Physiotherapy students are underprepared to work with people living with dementia: a qualitative study.

OBJECTIVES: To 1) explore physiotherapy students' experience in caring for people with dementia; 2) develop a rich understanding of their perceived preparedness to work with people with dementia upon graduation; and 3) identify opportunities to improve dementia education from the perspectives of students. DESIGN: A qualitative study comprised of semi-structured interviews via web conferencing software. Thematic analysis was undertaken, with themes/subthemes derived and a qualitative framework generated. SETTING: Three Victorian Universities in Australia. PARTICIPANTS: Physiotherapy students of entry-to-professional practice education programs (n = 17; mean age 23.7 years, 65% female), having completed at least 15 weeks of clinical placements. RESULTS: The overarching theme was that students' experience of providing care for people with dementia was variable. The three sub-themes were: 1) students experience significant challenges when working with people with dementia, 2) students experience a range of emotions when working with people with dementia, and 3) the quality of dementia learning experiences during entry-to-professional practice training is mostly inadequate. Students described the importance of the supervisor during clinical placements, and suggested incorporating 'real-life' scenario training in the classroom to assist them learn to manage the challenging symptoms of dementia. CONCLUSION: Physiotherapy students believe that entry-to-practice dementia education is insufficient. These findings have important implications for the future planning and delivery of physiotherapy dementia education. CONTRIBUTION OF THE PAPER.

Evidence-based practice confidence and behavior throughout the curriculum of four physical therapy education programs: a longitudinal study.

BACKGROUND: Evidence-based practice (EBP) is a foundational process taught in health professional education, yet it is unclear when EBP confidence and skills are obtained. Increases in EBP confidence and behaviors from the start of physical therapy programs to post graduation have been reported in studies that evaluated a single program or used non-valid questionnaires. This study aimed to describe changes in EBP confidence and behavior using validated questionnaires of students from four physical therapy education programs throughout their curriculum and one year post graduation. METHODS: One hundred and eighty-one students from a potential pool of 269 (67.3%) consented to participate. Students completed the Evidence-Based Practice Confidence (EPIC) Scale and the Evidence-Based Practice Implementation Scale (EBPIS) at 6 timepoints: start of the program, prior to first clinical experience, after first clinical experience, at the end of classroom instruction, graduation, and one year post. Medians (Mdn) and 25th and 75th percentiles (P25, P75) were calculated for 42 (23.2%) students with complete data across all timepoints. Change between timepoints was assessed using Friedman's test and Wilcoxon signed rank test with a Bonferroni correction for post hoc analysis. RESULTS: There were significant changes in EPIC scores (p < 0.001) from enrollment (Mdn 50.0, P25, P75 35.5, 65.9) to prior to first clinical experience (Mdn 65.5, P25, P75 57.3, 72.5) and after the first clinical experience (Mdn 67.3, P25, P75, 58.9, 73.2) to the end of classroom instruction (Mdn 78.6, P25, P75, 72.0, 84.1). Significant increases on the EBPIS (p < 0.01) were only seen from after the first year of training (Mdn 15, P25, P75, 10.0, 22.5) to end of the first clinical experience (Mdn 21.5, P25, P75 12.0, 32.0). CONCLUSIONS: EBP confidence increased significantly after classroom instruction but remained the same after clinical experiences and at one year post graduation. EBP behavior significantly increased only after the first clinical experience and remained the same through graduation. Confidence and behavior scores were higher than were previously reported in practicing professionals. Ongoing assessment of EBP confidence and behavior may help instructors build appropriate curricula to achieve their outlined EBP objectives.

Physical therapists' perspectives of patient values and their place in clinical practice: a qualitative study.

BACKGROUND: In physical therapy practice patients and therapists exchange their perspectives on musculoskeletal health problems and their meaning for both of them. However, literature indicates that physical therapists find it difficult to enquire about the patients' values during clinical encounters. OBJECTIVES: The aim of this study was to gain deeper insight into the perspectives of physical therapists about patient values. DESIGN: Explorative qualitative focus group study. METHOD: Twenty-three physical therapists were interviewed in the Netherlands from March to May 2021. Two researchers analyzed the interviews and derived relevant codes. After an iterative process of comparing, analyzing, conceptualizing and discussing the codes, themes were identified through a thematic framework, illustrated with meaningful quotes. RESULTS: Three major themes were identified: Humane, Tacit, and Responsive. It appeared that patient values play unconsciously a major role in daily practice and are associated with humanity, not technical or procedural aspects of the encounter. Responsive denotes that all values require interaction in which aligning with the individual patient forms the basis of treatment. Barriers for being responsive are identified as subthemes: Choices, Trust, Diverseness, and Boundaries. CONCLUSION: The concept of patient values appeared to be implicit. The professional intuitively attunes as a fellow human being to values and expectations of the individual patient. This study contributes to finding a balance and mutual reinforcement of implicit and explicit knowledge. With all found experiences and insights the concept of patient values became more explicit in physical therapy to create a framework for education and research in the future.

Anatomic donor surgeries increase self-efficacy in physical therapy education: Use of live versus recorded viewing.

