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.

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.

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 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.

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