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

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.

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

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2020.1902 ◽

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.

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Grit and Academic Performance in Doctor of Physical Therapy Students

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2020.1976 ◽

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.

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

Journal of Physical Therapy Education ◽

10.1097/jte.0000000000000185 ◽

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

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

Journal of Educational Evaluation for Health Professions ◽

10.3352/jeehp.2020.17.7 ◽

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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