Introduction: Physical therapy education programs adopting online teaching and learning must ensure students acquire the necessary skills for optimal professional work readiness, including appropriate assessment and feedback in the online environment. The purpose of this qualitative study was to explore the perceptions of Doctor of Physical Therapy (DPT) graduates' professional work readiness after using GoReact video assessment software at an accredited DPT education program in the United States. Methods: Semi structured interviews were conducted with 15 DPT graduates via virtual teleconferencing software. Interview data were analyzed using descriptive and emotion coding. Results: Results indicated that most participants held an overall positive view of GoReact as it related to their preparedness for professional physical therapist practice, with feedback, self-reflection, repetition, and freedom of use noted as most beneficial. Negative opinions of GoReact and work readiness primarily involved the lack of in-person tactile feedback on psychomotor skills and technical challenges regarding recording angles and upload speeds. Participants also offered helpful suggestions for the use of GoReact in physical therapy and other health professions education programs. Discussion: As more professional physical therapy education programs adopt online teaching and learning practices, there is a need for innovative technology to supplement and possibly replace conventional instruction, assessment, and feedback methods to positively impact DPT graduates' professional clinical work readiness. Understanding DPT graduate perceptions of GoReact and work readiness supports the greater need for innovative education research and practices to ensure students develop the psychomotor skills necessary for optimal work readiness.
{"title":"Physical Therapy Graduate Perceptions of the Didactic Use of GoReact Video Assessment Software and Work Readiness","authors":"Jacqueline Moore","doi":"10.46409/003.aaht4330","DOIUrl":"https://doi.org/10.46409/003.aaht4330","url":null,"abstract":"Introduction: Physical therapy education programs adopting online teaching and learning must ensure students acquire the necessary skills for optimal professional work readiness, including appropriate assessment and feedback in the online environment. The purpose of this qualitative study was to explore the perceptions of Doctor of Physical Therapy (DPT) graduates' professional work readiness after using GoReact video assessment software at an accredited DPT education program in the United States.\u0000\u0000Methods: Semi structured interviews were conducted with 15 DPT graduates via virtual teleconferencing software. Interview data were analyzed using descriptive and emotion coding.\u0000\u0000Results: Results indicated that most participants held an overall positive view of GoReact as it related to their preparedness for professional physical therapist practice, with feedback, self-reflection, repetition, and freedom of use noted as most beneficial. Negative opinions of GoReact and work readiness primarily involved the lack of in-person tactile feedback on psychomotor skills and technical challenges regarding recording angles and upload speeds. Participants also offered helpful suggestions for the use of GoReact in physical therapy and other health professions education programs.\u0000\u0000Discussion: As more professional physical therapy education programs adopt online teaching and learning practices, there is a need for innovative technology to supplement and possibly replace conventional instruction, assessment, and feedback methods to positively impact DPT graduates' professional clinical work readiness. Understanding DPT graduate perceptions of GoReact and work readiness supports the greater need for innovative education research and practices to ensure students develop the psychomotor skills necessary for optimal work readiness.","PeriodicalId":347026,"journal":{"name":"Journal of Innovation in Health Sciences Education","volume":"60 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141388885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Inclusion of interprofessional education (IPE) in academia is required by education accreditation agencies for occupational therapy (OT) and physical therapy (PT) in the United States. Limited information is available on models of IPE to guide faculty. The purpose of this pilot study was to determine the feasibility of implementing a recently designed IPE model with OT and PT graduate students. This IPE model aligned Interprofessional Education Collaborative core competency domains with novel learning activities, such as an escape room, simulated medical chart, and two simulations. Methods: Data were retrieved from 52 auto-enrolled students (n=14 OT) and (n=38 PT) in a 15-week course held in 2019. Students completed the Interprofessional Education Collaborative Self-Assessment Tool on the first day (pre) and last day (post) of the course. Inclusion criteria required all archived assignments to be completed thoroughly. Data were analyzed using a non-parametric statistical test with a significant threshold set at p < 0.05. Results: Results indicated total post-scores were significantly higher compared to pre-scores, z = -5.08, p < .001. Further, sub-group analysis using the Wilcoxon Signed Ranks Test showed significantly higher post-scores compared to pre-scores for interaction component (z=-5.27, p < .001) and values component (z=-2.50, p =.012). Comparison between OT and PT students using the Mann-Whitney U test did not show any significant difference in total scores (U=231.5; p=.853), interaction component (U=221.0; p=.678), and value component (U=238.5; p=.972). Discussion: This IPE model is feasible for a larger study and, after participating, students will move forward in the curriculum with better IPE foundational knowledge.
