Essential competencies in entry-level pediatric physical therapy education.

BACKGROUND: The Section on Pediatrics (SoP) convened an Education Summit in July 2012 to examine, discuss, and respond to documented inconsistencies and challenges in teaching pediatric physical therapy (PT) content in entry-level professional education programs. Despite previous attempts by the SoP to provide guidance around teaching pediatric PT, variability continued to be extensive across programs. KEY POINTS: This article presents the core competencies developed out of the Summit to inform pediatric content in the entry-level PT curriculum. In addition, the core competencies were linked to teaching strategies, learning activities, assessment outcomes, and curricular structures. STATEMENT OF CONCLUSIONS: Consensus was reached on 5 core competencies that represent a knowledge base essential to all graduates of PT programs. In contrast to prior SoP documents, these competencies were specifically designed to focus on knowledge and skills unique to pediatric practice but essential for all graduates of accredited entry-level PT education programs. VIDEO ABSTRACT: For more insights from the authors, see Supplemental Digital Content 1, at http://links.lww.com/PPT/A50.

A description of professional pediatric physical therapy education.

PURPOSE: The purpose of this work was to reexamine the status of professional pediatric physical therapy education in the United States. METHODS: A task force designed a 16-item survey and contacted representatives from all professional physical therapy programs. RESULTS: Surveys were gathered from 151 programs for a return rate of 75%. Much variability exists across programs in total number of hours devoted to pediatrics (range, 35-210 hours). In addition, almost 60% of respondents indicated that the individual responsible for delivering the pediatric content will be retiring within the next 15 years. CONCLUSION: These results describe current pediatric professional education and provide numerous opportunities and challenges for the development of optimal professional pediatric education.

Strategies to promote evidence-based practice in pediatric physical therapy: a formative evaluation pilot project.

BACKGROUND: The physical therapy profession has been perceived as one that bases its practice largely on anecdotal evidence and that uses treatment techniques for which there is little scientific support. Physical therapists have been urged to increase evidence-based practice behaviors as a means to address this perception and to enhance the translation of knowledge from research evidence into clinical practice. However, little attention has been paid to the best ways in which to support clinicians' efforts toward improving evidence-based practice. OBJECTIVES: The purpose of this study was to identify, implement, and evaluate the effectiveness of strategies aimed at enhancing the ability of 5 pediatric physical therapists to integrate scientific research evidence into clinical decision making. DESIGN: This study was a formative evaluation pilot project. METHODS: The participants in this study collaborated with the first author to identify and implement strategies and outcomes aimed at enhancing their ability to use research evidence during clinical decision making. Outcome data were analyzed with qualitative methods. RESULTS: The participants were able to implement several, but not all, of the strategies and made modest self-reported improvements in evidence-based practice behaviors, such as reading journal articles and completing database searches. They identified several barriers, including a lack of time, other influences on clinical decision making, and a lack of incentives for evidence-based practice activities. CONCLUSIONS: The pediatric physical therapists who took part in this project had positive attitudes toward evidence-based practice and made modest improvements in this area. It is critical for the profession to continue to investigate optimal strategies to aid practicing clinicians in applying research evidence to clinical decision making.

School-based pediatric physical therapists' perspectives on evidence-based practice.

PURPOSE: This study described the current knowledge, beliefs, attitudes, and practices of a group of school-based pediatric physical therapists regarding evidence-based practice (EBP). METHODS: Five practitioners participated in this project. Each was interviewed individually and in a group and completed a quantitative survey. RESULTS: All of the participants had a positive attitude toward EBP and believed that it should be an important element of clinical practice. Knowledge and practice were more variable, with several individuals reporting a lack of confidence in this area and an inability to routinely implement EBP. CONCLUSIONS: These participants were more likely to rely on colleagues, interaction with their supervisor, and professional experience to aid in decision making than research evidence. Pediatric physical therapists face numerous challenges accessing, analyzing, and applying research evidence. It is critical for the profession to identify optimal ways to support practitioners in this aspect of clinical practice.

The implementation of a fitness program for children with disabilities: a clinical case report.

PURPOSE: The purpose of this report is to describe a community-based fitness program developed and implemented for children with disabilities. Several outcomes are reported for one of the participants, J, an 11-year-old girl with hypotonia and mild mental retardation, to illustrate the strengths and limitations of this program and to help guide clinicians and researchers in developing and critically assessing the effectiveness of similar programs. SUMMARY OF KEY POINTS: The fitness program, called "Off the Couch," (OTC) was provided in six-week sessions for one hour per week. Outcomes examined included the energy expenditure index (EEI), rating of perceived exertion (RPE), maximum running velocity, and the overall daily activity level of the child and the number of exercise sessions that the child participated in over a two-week time period. J demonstrated a reduction in EEI and a slight improvement in maximum running velocity. Activity level remained at a relatively high level. The program is discussed with respect to feasibility in a clinical setting, suggestions for similar programs and areas for related research. J's outcomes are discussed in terms of their functional relevance.

Increased intensity of physical therapy for a child with gross motor developmental delay: a case report.

BACKGROUND AND PURPOSE: The intensity of physical therapy provided for children in early intervention (EI) programs may be influenced by a number of factors. In an individualized program, however, some children and families may benefit from an increased frequency of services. The purpose of this case report was to systematically document and describe an increase in physical therapy frequency over a 4-week time frame for a child receiving EI physical therapy services. CASE DESCRIPTION: The child was a 31-month-old girl with a diagnosis of 18p-, a chromosomal abnormality of the short arm of the 18th chromosome. Physical therapy services were increased from once every two weeks to four times a week for four weeks. OUTCOMES: Improvement was noted on the Gross Motor Function Measure And Goal Attainment Scaling. Her age-equivalent scores on the Peabody Gross Motor Scales did not change. DISCUSSION: A targeted increase in physical therapy frequency may be appropriate for some children receiving El services. Careful consideration of the readiness of a child, along with use of appropriate measure- ment tools, may be important for determining whether an increase is appropriate and successful.