Role of Cognitive and Non-Cognitive Attributes in Doctor of Physical Therapy Student Performance.

Admission to physical therapist education programs (PTEPs) is commonly based on cognitive attributes such as undergraduate grade point average (uGPA), pre-requisite course GPA (pre-req GPA), and sometimes Graduate Record Examination (GRE) scores, admissions interviews or essays. The primary purpose of this exploratory study was to examine the relationships between non-cognitive attributes identified through a personality-oriented job analysis (POJA) and Doctor of Physical Therapy (DPT) student academic performance to improve admissions procedures and DPT student education and training. The present study examined correlations among 12 non-cognitive attributes identified through the POJA and existing cognitive admission criteria, specifically uGPA and pre-req GPA, with DPT grades in the first semester of the PTEP. Multiple regression using non-cognitive attributes in addition to current cognitive admissions criteria showed that uGPA was the strongest predictor of DPT grades, followed by self-reflection and anxiousness/neuroticism (negatively). While uGPA was the strongest predictor of DPT student GPA, it may be valuable to add measures of self-reflection and anxiousness/neuroticism to the admissions process to increase the likelihood of success academically. The present study adds to a still limited body of knowledge of how both cognitive and non-cognitive attributes predict graduate academic performance in a variety of health professions.

Site Coordinators of Clinical Education: Self-Reported Leadership Styles for Achieving Leadership Outcomes.

Leadership style is crucial for developing organizational culture, achieving goals, and shaping relationships. The site coordinator of clinical education (SCCE) is an important leader for effective physical therapy clinical education, yet few studies examine the role. This study's purposes were to discern the SCCEs' self-rated leadership styles, utilization patterns, and relationship of leadership effectiveness based on three leadership outcomes. Fifty-eight SCCEs recruited from an APTA listserv answered the Multifactor Leadership Questionnaire Form-5X (MLQTM-5X) that measures transformational, transactional, and laissez-faire behaviors and outcomes. All SCCEs rated their leadership as primarily transformational. Positive relationships (p <0.05) occurred between transformational leadership (TFL) style and leadership outcomes. ANOVAs indicated utilizing TFL behaviors significantly affected all three leadership outcomes: extra effort (p = 0.01), effectiveness (p <0.001), and satis¬faction (p <0.001). Corrected post hoc Bonferroni analyses indicated SCCEs who most frequently utilized TFL behaviors achieved best outcomes (p <0.001). SCCEs utilized all TFL behaviors as well as one transactional behavior, contingent reward. The TFL style positively correlated with all three outcomes, showing better outcomes with greater utilization of TFL behaviors. These findings elucidate leadership styles of experienced, successful SCCEs and may serve as a pathway for SCCE leadership development.

A Financial Literacy Pilot Project: Are Matriculating DPT Students Prepared to Manage Their Debt?

BACKGROUND: Student debt has become a significant problem for the profession of physical therapy. Higher debt levels can impact mental health and professional and personal decisions. The American Physical Therapy Association (APTA) has recommended improving physical therapy students' financial literacy. The purpose of this pilot study was to assess financial knowledge and anticipated student debt in Doctor of Physical Therapy (DPT) students entering two programs. METHODS: A financial knowledge survey consisting of 24 questions assessing 4 domains was disseminated by two methods to matriculating DPT students. Additional questions gathered demographic information, self-assessment of financial knowledge, anticipated student debt at graduation, and awareness and utilization of APTA financial resources. RESULTS: Survey response rate was 80%, with 125 students completing the survey. The mean score was 57% of questions answered correctly. 61% of students estimated loan amounts at graduation to be > $80,000, 46% > $100,000 and 18% > $150,000. 85% of students either had no awareness of the APTA financial education platform or had not accessed it. DISCUSSION: Scores were above those in previous studies on health professions students, but student loan literacy scores were below those of other college students. Due to the high amounts of anticipated education debt, DPT programs should increase awareness of APTA financial education resources and incorporate financial literacy education into their curricula.