导言：美国职业治疗（OT）和物理治疗（PT）教育认证机构要求在学术界开展跨专业教育（IPE）。有关 IPE 模式的信息有限，无法为教师提供指导。本试点研究的目的是确定在作业疗法和物理治疗研究生中实施最近设计的 IPE 模式的可行性。这种 IPE 模式将跨专业教育合作组织的核心能力领域与新颖的学习活动相结合，如逃生室、模拟病历和两种模拟活动：在2019年举办的为期15周的课程中，从52名自动注册的学生（人数=14名OT）和（人数=38名PT）中获取了数据。学生在课程的第一天（前）和最后一天（后）完成了跨专业教育合作自我评估工具。纳入标准要求彻底完成所有存档作业。数据采用非参数统计检验法进行分析，显著阈值设定为 p <0.05：结果显示，课后总分明显高于课前总分，z = -5.08，p < .001。此外，使用 Wilcoxon Signed Ranks 检验进行的分组分析表明，交互作用部分（z=-5.27，p < .001）和价值观部分（z=-2.50，p =.012）的后得分明显高于前得分。使用 Mann-Whitney U 检验比较 OT 和 PT 学生的总分（U=231.5；p=.853）、互动部分（U=221.0；p=.678）和价值部分（U=238.5；p=.972），均无显著差异：这种 IPE 模式在更大范围的研究中是可行的，学生参与后，将在课程中更好地掌握 IPE 基础知识。
{"title":"A Pilot Study on Implementing an Interprofessional Education Model for Developing Rehabilitative Science Student Core Competencies","authors":"Maureen Mo Johnson, N. Belleza, Mohan Ganesan","doi":"10.46409/003.wkyq7087","DOIUrl":"https://doi.org/10.46409/003.wkyq7087","url":null,"abstract":"Introduction: Inclusion of interprofessional education (IPE) in academia is required by education accreditation agencies for occupational therapy (OT) and physical therapy (PT) in the United States. Limited information is available on models of IPE to guide faculty. The purpose of this pilot study was to determine the feasibility of implementing a recently designed IPE model with OT and PT graduate students. This IPE model aligned Interprofessional Education Collaborative core competency domains with novel learning activities, such as an escape room, simulated medical chart, and two simulations.\u0000\u0000Methods: Data were retrieved from 52 auto-enrolled students (n=14 OT) and (n=38 PT) in a 15-week course held in 2019. Students completed the Interprofessional Education Collaborative Self-Assessment Tool on the first day (pre) and last day (post) of the course. Inclusion criteria required all archived assignments to be completed thoroughly. Data were analyzed using a non-parametric statistical test with a significant threshold set at p < 0.05.\u0000\u0000Results: Results indicated total post-scores were significantly higher compared to pre-scores, z = -5.08, p < .001. Further, sub-group analysis using the Wilcoxon Signed Ranks Test showed significantly higher post-scores compared to pre-scores for interaction component (z=-5.27, p < .001) and values component (z=-2.50, p =.012). Comparison between OT and PT students using the Mann-Whitney U test did not show any significant difference in total scores (U=231.5; p=.853), interaction component (U=221.0; p=.678), and value component (U=238.5; p=.972).\u0000\u0000Discussion: This IPE model is feasible for a larger study and, after participating, students will move forward in the curriculum with better IPE foundational knowledge.","PeriodicalId":347026,"journal":{"name":"Journal of Innovation in Health Sciences Education","volume":"780 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140479751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Matthew Vraa, Coral Crew-Noble, Orquidia Frausto, Rada Kerimova
Introduction: This study aimed to assess the accessibility and alignment of core statements (mission, vision, and values) in entry-level Doctor of Physical Therapy (DPT) programs across the United States with the core beliefs of the American Physical Therapy Association (APTA). Methods: Two independent reviewers searched publicly available resources for the core statements of 271 Commission on Accreditation in Physical Therapy Education accredited DPT programs. The statements were cross-referenced against APTA Standards of Practice and Core Values. Descriptive statistical analysis assessed the public availability of program statements and their alignment with APTA core beliefs. Results: Among the programs, 95.6% had mission statements, 63.5% had assessable vision statements, and 58.7% had easily assessable value statements. The most common APTA