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

2014 ◽  
Vol 94 (9) ◽  
pp. 1294-1305 ◽  
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.

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

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.

scholarly journals Quality in Physical Therapist Clinical Education: A Systematic Review

2013 ◽  
Vol 93 (10) ◽  
pp. 1298-1311 ◽  
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.

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.

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
Sign in / Sign up

Export Citation Format

Share Document