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 The Effect of Extraversion On Practical Examination Scores in Students of Physical Therapy

2020 ◽  
Author(s):  
Scott Richardson ◽  
Zachary Zemanek ◽  
Travis Downen ◽  
Chantsen Rich ◽  
Nate Weltzin
Keyword(s):  
Physical Therapy ◽  
Physical Therapy Students ◽  
Convenience Sample ◽  
Doctor Of Physical Therapy ◽  
Therapy Program ◽  
Practical Examination ◽  
Spss Software ◽  
Physical Therapy Program ◽  
Exam Scores ◽  
Practical Exam

Purpose: The purpose of this study was to determine whether a physical therapy student’s level of extraversion positively correlates to practical exam scores. Methods: Participants were a convenience sample recruited from the classes of 2018 and 2019 in the Doctor of Physical Therapy program at Franklin Pierce University in Goodyear, Arizona. Subjects completed the Goldberg’s Big-Five Factor Marker questionnaire as a measure of introversion/extraversion. These scores were compared with participants’ practical exam scores using a Spearman Rho statistical test with data analysis completed using SPSS software. Results: 60 participants (31 males, 29 females) with mean extraversion score (32.97+/-7.90, p=.27) and practical examination score (93.00 +/- 2.44, p=.08). Spearman Rho correlation was .282 (p = .031). Conclusions: A significant positive correlation between extraversion and practical examination scores in physical therapy students was found. Educators can use these findings to provide resources to students to assist with practical examination performance.

scholarly journals Longitudinal Assessment of Emotional Intelligence in Doctor of Physical Therapy Students

2011 ◽  
Author(s):  
Erika Lewis
Keyword(s):  
Emotional Intelligence ◽  
Physical Therapy ◽  
Clinical Performance ◽  
Predictive Ability ◽  
Physical Therapy Students ◽  
Longitudinal Assessment ◽  
Grade Point ◽  
National Physical Therapy Examination ◽  
Doctor Of Physical Therapy ◽  
Predictive Instrument

Emotional intelligence has been shown to predict clinical performance in other medical fields and may be a predictor for clinical performance in physical therapy students. Longitudinal assessment of emotional intelligence of Doctor of Physical Therapy students was obtained yearly (three times) beginning in the first year. In addition, the relationship between emotional intelligence and performance on the National Physical Therapy Examination (NPTE) and clinical performance (using the Clinical Performance Instrument (CPI)) was examined. Participants. Graduate physical therapy students (n = 260; 218 women and 42 men) between the ages of 20 and 35 from four schools participated. Methods. Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEITTM version 2.0) scores, Graduate Record Exam (GRE) scores, pre-requisite and professional grade point averages (GPAs), NPTE scores, CPI scores (Version 4), and demographic information were collected. Results. Correlation between emotional intelligence and CPI (at either assessment period) was r < 0.37 and emotional intelligence and the NPTE was r = 0.25. Correlation between the various GPA scores and CPI scores was r < 0.13. Likewise, CPI scores or NPTE scores could not be predicted using regression analyses with any combination of emotional intelligence scores, GPA scores, and GRE scores. Higher total emotional intelligence was observed in those who passed the NPTE (103.3) versus those who failed (97.7) the examination (p = 0.05). No differences in total emotional intelligence or any of the subscales were observed over time.Discussion and Conclusion. Emotional intelligence may be a factor in passing the NPTE but had little predictive ability in assessing NPTE or CPI performance. Moreover, GPA and GRE scores also failed to predict CPI or NPTE, indicating a predictive instrument of clinical performance is still needed.

scholarly journals An anatomy workshop for improving anatomy self-efficacy and competency when transitioning into a problem-based learning, Doctor of Physical Therapy program

2020 ◽  
Vol 44 (1) ◽  
pp. 39-49 ◽  
Author(s):  
Mona Bains ◽  
Debora Z. Kaliski
Keyword(s):  
Physical Therapy ◽  
Learning Strategies ◽  
Group Dynamics ◽  
Self Efficacy ◽  
Problem Based Learning ◽  
First Year ◽  
Grade Point ◽  
Learning Efficiency ◽  
Doctor Of Physical Therapy ◽  
Therapy Program

First-year Doctor of Physical Therapy (DPT) students entering a problem-based learning (PBL) program are faced with a number of pedagogical challenges, including the development of self-directed learning skills, resource unfamiliarity, and group dynamics. These challenges can make learning anatomy in a self-directed manner less efficient. Prematriculation introduction of strategies to improve anatomy learning may help prepare students for a rigorous DPT program and improve anatomy learning efficiency. The present study describes a 2-day anatomy workshop offered to incoming students before a DPT program was initiated. Knowledge acquired during both days of the workshop resulted in statistically significant improvements in anatomy postquiz scores for each corresponding prequiz ( P < 0.001 for lower and upper limb quizzes). Workshop participants survey responses demonstrated that anatomy confidence and PBL preparedness increased at distinct intervals following the workshop and was significantly higher than controls after the first semester ( P < 0.01 for anatomy confidence and PBL preparedness). Multivariate regression analyses demonstrated statistically significant relationships between semester anatomy practical scores and workshop participation ( P = 0.03 for practical 1 and P = 0.049 for practical 2) and undergraduate grade point average ( P < 0.001 for practical 1 and P = 0.03 for practical 2). First-year DPT students reported the anatomy workshop to be a valuable experience for learning strategies to improve anatomy self-efficacy. An introductory anatomy workshop is an effective strategy to improve self-directed anatomy learning efficiency before the start of a rigorous DPT program.