Anatomy serves as a foundational course in physical therapy education, but, due to its early placement in the curriculum, may have limited clinical application at that point of a student's education. Thus, augmenting a standard dissection course with surgical procedures can enhance the clinical relevance and knowledge of the anatomical structures involved in those surgeries. Doctor of Physical Therapy students viewed a variety of cadaveric orthopedic and cardiothoracic surgeries performed by a surgeon. Students unable to participate live viewed the recorded surgeries. Participants completed a 10-point Likert scale survey, developed by the researchers, pre- and post-viewing, on self-efficacy of knowledge, patient intervention and communication. Data analysis revealed improved self-efficacy of knowledge of the anatomy and the surgical procedures, confidence in treating patients undergoing those surgeries, and confidence communicating with surgeons, regardless of whether students viewed the surgeries live or recorded. Students participating in this experience expressed a clear value enhancement on their education. Programs should feel confident that this type of experience in the curriculum, whether live or recorded, will have a positive effect on student self-efficacy as related to the relationships and pertinence of anatomical structures involved in the surgeries, the surgical procedures, treating patients having undergone those surgeries, and interprofessional communication.

Consenso nacional sobre los contenidos de Grado en Fisioterapia cardiorrespiratoria: estudio Delphi / National consensus on cardiorespiratory physiotherapy curricula in Bachelor's degree programs: A Delphi study

Antecedentes y objetivos El plan de estudios del Grado en Fisioterapia debe dar respuesta a las demandas de los usuarios de Fisioterapia en las principales áreas de su práctica profesional y preparar a los fisioterapeutas para actuar en un entorno complejo y cambiante. El objetivo del presente estudio es elaborar y validar un listado de conocimientos (syllabus) de Fisioterapia cardiorrespiratoria en el título de Grado. Material y métodos Estudio Delphi con tres rondas de consulta realizadas entre febrero y marzo de 2021, mediante encuesta digital. Para ello, se formó un grupo de 14 expertos en Fisioterapia cardiorrespiratoria, de toda España, con diferentes perfiles profesionales. Para establecer el grado de acuerdo en las diferentes rondas se empleó el índice estadístico Free-Marginal Multirater Kappa, siendo necesario al menos un 70% de consenso. Para analizar la estabilidad en las respuestas se empleó el estadístico Kappa de Cohen (K). Resultados Se obtuvieron un 100% de respuestas en las tres rondas de consulta realizadas. Al final del proceso se alcanzó un syllabus formado por 11 bloques temáticos, con 48 ítems, con un porcentaje medio de acuerdo del 90,64%, y una estabilidad en las repuestas de K=0,57 (p<0,001), lo que equivale a una concordancia moderada. Conclusiones El syllabus validado por un grupo de 14 fisioterapeutas expertos y expertas en Fisioterapia respiratoria y cardíaca define los contenidos que deberían formar parte del Grado en Fisioterapia para poder dar respuesta a las necesidades asistenciales en afecciones cardiorrespiratorias, en un contexto complejo y cambiante, acorde a una intervención contemporánea (AU)

Background and objectives The curricula of the Bachelor's degree in physiotherapy must respond to the current demands of physiotherapy clients in the main areas of their professional practice and prepare physiotherapists to act in a challenging and complex context. The aim of this study is to elaborate and validate a list of knowledge (syllabus) about cardiorespiratory physiotherapy in Bachelor's degree programs. Material and methods A digital survey conducted a three-round Delphi study between February and March 2021. A group of 14 experts in cardiorespiratory physiotherapy from all over Spain and with different professional profiles were contacted. To establish the degree of agreement in the consultation rounds, the free-marginal multirater kappa statistical index was used, requiring at least 70% of consensus. Cohen's kappa statistic (K) was used to analyze the responses’ stability. Results Hundred percentage of responses were obtained in the three rounds of consultation conducted with the expert panel. At the end of the process, a syllabus made up of 11 thematic sections and 48 items was reached. An average of 90.64% of agreement and a stability in the responses of K=0.57 (p<0.001), which equates to moderate agreement, was achieved. Conclusions This syllabus validated by 14 respiratory and cardiac physiotherapy experts, determines the contents that should be part of physiotherapy in Bachelor's degree programs. This knowledge is crucial to address the rehabilitation necessities of cardiorespiratory alterations in a challenging and complex context, according to a contemporary approach of physiotherapy (AU)

Relación terapéutica e influencia de la formación en la calidad de la misma en fisioterapeutas españoles: estudio observacional / 10.1016/j.ft.2022.11.005