Integrating Faculty Scholarly Productivity Indicators with Professional Network Development Strategies: New Inferences Generated from Mixing Methods.

INTRODUCTION: Professional network connections among health professions faculty are essential for engagement, innovation, and productivity. The research question was, "How do strategies for developing a professional network of early career health professions faculty contribute to our understanding of effective guidance for scholarly productivity?" METHODS: The method was an explanatory sequential mixed method. Study participants were 50 full-time equivalent physical therapist faculty in their first 5 years at accredited institutions in the U.S. The quantitative strand included social network analysis and a Scholar Score (SS). The Scholar Score was calculated using variables from curriculum vitae (grants, publications, presentations) on a 1-25 quality scale. In-depth interviews were conducted. A grounded theory approach was implemented to explore the process of professional network development. Integrated results were used to examine differences in network development strategies. RESULTS: Fifty participants completed the quantitative strand. Twenty were selected for an interview based on high/low SS and network effectiveness. Network interconnectedness for the high performers was 36% (SD 10.3) compared to 45% (18.2) for low performers. High Scholar Scores were linked to broader networks. In four categories, network development strategies differed between high- and low-performers: prior connections, new acquaintances at their current institution, unplanned encounters, and self-initiated approaches. CONCLUSION: Scholar productivity is influenced by network development strategies. Study findings help inform mentors and early career faculty regarding the enhancement of scholarly productivity.

Outcomes of Residency Education: Insights Into the Professional Formation of the Physical Therapist Resident.

INTRODUCTION: The definition of excellence in physical therapy (PT) education is evolving, yet the role of postprofessional residency education remains uncertain. Arguments in favor of required residency have emerged through the re-visioning of PT education across the continuum. Yet, little evidence exists whether residency education further develops clinical skills, clinical knowledge, and clinical reasoning abilities. REVIEW OF LITERATURE: Previous studies have explored the development of the novice physical therapist in the first 2 years of practice; however, there is little evidence about the outcomes of PT residency education. Thus, this study looked to explore the development of learners through their residency education and to identify the critical elements of the teaching and learning environment in residency education. SUBJECTS: Eleven PT residency programs and 13 residents participated in a qualitative study to explore the learner development through residency. Each residency program consisted of a residency program director, one or more mentors identified by the residency program director, and at least one physical therapist resident. Semistructured interviews were conducted with program participants, and journal entries were collected from residents. METHODS: Using a purposeful sample of convenience, an exploratory, multiple-site/specialty area qualitative case study design was conducted. RESULTS: Three emerging themes were identified including growth of self, becoming a member of the community of practice, and facilitation of learning through mentoring. Through the transformative journey of residency education, there are critical elements of the learning environment supporting deep learning within the community of practice. These elements include the provision of opportunities and adequate time and space for learning to occur. DISCUSSION AND CONCLUSION: The intentional design of the community of practice through residency education facilitates the development of the novice clinician to experienced clinician in an accelerated period of time. In addition, residency graduates develop characteristics similar to adaptive learners through planned teaching and learning opportunities. Finally, the structure of residency education mattered to the resident participants such that the learning environment enhanced peer learning and the development of professional relationships.

Inclusive Excellence: A Roadmap to Cultivating Belonging for Faculty of Color in Physical Therapy Education.

ABSTRACT: Cultivating a sense of belonging among faculty of color decreases feelings of isolation and marginalization, translating to increased job satisfaction and retention. This roadmap for cultivating a sense of belonging for faculty of color highlights the following critical strategies: (1) adopting inclusive leadership practices, (2) understanding professional and personal identities, (3) mitigating cultural taxation, (4) minimizing microaggressions and racism, (5) providing mentorship, and (6) prioritizing acculturation over assimilation. By following this roadmap, physical therapy programs can work toward cultivating a greater sense of belonging for faculty of color, enabling them to thrive in their roles and feel valued and respected as integral members of the academic community.

A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 1: Cognitive Variables.