Academic Performance is Not a Viable Determinant of Physical Therapy Students' Burnout

1996 ◽  
Vol 83 (1) ◽  
pp. 21-22 ◽  
Author(s):  
Joseph A. Balogun ◽  
Teresa M. Hoeberlein-Miller ◽  
Estelle Schneider ◽  
Joanne S. Katz
Keyword(s):  
Academic Performance ◽  
Physical Therapy ◽  
Grade Point Average ◽  
Emotional Exhaustion ◽  
Personal Accomplishment ◽  
Physical Therapy Students ◽  
Grade Point ◽  
Cumulative Grade Point Average

This study investigated the proposed link between students' academic performance and burnout. We found no significant correlations between students' cumulative grade point average and ratings of emotional exhaustion, depersonalization, and personal accomplishment.

scholarly journals Empathy Levels Correlate with Practical Examination Scores in Doctor of Physical Therapy Students

2021 ◽  
Author(s):  
Scott Richardson ◽  
Danika Aten ◽  
Garrett Bennett ◽  
Matthew Koster ◽  
Hannah Svilar
Keyword(s):  
Physical Therapy ◽  
Statistical Test ◽  
Reactivity Index ◽  
Physical Therapy Students ◽  
Convenience Sample ◽  
Doctor Of Physical Therapy ◽  
Practical Examination ◽  
Empathy Score ◽  
Spss Software ◽  
Second Year

Purpose: The purpose of this study was to examine if empathy levels correlate with practical examination scores in DPT students. It was hypothesized that students with higher empathy levels would receive better scores on practical examinations. Methods: Participants were a convenience sample of 49 first and second year DPT students from Franklin Pierce University in Goodyear, AZ. After obtaining informed consent, participants completed the Interpersonal Reactivity Index (IRI) to assess personal empathy. These scores were compared with participants’ practical examination scores using a Spearman Rho statistical test with data analysis completed using SPSS software. Results: 49 participants (26 females, 23 males) with mean practical examination score (92.5% ± 0.02) and mean empathy score (72.80 ± 18.66). Spearman Rho correlation (rs = 0.864, p < 0.000). Conclusions: A significant positive correlation between empathy and practical examination scores in physical therapy students was found. Educators can use these findings to provide resources to students to assist with practical examination performance.

scholarly journals Exploration of Grit and Emotional Intelligence and Success in a Doctor of Physical Therapy Program

2021 ◽  
Author(s):  
Karen Huhn ◽  
Brittney Rusinski ◽  
Amanda Saucier ◽  
Victoria McIntyre ◽  
Teresa Rock ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
Physical Therapy ◽  
First Year ◽  
Financial Loss ◽  
Grade Point ◽  
Doctor Of Physical Therapy ◽  
Therapy Program ◽  
Physical Therapy Program ◽  
Physical Therapy Programs

Background: Higher education programs that admit students to sequential curricula incur a substantial financial loss when an enrolled student fails to continue in the program for whatever reason. In many instances, the seat cannot be filled, and valuable tuition dollars often over $90,000 per student is lost to the institution. In addition to financial loss, Doctor of Physical Therapy (DPT) programs are required to report and explain rates to the Commission for Accreditation of Physical Therapy Education (CAPTE). Admission committees at Doctor of Physical Therapy programs seek candidates that will be successful in the program and pass the National Physical Therapy Examination (NPTE). Purpose: The purpose of this study was to explore relationships of non-cognitive characteristics (grit and emotional intelligence) and Grade Point Average (GPA) in the first year of a DPT program with the intent to potentially identify students who might benefit from remediation/intervention to prevent attrition. Methods: Forty-two students in the first year of a Doctor of Physical Therapy program completed the Grit scale and the Mayers-Salovey Emotional Intelligence test early in the fall semester of year one. Results: There were no significant relationships between grit or emotional intelligence and academic success in the first year of a DPT program. Conclusions: The current study provides preliminary information related to non-cognitive factors of grit and emotional intelligence and success in a Doctor of Physical Therapy program.

University Dropout

2008 ◽  
Vol 29 (3) ◽  
pp. 134-147 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Nicolas Sander
Keyword(s):  
Grade Point Average ◽  
Structural Equation ◽  
Unobserved Heterogeneity ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Hands On ◽  
University Dropout ◽  
The Individual ◽  
A Prospective Study

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.

Predictors of Academic Self-Concept for African American College Students

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
Grade Point Average ◽  
Self Concept ◽  
African American College Students ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Grade Point ◽  
Historically Black University

This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 ( Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty’s level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.

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 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.

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