Objetivo La relación terapéutica (RT) es determinante para el desarrollo y los resultados terapéuticos en fisioterapia. Se precisa formación del personal sanitario en métodos para llevarla a cabo. No se han encontrado publicaciones sobre la repercusión de este tipo de formación en la RT entre fisioterapeutas y pacientes. El objetivo fue evaluar las competencias de los fisioterapeutas españoles para el establecimiento de la RT y determinar si la realización de formación específica en RT influye en dicha relación. Métodos Estudio descriptivo transversal mediante encuesta electrónica a fisioterapeutas colegiados en España. Se incluyeron datos sociodemográficos, el cuestionario Working Alliance Inventory-Short (WAI-S) compuesto por 3 subescalas: establecimiento del vínculo y acuerdo en objetivos y tareas entre fisioterapeuta y paciente, y una pregunta dicotómica sobre la formación específica en RT de más de 5horas de duración. Resultados Participaron 264 fisioterapeutas. La puntuación más alta se obtuvo en la subescala vínculo y la más baja en metas. Las mujeres obtuvieron mayores puntuaciones en la subescala vínculo. Los fisioterapeutas con formación puntuaron más en todas las subescalas, y significativamente en la subescala metas. Una proporción mayor de mujeres realizó formación específica. Existe asociación directa entre la experiencia y las subescalas vínculo y tareas. No se encontraron diferencias significativas en los resultados del WAI-S en función de ninguna de las variables laborales analizadas. Conclusiones Los fisioterapeutas españoles tienen dificultades para establecer objetivos conjuntos. La formación específica en RT mejora todos los componentes del WAI-S, sobre todo la instauración conjunta de objetivos. Mayor experiencia profesional y ser mujer influye positivamente en una mejor RT (AU)

Objective The therapeutic relationship (RT) is determinant for the development and therapeutic results in physiotherapy. Training of health personnel in methods to carry it out is required. No publications have been found on the impact of this type of training on the RT between physiotherapists and patients. To evaluate the competencies of Spanish physiotherapists in establishing RT and to determine whether specific training in RT influences this relationship. Methods Cross-sectional descriptive study by means of an electronic survey of registered physiotherapists in Spain. We included sociodemographic data, the Working Alliance Inventory-Short (WAI-S) questionnaire composed of three subscales: establishment of the BOND and agreement on OBJETIVES and TASKS between physiotherapist and patient, and a dichotomous question on specific training in RT of more than 5h duration. Results A total of 264 physical therapists participated. The highest score was obtained in the subscale BOND, the lowest in GOAL. Women obtained higher scores on the BOND subscale. Physiotherapists with training scored higher on all subscales, and significantly higher on the GOAL subscale. A higher proportion of women undertook specific training. There was a direct association between experience and the subscales BOND and TASK. No significant differences were found in WAI-S scores as a function of any of the work variables analyzed. Conclusions Spanish physiotherapists have difficulties in establishing joint objectives. Specific training in RT improves all the components of the WAI-S, especially the joint establishment of objectives. More professional experience and being a woman have a positive influence on a better RT (AU)

Representaciones sociales sobre seguridad y salud en el trabajo en universitarios / Social representations on safety and health at work in universities

Antecedentes y objetivo La seguridad y salud en el trabajo corresponde a una de las competencias específicas, que deben desarrollar los profesionales de fisioterapia en Colombia, pero también se puede profundizar en él, como un campo de acción profesional que debe certificarse a través de formación de posgrado. El objetivo del presente estudio buscó describir las representaciones sociales sobre seguridad y salud en el trabajo en estudiantes de fisioterapia en una universidad pública en la ciudad de Cali (Colombia). Métodos Estudio cualitativo de la teoría de las representaciones sociales, los datos se recogieron con la técnica de listados de palabras de asociación libre, aplicada a 37 estudiantes antes del inicio y transcurridas 12 semanas de la práctica de seguridad y salud en el trabajo. El análisis se realizó con el software libre Anthropac. Resultados El concepto de seguridad y salud en el trabajo se configuró en el núcleo central a través del lexema pausa activa. Las categorías emergentes fueron ergonomía y movimiento. Conclusiones Las representaciones sociales evocadas hacen parte de las competencias establecidas en el perfil profesional y competencias del fisioterapeuta en Colombia, mientras otras representaciones sociales son imaginarios que el estudiante considera debería conocer el fisioterapeuta sobre SST (AU)

Background and objective Occupational safety and health corresponds to one of the specific competencies that physiotherapy professionals in Colombia must develop, but it can also be deepened, as a professional field of action to be certified through postgraduate training. The objective of this study was to describe the social representations on safety and health at work in physiotherapy students at a public university in the city of Cali (Colombia). Methods Qualitative study of the theory of social representations, the data were collected with the free association word lists technique, applied to 37 students before the beginning and 12 weeks of the practice of safety and health at work. The analysis was performed with the free software Anthropac. Results The concept of occupational safety and health was configured in the core through the active pause lexema. Emerging categories were ergonomics and movement. Conclusions The social representations mentioned are part of the competencies established in the professional profile and competencies of the physiotherapist in Colombia, while other social representations are imaginary that the student considers should know the physiotherapist about OSH (AU)

Conocimiento previo sobre fisioterapia de estudiantes de nuevo ingreso y comparación entre españoles y franceses: estudio observacional de base poblacional en Cataluña / Previous knowledge about Physiotherapy and comparison between Spanish and French new-entry students: a population-based observational study in Catalonia