BACKGROUND AND PURPOSE: Physical therapist (PT) education programs seek to identify applicants who will be academically successful in the program and pass the licensure examination. Part one of this systematic literature review aimed to understand the value of cognitive variables in PT education admissions. METHODS: The initial literature search identified 1,592 articles in databases and relevant journals. Of the 39 studies meeting the inclusion criteria, 31 reported on cognitive measures. RESULTS: Seven studies identified one or more sections of the Graduate Record Examination (GRE) as significant predictors of students' academic performance in PT programs. Ten studies reported that one or more sections of the GRE predicted National Physical Therapy Exam (NPTE) performance, wheres 4 studies found no significant relationship. Undergraduate grade point average (GPA) predicted academic performance in the PT program and on the NPTE in more than 10 studies, whereas 4 found no significant relationship. Other components of the academic record, such as prerequisite course grades, undergraduate institution quality, undergraduate degree, and retaking prerequisite courses, had varying relationships with academic and NPTE performance. DISCUSSION AND CONCLUSION: These outcomes appear to inform the policies and processes for admissions into PT education programs, evidenced by customary use of applicants' GRE scores and GPAs in admission decisions. The inclusion of both cognitive measures in admission decisions may help ensure that admitted students successfully manage the academic rigor of doctoral education and pass the NPTE.

A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 2: Noncognitive Variables.

BACKGROUND AND PURPOSE: Physical therapist (PT) education professionals agree on promoting holistic admissions practices to increase student body diversity but lack consensus about what factors in an application should be part of this process. This systematic literature review aimed to understand the value of noncognitive variables in PT education admissions. METHODS: The initial literature search identified 1,592 articles in databases and relevant journals. Of the 39 studies meeting the inclusion criteria, 29 reported on noncognitive variables. RESULTS: Commonly used noncognitive variables (interviews, written essays, letters of recommendation, and clinical experiences) were insignificant or inconsistently associated with performance in the PT program or on the National Physical Therapy Examination. Sociodemographic variables appeared to negatively affect the academic qualifications of applicants who were older, identified with underrepresented racial/ethnic groups, and reported English as a second language. Finally, 5 studies identified personal attributes, such as emotional intelligence and grit, as having a significant relationship with successful student outcomes. DISCUSSION AND CONCLUSION: Cognitive variables should serve as only one of several factors considered in admissions to achieve a more diverse class of students. Physical therapist education programs may use this evidence to reevaluate their admissions practices to include a balanced consideration of cognitive and noncognitive variables.

Workload of the Director of Clinical Education in Doctor of Physical Therapy Programs.

INTRODUCTION: Directors of clinical education (DCEs) have complex roles in Doctor of Physical Therapy (DPT) programs. Workload imbalances affect the DCEs' ability to perform tasks efficiently and effectively. In this study, our purpose was to examine the DCEs' formal and actual workload, and factors that influence workload. REVIEW OF LITERATURE: Variations in DCE workload exist among DPT programs. The DCEs' day-to-day workload often differs from their formal workload. Programmatic and individual factors may influence workload. We did not find any large-scale studies that compared the DCEs' actual and formal workloads. SUBJECTS: We examined data from 143 DCEs for DPT programs in the United States. METHODS: Subjects were recruited using email and Listserv to take a novel online survey. In this quantitative, nonexperimental study, we examined data through descriptive statistics, Wilcoxon signed-rank tests, and multiple regressions. RESULTS: Respondents worked significantly more hours than they were expected to work. A significant difference existed between the percentage of time formally designated and the time actually spent performing administrative, scholarship, and teaching tasks. Respondents reported lacking time in all workload categories. Collective programmatic and DCE characteristics statistically significantly affected the DCEs' scholarship and service workloads. The number of clinical education experiences independently significantly affected the DCEs' administrative and service workloads. The amount of training a DCE received independently significantly affected the DCEs' administrative, scholarship, and service workloads. DISCUSSION AND CONCLUSION: A consistent method of calculating DCE workload should be developed that considers DCE and program characteristics. More time is needed for DCEs to perform their roles effectively. If workload imbalances, program variations, and time constraints are not addressed, DCEs may become dissatisfied with their jobs and leave the position.

