Pub Date : 2024-06-01DOI: 10.1097/jte.0000000000000353
Jean A. Fitzpatrick, Gail M. Jensen, S. Chesbro
Competency-based education in physical therapy (CBEPT) is an approach to educational design where learner professional progression occurs only when competency is demonstrated. While much of the early focus has been within medicine, CBEPT applies to all health professionals. CBEPT assumes a set of standard defined learning performance outcomes for any level of professional practice—students, residents, or practicing physical therapists. The authors discuss the differences between traditional educational models and a CBEPT educational model, review some key terms for a shared language related to CBEPT, and discuss that while competencies and EPAs are different, they are interrelated. This foundational information and shared language will be helpful for educators to begin to prepare for a shift in physical therapy education toward a CBEPT framework.
{"title":"Fundamentals of Competency-Based Education in Physical Therapy","authors":"Jean A. Fitzpatrick, Gail M. Jensen, S. Chesbro","doi":"10.1097/jte.0000000000000353","DOIUrl":"https://doi.org/10.1097/jte.0000000000000353","url":null,"abstract":"\u0000 Competency-based education in physical therapy (CBEPT) is an approach to educational design where learner professional progression occurs only when competency is demonstrated. While much of the early focus has been within medicine, CBEPT applies to all health professionals. CBEPT assumes a set of standard defined learning performance outcomes for any level of professional practice—students, residents, or practicing physical therapists. The authors discuss the differences between traditional educational models and a CBEPT educational model, review some key terms for a shared language related to CBEPT, and discuss that while competencies and EPAs are different, they are interrelated. This foundational information and shared language will be helpful for educators to begin to prepare for a shift in physical therapy education toward a CBEPT framework.","PeriodicalId":506460,"journal":{"name":"Journal of Physical Therapy Education","volume":"24 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234835","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}
Pub Date : 2024-06-01DOI: 10.1097/jte.0000000000000354
Julian Magee, Dawn Brown, LaDarius Woods, Charlene Portee
A sense of belonging guides learners toward connections, acceptance, and a sense of being valued and, ultimately, academic success. However, a recent national study revealed that learners from racially and ethnically minoritized group expressed less satisfaction with their Doctor of Physical Therapy education and less agreement that their programs fostered psychological well-being. This roadmap for belonging is specifically designed for learners of color but can be generalized to all students considering the intersectionality of historically dominant and nondominant sociocultural identities. Essential steps include an assessment of who is in the classroom, identifying resources to support students, and creating accountability and sustainability metrics. By following this belonging roadmap, physical therapy educators can work toward cultivating a greater sense of belonging for learners in academic spaces.
{"title":"A Roadmap to Cultivating a Culture of Belonging for Learners in Physical Therapy Education","authors":"Julian Magee, Dawn Brown, LaDarius Woods, Charlene Portee","doi":"10.1097/jte.0000000000000354","DOIUrl":"https://doi.org/10.1097/jte.0000000000000354","url":null,"abstract":"\u0000 A sense of belonging guides learners toward connections, acceptance, and a sense of being valued and, ultimately, academic success. However, a recent national study revealed that learners from racially and ethnically minoritized group expressed less satisfaction with their Doctor of Physical Therapy education and less agreement that their programs fostered psychological well-being. This roadmap for belonging is specifically designed for learners of color but can be generalized to all students considering the intersectionality of historically dominant and nondominant sociocultural identities. Essential steps include an assessment of who is in the classroom, identifying resources to support students, and creating accountability and sustainability metrics. By following this belonging roadmap, physical therapy educators can work toward cultivating a greater sense of belonging for learners in academic spaces.","PeriodicalId":506460,"journal":{"name":"Journal of Physical Therapy Education","volume":"72 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231220","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}
Pub Date : 2024-03-01DOI: 10.1097/jte.0000000000000336
Keshrie Naidoo, Laura Plummer, Camille Powell
In 2022–2023, 27.7% of the students enrolled in Doctor of Physical Therapy programs identified as from a minoritized group, representing a 50% increase since 2015–2016 which is promising. However, students from racial/ethnic minoritized groups have additional barriers to overcome, such as isolation, exclusion, bias, and discrimination during clinical education experiences (CEE). Clinical educators may avoid conversations about race and culture due to decreased time, training, and comfort, and not wanting to “other” students from minoritized groups. However, talking about race and culture can increase trust and communication between learners and educators, decrease discrimination and stereotyping, and increase compassion and mutual understanding. The authors provide stepwise progression for educators to begin to prepare for addressing race/culture and supporting students from minoritized backgrounds during CEEs.
{"title":"Addressing Race and Culture During Clinical Education Experiences","authors":"Keshrie Naidoo, Laura Plummer, Camille Powell","doi":"10.1097/jte.0000000000000336","DOIUrl":"https://doi.org/10.1097/jte.0000000000000336","url":null,"abstract":"\u0000 In 2022–2023, 27.7% of the students enrolled in Doctor of Physical Therapy programs identified as from a minoritized group, representing a 50% increase since 2015–2016 which is promising. However, students from racial/ethnic minoritized groups have additional barriers to overcome, such as isolation, exclusion, bias, and discrimination during clinical education experiences (CEE). Clinical educators may avoid conversations about race and culture due to decreased time, training, and comfort, and not wanting to “other” students from minoritized groups. However, talking about race and culture can increase trust and communication between learners and educators, decrease discrimination and stereotyping, and increase compassion and mutual understanding. The authors provide stepwise progression for educators to begin to prepare for addressing race/culture and supporting students from minoritized backgrounds during CEEs.","PeriodicalId":506460,"journal":{"name":"Journal of Physical Therapy Education","volume":"21 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140084610","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}
Pub Date : 2024-02-13DOI: 10.1097/jte.0000000000000329
Andrea N. Bowens
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. 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. 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. 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.
{"title":"A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 2: Noncognitive Variables","authors":"Andrea N. Bowens","doi":"10.1097/jte.0000000000000329","DOIUrl":"https://doi.org/10.1097/jte.0000000000000329","url":null,"abstract":"\u0000 \u0000 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.\u0000 \u0000 \u0000 \u0000 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.\u0000 \u0000 \u0000 \u0000 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.\u0000 \u0000 \u0000 \u0000 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.\u0000","PeriodicalId":506460,"journal":{"name":"Journal of Physical Therapy Education","volume":"29 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139782087","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}
Pub Date : 2024-02-13DOI: 10.1097/jte.0000000000000329
Andrea N. Bowens
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. 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. 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. 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.
{"title":"A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 2: Noncognitive Variables","authors":"Andrea N. Bowens","doi":"10.1097/jte.0000000000000329","DOIUrl":"https://doi.org/10.1097/jte.0000000000000329","url":null,"abstract":"\u0000 \u0000 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.\u0000 \u0000 \u0000 \u0000 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.\u0000 \u0000 \u0000 \u0000 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.\u0000 \u0000 \u0000 \u0000 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.\u0000","PeriodicalId":506460,"journal":{"name":"Journal of Physical Therapy Education","volume":"122 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841966","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：