Antecedentes y objetivo Evaluar el conocimiento previo sobre fisioterapia de los estudiantes de nuevo ingreso, analizando diferencias entre españoles y franceses. Material y métodos Estudio observacional, multicéntrico, transversal. Criterios de inclusión: mayores de edad inscritos en primer curso de grado único de fisioterapia. Los datos se recogieron mediante cuestionario y se analizaron mediante tests de Mann-Whitney y X2/Fisher. Resultados La muestra fue de 861 estudiantes (460 españoles y 401 franceses). Las ramas más citadas fueron la deportiva (47,2%), pediátrica (37,4%) y general (36,5%). Hubo diferencia estadísticamente significativa en el número de ramas citadas, con superioridad en los franceses (0,71 puntos). Los estudiantes franceses citaron significativamente más fisioterapia cardíaca, respiratoria, deportiva, geriátrica, neurológica, pediátrica, y urgencias/Unidad de Cuidados Intensivos (UCI), mientras que los españoles la educación o formación, osteopatía, preventiva, uroginecológica y veterinaria. Los centros sanitarios representaron el lugar de trabajo más enunciado (93,4%), seguido de las consultas privadas (61,7%), centros deportivos (54,7%) e instituciones geriátricas (33,6%). Los españoles citaron más lugares de trabajo (0,14 puntos). Los centros deportivos, sanitarios, sociales/cívicos, los entornos laborales y con animales y las instituciones educativas fueron significativamente más nombradas por los españoles, mientras que los franceses citaron más las consultas privadas y los domicilios. Conclusiones Los estudiantes franceses enumeraron significativamente más ramas de la fisioterapia, mientras que los españoles citaron más lugares de trabajo (próximo a la significancia estadística). Los franceses destacan significativamente más las consultas privadas y domicilios y ramas como la neurológica, pediátrica, deportiva, respiratoria o geriátrica (AU)

Background and objective To assess pre-existing knowledge about Physiotherapy and to analyze potential differences between new-entry students from Spain and France. Material and methods Observational, multicenter, cross-sectional study. Inclusion criteria: age 18 + years and enrolled in first year of a single degree in Physiotherapy. Data was collected via questionnaire and analized by Mann-Whitney and Chi-squared or Fisher tests. Results The sample consisted of 861 students (460 Spain and 401 France). The most mentioned branches were sports (47.2%), pediatric (37.4%) and general (36.5%). A statistically significant difference was found in the number of branches mentioned, with French students being ahead (0.71 points). Physiotherapy branches such as cardiac, respiratory, sports, geriatric, neurologic, pediatric, emergencies/ICU were mentioned significantly more by the French. Spanish students more frequently mentioned education, osteopathy, preventive, urogynecologic and veterinarian. Healthcare centers were the most cited (93.4%) workplaces, followed by outpatient clinics (61.7%), sports facilities (54.7%) and geriatric settings (33.6%). The Spanish mentioned more places than the French (0.14 points). Sports centers, healthcare settings, social/civic, workplace, places with animals and educational institutions were significantly more cited by Spanish students. French students cited outpatient private clinics and home visits more frequently. Conclusions French students cited a statistically significant higher number of branches of physiotherapy, while Spanish students cited a greater number of workplaces (close to statistical significance). Workplaces such as private consultations and in-home physiotherapy were mentioned significantly more by the French, and so were branches such as neurology, pediatrics, sports, respiratory or geriatrics (AU)

Estudio descriptivo sobre el aprendizaje anatómico y satisfacción de estudiantes de fisioterapia tras la disección de articulaciones animales / A descriptive study of anatomical learning and satisfaction of physiotherapy students after dissection of animal joints

Introducción Los fisioterapeutas necesitan amplios conocimientos anatómicos para valorar y tratar lesiones musculoesqueléticas. Las analogías entre las articulaciones humanas y porcinas son adecuadas para utilizar estas en la enseñanza de la anatomía humana. El objetivo es desarrollar una estrategia docente manipulativa, valorando su impacto en el aprendizaje anatómico y la satisfacción de los estudiantes. Materiales y métodos Cuarenta y cinco alumnos de 1.o de Fisioterapia realizan, dirigidos por un docente, la disección de piezas de cadera y rodilla de cerdo observando la morfología y características físicas tras la desarticulación, resección y secciones. Estudio observacional transversal que evalúa los resultados académicos después de la actividad, la satisfacción con la estrategia, la autopercepción de aprendizaje y el reconocimiento de las características físicas de las estructuras anatómicas. Resultados Los resultados tras la estrategia educativa son superiores a los obtenidos previamente (M=7,31; DE=2,31 vs. M=3,73; DE=2,29), siendo la diferencia estadísticamente significativa (t=−5,62; p=0,00; d de Cohen=0,50). Se determinan los valores descriptivos de cada ítem y las correlaciones entre los resultados académicos y la satisfacción (r=0,53; p=0,000), la autopercepción del conocimiento adquirido (r=0,33; p=0,028) y el reconocimiento de las características físicas (r=0,37; p=0,013). Conclusión La manipulación de estructuras animales permite conocer el elemento real sobre el que el fisioterapeuta va a ejercer su ejercicio profesional, mejorando los resultados académicos. Además, la estrategia resulta satisfactoria, por lo que puede recomendarse para el estudio de anatomía en el grado de Fisioterapia (AU)