Factors Influencing Intent to Stay for Faculty in Physical Therapist Education Programs: A Mixed-Methods Analysis.

INTRODUCTION: In May 2022, the American Council of Academic Physical Therapy announced a "nationwide shortage of faculty" in entry-level Doctor of Physical Therapy (DPT) programs across the country. As the number of physical therapist education programs continue to grow, concerns with faculty shortages increase. REVIEW OF LITERATURE: Research on reasons faculty stay in entry-level DPT programs is limited. With a nation-wide shortage of faculty and the continued growth of DPT programs across the country, more investigation into faculty retention is warranted. SUBJECTS: Two hundred forty-four participants responded to the quantitative survey. Ten program directors (PD) and 10 faculty members (FM) completed a qualitative interview through Zoom. METHODS: This mixed-methods design included a quantitative survey across 264 accredited DPT programs followed by 20 qualitative online interviews. Multiple regression was completed for the data analysis, and a phenomenological approach was used to explore perceptions of job satisfaction and organizational commitment on intent to stay. RESULTS: Two hundred thirty-six subjects (mean age = 50.04 ± 9.54 years; males = 63, females = 173; PD = 55, FM = 180) were included in the analysis. The multiple regression model significantly predicted intent to stay for all participants, F(9,211) = 12.43, P < .001; adj R2 = .32. Commitment to the organization was the greatest predictor of intent to stay, ß = 0.61, t(0.622) = 5.05, P < .01. Three themes with 6 subthemes emerged from the qualitative analysis, the impact of leadership, making a commitment, and the Covid crisis. CONCLUSION AND DISCUSSION: Encouraging leadership to focus on structural factors such as striving to establish FMs as part of the departmental team, allowing autonomy and flexibility in the teaching role, building transparency and openness with communication, and focusing on realistic and equitable workloads could potentially increase intent to stay for faculty in entry-level DPT programs.

Design specifications and capabilities of a 3D simulation software for clinical education of physiotherapy students in the neurology department.

INTRODUCTION: In this revolutionized era, thanks to cutting-edge technological breakthroughs like 3-dimensional (3D) computerized environments, physiotherapy trainers can improve their knowledge and confidence by using such training tools. Hence, there is room for developing these technologies for training medical students to expand their skills and expertise. This study aims to identify the design requirements and key functionalities of a 3D simulation software for the clinical education of physiotherapy students in neurology departments. METHOD: First, by carefully reviewing neurological books, scientific articles, curriculum, and medical records, and consulting with experts, a scenario was compiled. In the next step, a researcher-developed questionnaire was designed. Then, experts' opinions were considered to confirm the validity and reliability of the questionnaire. The designed questionnaire was distributed among several neurological physiotherapists. Finally, the information elements, contents, and functional capabilities of the 3D software were determined by analyzing the data obtained from the questionnaire. FINDINGS: The main components for the design of physiotherapy educational software were identified based on the findings of the literature review, curriculum analysis, and medical record review. A survey of physiotherapy professors was conducted using a questionnaire created by the researcher in order to enhance the capabilities of simulation software and ascertain its primary functions. Following an analysis of the data from the distributed questionnaire, 37 essential features and contents have been proven to be more crucial than the rest for the creation of 3D simulation software. As a result, the essential and fundamental needs for the patient's training in reading their medical records and performing muscle strength assessments were recognized and extracted. Based on these findings, a researcher-developed scenario for the various real cases was then established. In the patient's medical record reading scenario, the student is required to read the patient's record in text format. Similarly, in the section on cranial nerves, pictures are utilised to reinforce the student's assessment skills in addition to textual content. Together with the audio and pop-up texts, the simulated 3D environment also offers training for the assessment of muscle strength. CONCLUSION: As an educational tool, this software can enhance students' learning and assist in addressing the drawbacks of conventional teaching methods like lectures and hospital visits.

Lesbian, gay, bisexual, and transgender clinical competence of physiotherapy students in Israel.

