therapist ◽  
Academic Administrators ◽  
Education Programs ◽  
Physical Therapist Education ◽  
Therapist Education
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