Introduction Physiotherapists need extensive anatomical knowledge to assess and treat musculoskeletal injuries. The analogies between human and porcine joints are suitable for teaching human anatomy. The objective is to develop a manipulative teaching strategy assessing its impact on anatomical learning and satisfaction. Materials and method Forty-five physiotherapy 1st-year students perform, led by a teacher, the dissection of pig hip and knee pieces, observing the morphology and physical characteristics after disarticulation, resection and sections. A cross-sectional study that evaluates academic results after the activity, satisfaction with the strategy, the self-perception of learning, and the recognition of the physical characteristics of the anatomical structures. Results The results after the educational strategy are superior to those obtained previously (M=7.31; D.S=2.31 vs. M=3.73; D.S=2.29), the difference being statistically significant (t=-5.62; p=0.00; d of Cohen=0.50). The descriptive values of each item and the correlations between academic results and satisfaction (r=0.53; p=0.000), self-perception of acquired knowledge (r=0.33; p=0.028) and recognition of physical characteristics (r=0.37, p=0.013) are determined. Conclusion The manipulation of animal structures allows knowing the authentic element on which the physiotherapist will exercise his professional practice, improving academic results. In addition, the strategy is satisfactory so that it can be recommended for studying anatomy in the physiotherapy degree (AU)

Guideline adherent screening and referral: do third year Doctor of Physical Therapy students identify red and yellow flags within descriptive patient cases? a United States based survey study.

INTRODUCTION: The need for early detection and appropriate management of flags in physical therapy has been established. The lack of early detection has been shown to lead to poor outcomes such as serious pathology, increased disability, prolonged symptoms, and increased healthcare utilization. OBJECTIVE: The main purpose of this survey study was to assess third-year Doctor of Physical Therapy (DPT) students' adherence to clinical practice guidelines specifically in the identification and management of red and yellow flags through a case-based approach. METHODS: A survey including three different flag case scenarios was sent to DPT students in 15 geographically diverse physical therapy programs. Previously published case scenarios measuring adherence to practice guidelines were used. Correlational analyses were performed to link student demographic details and guideline adherent management. RESULTS: The survey was completed by 64 students. Guideline adherent management was greater for red flags (85%) than yellow flag cases (25% and 42%). No significant relationship was noted between the student details and guideline adherent management. CONCLUSION: DPT students may need additional educational content related to yellow flag screening. Educators may consider utilizing published red and yellow flag cases to guide decision-making and highlight best screening practices.

Excellence in Pediatric Physical Therapy Education: Recommendations and Action Items.

PURPOSE: This special communication identifies evidence-based recommendations and offers action items to facilitate the uptake of new knowledge from the National Study of Excellence in Pediatric Physical Therapy Education (NSE-Peds). SUMMARY OF KEY POINTS: The NSE-Peds identified a conceptual framework consisting of 4 key dimensions and associated elements that dynamically interact to prepare future physical therapists to meet the needs of society. The conceptual framework serves as the Knowledge Creation component of the knowledge to action (KTA) framework, but translation into practice requires the Action Cycle, the second component of the KTA framework. Recommendations and action items provide tangible products derived from the NSE-Peds conceptual framework for application in the Action Cycle. CONCLUSIONS: Using the KTA framework, implementation of the recommendations at the level of the individual, program, and organization should enhance pediatric physical therapy education and ultimately physical therapy care provided to children and families.

Análisis documental de los perfiles de egreso vigentes de las carreras de Fisioterapia en Chile / Documentary analysis of competency-based exit profile of Physiotherapy entry-level programs in Chile

Introducción El perfil de egreso corresponde a una declaración formal de los aprendizajes terminales de una profesión, comprometiendo la formación de una identidad profesional, especificando los principales ámbitos de acción profesional y sus atributos clave asociados a la formación universitaria, los cuales deben describirse para transparentar los compromisos que hacen las instituciones con sus egresados y la sociedad. En Chile no existen actualmente directrices para la formación profesional en Fisioterapia, y es necesario avanzar hacia ese objetivo comenzando con un análisis de lo ofrecido por las universidades actualmente. Objetivo Analizar los perfiles de egreso, sus principales ámbitos de desempeño y competencias declarados en las carreras de Fisioterapia que se imparten en 2021 en Chile. Material y método Se realizó una investigación documental cualitativa de los perfiles de egreso publicados en las páginas web de 41 instituciones de Educación Superior en Chile que imparten la carrera universitaria de Fisioterapia durante el año 2021. Se realizó un análisis de contenido temático asistido por el programa NVivo 12 pro. Resultados Se obtuvieron siete categorías principales que caracterizan los ámbitos de competencias de los perfiles de egreso de Fisioterapia en Chile: intervención; razonamiento clínico; promoción y prevención en salud; investigación; gestión y administración en salud; educación, y emprendimiento e innovación. Conclusiones Los principales ámbitos de desempeño presentes en los perfiles de egreso en los planes de formación de los programas universitarios de Fisioterapia en Chile en el presente estudio permitirán promover una reflexión acerca de los significados prácticos para la formación profesional, y así responder a las demandas profesionales presentes y futuras con una identidad centrada en el movimiento humano como eje de acción profesional (AU)