BACKGROUND: Clinical competence encompasses attitudes, skills, and knowledge regarding diverse client groups. Appropriate clinical competence requires an understanding of the cultural context in which healthcare is delivered. In conservative countries such as Israel, there is a noticeable scarcity of information regarding the clinical competency of physiotherapy students (PTSs) in effectively treating lesbian, gay, bisexual and transgender (LGBT) individuals. The objective of this study was to assess the level of LGBT clinical competence among PTSs in Israel. METHODS: Conducted through an anonymous online self-report survey, this study gathered personal and academic background information and self-reported data on previous LGBT education during undergraduate studies of PTSs. It utilized the Hebrew version of the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS) questionnaire. Descriptive statistics were computed for all outcome measures. The internal reliability of the LGBT-DOCSS was assessed. Total scores of the LGBT-DOCSS, along with scores in each of the three subscales (clinical preparedness, knowledge, and attitudes), were compared across different levels of religiosity and gender. RESULTS: The sample comprised of 251 PTSs, with an average age of 25.57 ± 3.07 years (34.7% men, 65.3% women). All students reported a lack of LGBT community-related courses during their undergraduate studies. The translated Hebrew version demonstrated good internal consistency, with Cronbach's alpha ranging from 0.65 to 0.83. The LGBT-DOCSS total score was 4.55 ± 0.61 out of 7, indicating a low level of clinical competency. The highest mean score was in the attitudes subscale (6.55 ± 0.87), which was significantly higher than the scores for the knowledge subscale (3.14 ± 1.46) and clinical preparedness subscale (3.36 ± 0.86). Religiousness was significantly associated with clinical preparedness and attitudes. Men exhibited higher self-reported levels of knowledge and clinical preparedness, albeit with more negative attitudes compare to women. Sexual orientation was significantly associated with clinical competency, with PTSs who identified as heterosexual demonstrating a lower level of clinical competency compared to participants who identified as non-heterosexual. CONCLUSIONS: In Israel, PTSs demonstrated a low level of clinical competency in terms of self-reported knowledge and self-reported clinical preparedness but contrasting positive attitudes toward the LGBT community. Religiousness, gender and sexual orientation had a significant influence on competency levels.These preliminary findings highlight the urgent necessity to enhance the knowledge of PTSs regarding the LGBT community to improve their clinical competence. TRIAL REGISTRATION NR: Not applicable.

Clinical learning evaluation among undergraduate physical therapy students during rotations in teaching hospitals of Sialkot and Lahore.

OBJECTIVE: To evaluate the clinical learning environment among undergraduate physical therapy students. METHODS: The descriptive, cross-sectional study was conducted from Januar y 23 to May 25, 2023, after approval from the ethics revie w committe e of Imran Id rees Ins titute of Rehabilitation Sciences, Sial kot, Pak istan, an d comprised undergraduate physical therapy students of either gender aged 19-26 years in their 3rd to 5th academic year studying in different institutions in Lahore and Sialkot. Data was collected using the clinical learning evaluation questionnaire. Data was analysed using SPSS 22. RESULTS: Of the 295 students, 269(91.2%) were females and 26(8.8%) were males. The overall mean age was 22.03±1.14 years. There were 210(71.2%) stude nts enrol led in the semester system , w hile 85(28.8%) we re part of the an nual system. The overall mean score was 71.05±10.20. Super vision (76.02±11.80) and motivation (80.21±11.71) were the most satisfying part of clinical learning identified by the students. CONCLUSIONS: The clinical learning environment demonstrated high satisfac tion levels in supervision and motivation domains, while im provements were nee ded in the areas of cas es, authenticity and organisation of doctor-patient encounters.

The impact of simulation-based learning on the knowledge, attitude and performance of physiotherapy students on practice placement.

