A factors influencing applicant selection of entry-level physical therapist education programs in the United States.

Physical therapist education programs must compete for qualified applicants due to a nationwide reduction in the applicant pool. To develop successful recruitment strategies, faculty members need information on factors influencing applicant selection of a program. The purpose of this study was to analyze factors influencing selection of an entry-level physical therapist education program. Survey subjects were students enrolled in the first professional year of an accredited entry-level physical therapist education program. A survey instrument was developed based on the literature and interviews with physical therapist students and faculty members. Results of pilot studies to determine face and content validity were acceptable. Stratified random cluster sampling was applied to select 66 entry-level physical therapy programs from an available population of 150 of the 199 accredited programs. Forty-nine programs were not included in the population for various reasons. Using a five-point Likert scale, subjects rated the influence of 51 items on their selection of a specific physical therapist education program. The overall return rate was 70.4% (1,250 surveys returned). Data were analyzed by response frequency. Four factors were selected as "very influential" by 50% or more of the subjects: degree offered, accreditation status, perception of educational quality, and program atmosphere. Additional factors selected by 45% or more of respondents as "very influential" were pass rate on licensing examination, marketability of degree, student/faculty ratio, and small class size. Factors rated "not influential" by 50% or more of subjects included ethnic, cultural, and gender issues. Since 1998, the physical therapy profession has experienced changes in entry-level degree requirements, practice requirements, and employment opportunities, resulting in increased competition for qualified applicants to education programs. The information gained in this study may assist faculty in the development of recruitment strategies.

Aging, encoding, and word retrieval: distinguishing phonological and memory processes.

Word retrieval deficits are one of the most common complaints among older adults. The Transmission Deficit Hypothesis predicts that phonologically similar names would be harder for older adults to encode and retrieve. Results indicated that overall older adults encoded and recalled fewer words than younger adults when given only one trial and when given multiple trials to criterion. For both experiments, proper names were more difficult to retrieve than common nouns, and phonologically similar words were more difficult to retrieve than phonologically different words for both older and younger adults. Age differences were not evident for retrieving phonologically similar items or names but older adults did need more trials to encode phonologically similar items and names. Age differences for phonologically similar items and names appear related to encoding processes with retrieval of these items consistently hard for both older and younger adults.