Introduction The entry-level profile corresponds to a formal statement of an institution about the intended learning outcomes of a profession. This commitment includes developing a professional identity, specifying the main areas of professional activity and its key attributes. Besides, universities’ training must transparentize institutions’ commitments to their graduates and society. There is currently no standard for professional training in Physiotherapy in Chile, and it is necessary to move toward this purpose by starting with an analysis of what universities offer today. Purpose To analyze the main areas of performance and competencies declared in the competency-based exit profile of Physiotherapy entry-level programs delivered in 2021 in Chile. Material and method Qualitative documentary research was carried out of the competency-based exit profile, published on the web sites of 41 Higher Education institutions in Chile that delivered Physiotherapy entry-level University Programs during the 2021. A thematic content analysis was carried out assisted by CAQDAS NVivo 12 pro. Results Seven main categories were obtained that characterize competence areas of the current competency-based exit profile in Physiotherapy entry-level programs in Chile: physiotherapist intervention; clinical reasoning in physiotherapy; promotion and prevention in health; research; health management and administration; education; and entrepreneurship and innovation. Conclusions The main areas of performance present in the exit profiles of the university programs of Physiotherapy in Chile were identified. A reflection would be made about the practical meanings for university professional training in Physiotherapy in Chile to respond to the present and future professionals requirements with the identity centered on the human movement as the axis of professional action (AU)

Distance learning in physiotherapy education during the COVID-19 pandemic: students' satisfaction, perceived quality, and potential predictors of satisfaction.

BACKGROUND AND PURPOSE: Physiotherapy (PT) is an allied health profession that is generally taught at universities with face-to-face learning to deliver the required knowledge and practical skills of PT. The education sector has transitioned to distance learning (DL) during the COVID-19 pandemic. The study aimed to evaluate PT students' perception of quality of DL and satisfaction with DL, and identify potential predictors of student satisfaction with DL during the COVID-19 pandemic. METHODS: A cross-sectional design was used. An online survey included demographic information, and the Distance Education Learning Environments Survey (DELES) was sent to PT students in Jordan. Regression analyses were used to identify the predictors of student satisfaction with DL. RESULTS: A total of 296 students completed the survey. Most students rated the overall quality of DL as good. However, they were not satisfied with DL. Instructor support for students, personal relevance, previous experience in DL, and being a master's student were the potential predictors of DL satisfaction. CONCLUSION: PT students rated the quality of DL as good with low level of satisfaction. Students' perceptions of and satisfaction with using DL were correlated to several potential predictors that could be considered for improving the DL experience in PT education.

Characteristics of US-based physical therapist education programs cited for core faculty deficiencies in 2019-2020.

INTRODUCTION: Changes in the accreditation standards of physical therapist education have added new levels of rigor to core faculty qualifications. This study aims to determine if any program characteristics exist that are common to core faculty deficiency citations in the 2019-2020 review cycle. Recently, more than half of all accredited physical therapist education programs (51.5%) have earned citations in core faculty standards/elements. SUBJECTS: A total of 266 Commission on Accreditation in Physical Therapy Education (CAPTE) accredited and developing physical therapist education programs were included. METHODS: A review and analysis of programs cited and programs without citation was completed in 2021, to investigate these characteristics in relation to citation status: Campus setting, Regional accreditor, Length of CAPTE accreditation, University control, Carnegie classification, Physical Therapist Centralized Application Service participant, and Program cohort size. RESULTS: A regression model was found to correctly predict with 91.3% accuracy when including common characteristics of campus setting, years of accreditation, university control, and Carnegie class in programs cited for faculty deficiency. CONCLUSION: Our results suggest that programs residing in a town or rural setting, accredited for ten years or less, housed in an institution with a Carnegie classification of Master's or Baccalaureate, within private institutions, and enroll cohorts less than 31 are more likely to receive citations related to the qualifications or adequacy of core faculty than their counterparts. The description of characteristics common to programs cited could provide guidance to other programs in factors that might predispose them to core faculty deficiencies in the future.

The prevalence of wound management physical therapist practice in the state of Texas.

INTRODUCTION: Wound management has become one of the ten physical therapy (PT) certification specialty areas. With this advanced clinical designation opportunity, more PT specialists and residencies with integumentary and wound management expertise will be needed for the educational and practice training of future specialists. PURPOSE: The purpose of this study was to characterize wound management practice by licensed physical therapists in Texas. METHODS: A Qualtrics survey was distributed to 19,159 licensed physical therapists. The questionnaire contained 23 questions that inquired into the subject's professional background, clinical experience, and opinions of wound care practice. RESULTS: The response rate was 9.6% (n = 1,839) and 1,643 respondents indicated that they were currently practicing. Although 69.1% of active physical therapists (n = 1,136) stated that they had practiced wound care at some point of their career, most of them do not practice wound care anymore and their reasons were discussed. Of those active physical therapists, 41.3% (n = 679) of them reported wound care was being practiced in their facilities, but only 18.3% (n = 311) directly practiced wound care. The respondents felt that the prevalence of wound management physical therapists practice over the last five years has been decreasing. CONCLUSION: The current prevalence of wound management practice is low and a decreasing trend of PT practice in wound care was observed in Texas. A limitation of this study is the low response rate. Future studies across different regions of the country are warranted.