BACKGROUND: Practice placement is a crucial part of pre-registration physiotherapy education worldwide. However, educators face challenges in finding practice sites for students to undertake placement. The use of simulation-based (SBL) learning has the potential to replace some traditional placement, thereby increasing placement capacity, but the benefits have not been fully explored. This study aimed to assess the impact of SBL placement on students' knowledge, attitude, and performance during practice placements with external providers. METHODS: This study utilised an exploratory qualitative research design using a semi-structured interview to collect data from Year 2 students of a 2-year MSc pre-registration physiotherapy programme in the UK. To be eligible to be included in the study, students must have participated in the 4-week simulation placement and have completed all their practice placements with external providers. All the interviews were conducted virtually in a 1:1 setting and recorded. The interviews lasted an average of 45 min. An inductive thematic analysis based on Braun and Clarke's approach was utilised in this study. RESULTS: Twelve students consented to participate in this study. The 56 codes generated from the data were categorised into 5 themes; [1] Working together, [2] Working with Service Users, [3] Professionalism, [4] Profession-specific practical skills and [5] Generic practical skills. Participants unanimously expressed a positive view on working in groups, and they believe that engaging with service users who acted as patients enhanced the authenticity of the simulation placement. Subjective and objective assessments were considered important profession-specific skills gained during the simulation. Despite the benefits derived from the simulation placement, some participants felt that the learning experience would have been enriched by periodically changing the groups they were working in and having the opportunity for more 1:1 feedback throughout the four weeks. CONCLUSIONS: SBL has the potential to be a valuable educational experience for physiotherapy students. It may assist in better preparing students for successful integration into the dynamic healthcare environment. To enhance and improve the authenticity of this type of placementour recommendations include recruiting more service users, incorporating and encouraging more intervention-based elements, and increasing the practice educators' and students' contact time.

A pilot study for the evaluation of 3D anatomy application 'Complete Anatomy' as an additional non-mandatory study tool for the functional anatomy classes of first year physical therapy students.

For this pilot study, the use of the digital 3D anatomy application Complete Anatomy was evaluated as a non-mandatory additional study tool throughout the semester. The aim of the study was to investigate if the Complete Anatomy usage time had an effect on final exam grades and how the app was used post-Covid19. This cross-sectional study asked first year bachelor/freshman university students of Physical Therapy and Rehabilitation Sciences to fill out a questionnaire to gauge Complete Anatomy usage time, the student's exam results, and how the app was used, for example, in relation to other study tools. A positive correlation was found between the proportion of students that passed the final exam and the number of hours of Complete Anatomy usage (rs (4) = 0.94, p = 0.016). Compared to students who didn't use Complete Anatomy, these positive effects were observed when students used Complete Anatomy for at least 10 h (p = 0.04). The app was well-used with almost half of the respondents reporting >10 h of usage time. The results from this study provide a good overview of how and how often Complete Anatomy is used. Although a positive correlation between the hours of use and the number of passing grades was found in this pilot study, a future study to prove the causality between these two factors is warranted to further investigate the effect of Complete Anatomy as an additional non-mandatory study tool.

Culturally Responsive Pedagogy in Physical Therapy Education.

The push for holistic admissions practices in physical therapy education has evoked concerns that learners who are culturally and linguistically diverse might be less qualified than the predominant demographic traditionally admitted into programs. The implications are that culturally and linguistically diverse learners struggle academically and experience challenges passing the National Physical Therapy Examination. However, as the academic preparedness of learners is discussed, rarely does the conversation include the capabilities of faculty to teach these learners. As cohorts continue to include learners from a greater variety of backgrounds and identities, the largely homogenous professorate, with more than 80% identifying as White, might need training in culturally responsive pedagogy to best serve learners from all backgrounds and identities. Educators often use a "one-size-fits-all" approach in which learners are expected to use the same resources and pace for assignments, readings, and assessments, regardless of their learning strengths or academic preparation. That approach fails to empower educators to design curricula and instruction to position all learners to excel in the classroom. This Perspective explores strategies to support all learners through three dimensions of culturally responsive pedagogy: institutional, personal, and instructional. To truly transform society, we must first transform physical therapy education. Culturally responsive pedagogy advances and supports all student achievement by recognizing, fostering, and using their strengths in the learning environment.