core beliefs were Education, Excellence, Responsibility, and Evidence-Based Practice. Altruism, Advocacy, Duty, and Patient and Client Management were less prevalent. Discussion: The visibility and accessibility of core statements in DPT programs across the United States are low. Given their role in program accreditation, promoting transparency is crucial. Limited visibility hindered the concluding alignment of core statements and APTA core beliefs. Nonetheless, this information can motivate schools to enhance core statements for better alignment. Our study emphasizes the need for increased transparency of core statements in DPT programs, fostering informed decision making. Addressing these issues can facilitate better alignment with APTA principles in physical therapy education and practice.
{"title":"Visibility of Entry-Level Doctor of Physical Therapy Program's Mission, Vision, and Value Statement and Alignment with Professional Values","authors":"Matthew Vraa, Coral Crew-Noble, Orquidia Frausto, Rada Kerimova","doi":"10.46409/003.yabp5141","DOIUrl":"https://doi.org/10.46409/003.yabp5141","url":null,"abstract":"Introduction: This study aimed to assess the accessibility and alignment of core statements (mission, vision, and values) in entry-level Doctor of Physical Therapy (DPT) programs across the United States with the core beliefs of the American Physical Therapy Association (APTA).\u0000\u0000Methods: Two independent reviewers searched publicly available resources for the core statements of 271 Commission on Accreditation in Physical Therapy Education accredited DPT programs. The statements were cross-referenced against APTA Standards of Practice and Core Values. Descriptive statistical analysis assessed the public availability of program statements and their alignment with APTA core beliefs.\u0000\u0000Results: Among the programs, 95.6% had mission statements, 63.5% had assessable vision statements, and 58.7% had easily assessable value statements. The most common APTA core beliefs were Education, Excellence, Responsibility, and Evidence-Based Practice. Altruism, Advocacy, Duty, and Patient and Client Management were less prevalent.\u0000\u0000Discussion: The visibility and accessibility of core statements in DPT programs across the United States are low. Given their role in program accreditation, promoting transparency is crucial. Limited visibility hindered the concluding alignment of core statements and APTA core beliefs. Nonetheless, this information can motivate schools to enhance core statements for better alignment. Our study emphasizes the need for increased transparency of core statements in DPT programs, fostering informed decision making. Addressing these issues can facilitate better alignment with APTA principles in physical therapy education and practice.","PeriodicalId":347026,"journal":{"name":"Journal of Innovation in Health Sciences Education","volume":"133 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140471328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This document outlines the policies of the Journal of Innovation in Health Sciences Education for updating corrections and retractions using the Crossmark System.
本文件概述了《健康科学教育创新杂志》使用Crossmark系统更新更正和撤稿的政策。
{"title":"Journal of Innovation in Health Sciences Education Crossmark Policy","authors":"","doi":"10.46409/003.qamo7878","DOIUrl":"https://doi.org/10.46409/003.qamo7878","url":null,"abstract":"This document outlines the policies of the Journal of Innovation in Health Sciences Education for updating corrections and retractions using the Crossmark System.","PeriodicalId":347026,"journal":{"name":"Journal of Innovation in Health Sciences Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126892810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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