Mapeamento de Programas de Residência Multiprofissional em Oncologia para Fisioterapeutas no Brasil / Mapping of Multiprofessional Residency Programs in Oncology for Physiotherapists in Brazil / Mapeo de Programas de Residencia Multiprofesional en Oncología para Fisioterapeutas en el Brasil

Introdução: A fisioterapia oncológica é responsável por reabilitar e restaurar as funções cinético-funcionais do paciente com câncer. Os programas de residência multiprofissional na atenção ao câncer são considerados especializações padrão-ouro. Objetivo: Mapear os programas de residência multiprofissional na atenção ao câncer para fisioterapeutas no Brasil. Método: Estudo exploratório do tipo descritivo. Foram realizadas uma busca manual e a análise de editais disponíveis na Internet de programas de residência multiprofissional ofertados pelo Ministério da Educação em parceria com o Ministério da Saúde para fisioterapeutas com início em 2022. Foi criada uma planilha em Excel com informações sobre: Região e Estado, instituição promotora, título do programa e número de vagas para fisioterapeutas, submetidas à análise descritiva, por meio de frequências absolutas e relativas. Resultados: Foram encontrados 35 programas de residência multiprofissional na atenção ao câncer, com 84 vagas nacionais disponíveis para fisioterapeutas. O maior número de vagas foi ofertado para cancerologia (67,85%), seguido por cuidados paliativos (11,90%), oncopediatria (8,33%), onco-hematologia (5,95%), oncologia e cuidados paliativos (2,38%), idoso e cuidados paliativos (2,38%), e terapia intensiva oncológica (1,21%). Conclusão: Os resultados do presente estudo evidenciaram a presença de programas de residência multiprofissional na atenção ao câncer com vagas para fisioterapeutas em todas as Regiões do Brasil, distribuídas, em sua maioria, na Região Sudeste, e, em menor quantidade, nas Regiões Norte, Centro-Oeste e Nordeste do país

Introduction: Oncology physiotherapy is responsible for rehabilitating and restoring the kinetic and functional functions of cancer patients. Multiprofessional residency programs in cancer care are considered gold standard specializations. Objective: To map multidisciplinary residency programs in cancer care with slots for physiotherapists in Brazil. Method: Exploratory, descriptive study. A manual search and analysis of public notices available on the Internet for multiprofessional residency programs offered by the Ministry of Education in partnership with the Ministry of Health with slots for physiotherapists starting in 2022 was performed. An Excel spreadsheet was created with data of Region and State, sponsoring institution, program title and number of slots for physiotherapists and submitted to descriptive analysis, using absolute and relative frequencies. Results: There were 35 multidisciplinary residency programs in cancer care found, with 84 national slots available for physiotherapists. The largest number was offered for cancerology (67.85%), followed by palliative care (11.90%), onco-pediatrician (8.33%), onco-hematology (5.95%), oncology and palliative care (2.38%), older adults and palliative care (2.38%), and oncological intensive care (1.21%). Conclusion: The results of the present study revealed that multidisciplinary residency cancer programs exist with slots for physiotherapists in all regions of Brazil, mostly in the Southeast region, and to a lesser extent in the North, Midwest and Northeast regions

Introducción: La fisioterapia oncológica se encarga de rehabilitar y restaurar las funciones cinéticas y funcionales de los pacientes oncológicos. Los programas de residencia multiprofesional en el cuidado del cáncer se consideran especializaciones estándar de oro. Objetivo: Mapear programas de residencia multidisciplinarios en atención del cáncer para fisioterapeutas en el Brasil. Método: Estudio exploratorio, descriptivo. Ha sido realizada una búsqueda y el análisis manual de las convocatorias públicas disponibles en Internet de los programas de residencia multiprofesional que ofrece el Ministerio de Educación en alianza con el Ministerio de Salud para fisioterapeutas con inicio en el año 2022. Se elaboró una planilla Excel con informaciones sobre Región y Estado, institución promotora, título del programa y número de vacantes para fisioterapeutas, sometidas a análisis descriptivo, utilizando frecuencias absolutas y relativas. Resultados: Se encontraron 35 programas de residencia multidisciplinarios para la atención del cáncer, con 84 vacantes nacionales disponibles para fisioterapeutas. El mayor número de vacantes se ofreció para cancerología (67,85%), seguido por cuidados paliativos (11,90%), oncopediatría (8,33%), oncohematología (5,95%), oncología y cuidados paliativos (2,38%), personas mayores y cuidados paliativos (2,38%), y cuidados intensivos oncológicos (1,21%). Conclusión: Los resultados del presente estudio mostraron la presencia de programas multidisciplinarios de residencia para la atención oncológica con vacantes para fisioterapeutas en todas las regiones de Brasil, mayoritariamente distribuidas en la región Sudeste, y y en menor medida en las regiones Norte, Centro-Oeste y Nordeste del país

Predicting First-Time National Physical Therapy Examination Performance for Graduates of an Entry-Level Physical Therapist Education Program.

INTRODUCTION: The National Physical Therapy Examination (NPTE) is a standardized examination designed to assess competence after graduation from an entry-level physical therapist education program. REVIEW OF LITERATURE: Previous studies have identified applicant and student variables that are related to NPTE performance, with applicant variables reflecting performance before admission and student variables reflecting performance after admission. However, there are very few articles describing how these variables can be combined to predict NPTE performance. The purpose of this study was to develop, evaluate, and describe models to predict first-time NPTE scores and NPTE outcomes (pass vs fail), based on various applicant and student variables related to academic performance. SUBJECTS: Pre- and postadmission data and NPTE scores were recorded for 185 individuals who graduated from an entry-level physical therapist education program. METHODS: Multiple linear regression was used to develop a model to predict NPTE scores, and binary logistic regression was used to develop a model to predict NPTE outcomes (pass vs fail). RESULTS: A model including undergraduate prerequisite grade point average, grade point average in basic science courses taken during the program, and comprehensive examination scores combined to explain 30.9% of the variance in NPTE scores and accurately predicted NPTE outcomes (pass vs fail) 81.1% of the time. DISCUSSION: In general, our findings support the notion that prediction of NPTE performance should be based on a combination of applicant and student variables. The models described in this article could be used to identify students who may be likely to struggle on the NPTE, making it possible to provide additional support to these students. CONCLUSION: Various applicant and student variables related to academic performance can be combined to predict NPTE performance. The results of this study provide a framework for programs interested in applying models to predict NPTE performance.

Current State of Entry-level Physical Therapy Oncology Curricula in the United States: A Faculty Survey.

INTRODUCTION: The purpose of this study was to determine the extent of oncology rehabilitation education in current physical therapist educational programs in the United States, including oncology rehabilitation content characteristics, delivery, and instructional resources. REVIEW OF LITERATURE: By 2030, more than 21 million survivors of cancer in the United States (US) will be living with multisystem side effects depending on the treatment delivered. In addition, the sociopsychological factors associated with cancer treatment require that physical therapists are equipped with a unique body of knowledge, skills, and abilities. Insufficient cancer rehabilitation education is problematic across the health care spectrum. SUBJECTS: Program directors at 235 US physical therapist educational programs. METHODS: An online survey was developed in REDCap using the American Board of Physical Therapy Specialist's Description of Specialty Practice: Oncology Physical Therapy as a guide. An electronic link to the survey was sent to the email of the chair/program director at 235 Commission for the Accreditation of Physical Therapy Education-accredited programs. RESULTS: The overall response rate was 40.4% (95/235) and represented 36 of the 50 states. Private universities represented 54.3% of the responses, and 65% of the surveys were completed by core faculty. Four programs reported having an independent oncology course, ranging from 1 to 3 credit hours. Integrated content hours averaged 14.8 contact hours (range: 1-60) in the 69 reporting programs. Fifty-four percent of respondents were aware of published rehabilitation cancer guidelines. The majority of respondents (62%) felt their students received adequate instruction related to oncology rehabilitation. Certified lymphedema therapists (68%) were primarily responsible for teaching the oncology content. Goodmans' Pathophysiology text was most reported (87%), whereas 38% used evidence-based research in Rehabilitation Oncology Journal. About half of the respondents (52%) reported offering students full-time clinical experiences in oncology rehabilitation. DISCUSSION AND CONCLUSIONS: This survey demonstrated how oncology rehabilitation education is incorporated into physical therapist educational programs and highlights areas for improvement. The results from this study lay the groundwork for developing core competencies for prelicensure education in oncology rehabilitation.

Predictors of National Physical Therapy Examination Failure in Graduates of a Blended Doctor of Physical Therapy Program.

INTRODUCTION: Passing the National Physical Therapy Examination (NPTE) is a necessary step in progressing into a professional career. The purpose of this study was to identify student factors that predicted failure on the first attempt of the NPTE in graduates of a blended Doctor of Physical Therapy (DPT) program. REVIEW OF LITERATURE: Student factors that may affect NPTE outcomes have been studied in traditional physical therapist education programs but have not been studied in blended programs. Blended instruction is a delivery format that combines distance asynchronous learning and face-to-face synchronous learning in a complementary way. SUBJECTS: Two hundred ten graduates from 6 consecutive cohorts of a DPT program taught in a blended format. METHODS: Retrospective observational cohort design. Demographic, preadmission, and in-program academic data and NPTE pass/fail status were collected. Variables were analyzed with forward stepwise logistic regression for their ability to predict first-time NPTE failure. Receiver operating characteristic curves were plotted to determine cut points of predictive variables. RESULTS: Two regression analyses were conducted. First, an analysis of all variables identified 3 significant predictors: comprehensive examination score, cumulative third-year grade point average, and Graduate Record Examination Verbal Reasoning (GRE-V) score, which explained 43.2% of the variance. The second analysis excluded variables occurring late in matriculation to identify early occurring predictors. This yielded 2 early predictive variables, GRE-V score and academic difficulty, which explained 29.5% of the variance. DISCUSSION AND CONCLUSION: To our knowledge, this is the first study of predictors of NPTE outcomes in blended DPT program graduates. Like previous studies, a mix of preadmission and in-program factors predicted first-time NPTE failure. These findings may help inform admissions policies, academic advising processes, and academic warning policies in blended programs. Future research is needed to explore factors unique to blended educational settings and the qualities of the students they attract.