Pub Date : 2022-04-06DOI: 10.1097/JTE.0000000000000224
B. Schwarz, Haylie L. Miller
Supplemental Digital Content is Available in the Text. Introduction. Workplace bullying and incivility have been recognized as significant problems in both clinical and academic environments. These negative behaviors can lead to disengagement, stress, and lost productivity. The purposes of this study were to 1) identify predictors of bullying experiences and 2) assess the prevalence of being bullied among faculty and staff working in physical therapist education programs across the United States. Review of Literature. More than one-third of US workers are bullied or have witnessed bullying in the workplace. When these disruptive behaviors occur within the context of physical therapist education, the impact can be detrimental to teaching and learning, clinical practice, and individual well-being. Subjects. Participants included 529 Doctor of Physical Therapy faculty and staff. Methods. Respondents completed the uncivil workplace behavior questionnaire—revised and negative acts questionnaire—revised. Results. Survey results revealed that 32.5% of academic faculty had experienced bullying within the last 6 months. Discussion and Conclusion. The prevalence of bullying and incivility in academic physical therapy programs approaches that of the general workforce in the United States. Physical Therapy education programs must take an active role in preventing, recognizing, and managing uncivil behaviors in the academic environment.
{"title":"Workplace Bullying and Incivility in Physical Therapist Education Programs","authors":"B. Schwarz, Haylie L. Miller","doi":"10.1097/JTE.0000000000000224","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000224","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction. Workplace bullying and incivility have been recognized as significant problems in both clinical and academic environments. These negative behaviors can lead to disengagement, stress, and lost productivity. The purposes of this study were to 1) identify predictors of bullying experiences and 2) assess the prevalence of being bullied among faculty and staff working in physical therapist education programs across the United States. Review of Literature. More than one-third of US workers are bullied or have witnessed bullying in the workplace. When these disruptive behaviors occur within the context of physical therapist education, the impact can be detrimental to teaching and learning, clinical practice, and individual well-being. Subjects. Participants included 529 Doctor of Physical Therapy faculty and staff. Methods. Respondents completed the uncivil workplace behavior questionnaire—revised and negative acts questionnaire—revised. Results. Survey results revealed that 32.5% of academic faculty had experienced bullying within the last 6 months. Discussion and Conclusion. The prevalence of bullying and incivility in academic physical therapy programs approaches that of the general workforce in the United States. Physical Therapy education programs must take an active role in preventing, recognizing, and managing uncivil behaviors in the academic environment.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"154 - 162"},"PeriodicalIF":0.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45813882","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 : 2022-03-16DOI: 10.1097/JTE.0000000000000223
Angela R. Merlo, Anne M. Ediger, Chelsea Sasaki
Background. Collaborative testing involves small groups of students working together through discussion and rationalization to answer test questions. This form of testing has been found to enrich the learning experience, facilitate questioning, discussions, and debate within groups, as well as improve student performance, learning and retention, communication, and teamwork. Despite the many reported benefits, no literature exists on the use of collaborative testing in physical therapist education. Purpose. The purpose of this retrospective case report was to highlight student performance and feedback on a collaborative, comprehensive final exam. Case Description. One cohort of entry-level physical therapist students who had participated in a two-step collaborative final exam were included. Mean values for both the individual and the collaborative exam, percent change between the individual and collaborative exam, as well as student feedback on the benefits and drawbacks were reported. Outcomes. Exam performance increased for all students from the individual exam to the collaborative exam with a mean percent change of 12%. Students reported benefits such as the facilitation of valuable discussions, reinforcement of content, facilitation of critical thinking, insight into test-taking strategy, and reduced stress. Drawbacks included feelings of uncertainty on the accuracy of group discussions and answer selection, the lack of equitable contributions between group members, the time commitment required to take a collaborative exam, and increased stress. Conclusions. Collaborative testing should be considered as an assessment strategy within physical therapist education. Future research should focus on the effectiveness of collaborative assessment, including learning, retention, and critical thinking.
{"title":"The Use of Collaborative Testing in Entry-Level Physical Therapist Education: A Retrospective Case Report","authors":"Angela R. Merlo, Anne M. Ediger, Chelsea Sasaki","doi":"10.1097/JTE.0000000000000223","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000223","url":null,"abstract":"Background. Collaborative testing involves small groups of students working together through discussion and rationalization to answer test questions. This form of testing has been found to enrich the learning experience, facilitate questioning, discussions, and debate within groups, as well as improve student performance, learning and retention, communication, and teamwork. Despite the many reported benefits, no literature exists on the use of collaborative testing in physical therapist education. Purpose. The purpose of this retrospective case report was to highlight student performance and feedback on a collaborative, comprehensive final exam. Case Description. One cohort of entry-level physical therapist students who had participated in a two-step collaborative final exam were included. Mean values for both the individual and the collaborative exam, percent change between the individual and collaborative exam, as well as student feedback on the benefits and drawbacks were reported. Outcomes. Exam performance increased for all students from the individual exam to the collaborative exam with a mean percent change of 12%. Students reported benefits such as the facilitation of valuable discussions, reinforcement of content, facilitation of critical thinking, insight into test-taking strategy, and reduced stress. Drawbacks included feelings of uncertainty on the accuracy of group discussions and answer selection, the lack of equitable contributions between group members, the time commitment required to take a collaborative exam, and increased stress. Conclusions. Collaborative testing should be considered as an assessment strategy within physical therapist education. Future research should focus on the effectiveness of collaborative assessment, including learning, retention, and critical thinking.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"171 - 175"},"PeriodicalIF":0.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42195281","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 : 2022-03-16DOI: 10.1097/JTE.0000000000000227
Breanna Reynolds, Casey A Unverzagt, A. Koszalinski, R. Gatlin, J. Seale, Kendra Gagnon, Kareaion Eaton, S. Koppenhaver
Introduction: Although predictors of success have been reported within Doctor of Physical Therapy (DPT) education previously, accelerated-hybrid models of DPT education have not been included and may yield different results. The purpose of this study was to examine predictors of National Physical Therapy Examination (NPTE) performance within 2 US-accredited accelerated-hybrid DPT programs. Review of Literature: Current evidence examining predictors of NPTE success have included admissions data (undergraduate or prerequisite grade point average [GPA] and Graduate Record Examination [GRE]), DPT program GPA, noncognitive variables, and program variables. Although results of the relationship of these variables to NPTE success are inconsistent, DPT program GPA seemed to be the most consistent finding. Subjects: Student records from the 2019 and 2020 graduating classes of 2 accelerated-hybrid DPT programs (4 classes total, n = 355). Methods: Preadmission, noncognitive, within-program, and NPTE preparatory variables were assessed to determine their relationship with NPTE score. The association between each variable and NPTE score was assessed using bivariate correlations. The most parsimonious predictive model was determined using stepwise linear regression analysis. After determining the best predictive threshold for continuous level variables, odds ratios were calculated between each variable and passing the NPTE on the first attempt. Results: Statistically significant associations with NPTE score were noted with most preadmission, within-program, and NPTE preparatory variables; the strongest association was midpoint program GPA (r = 0.576, P < .05). The most parsimonious predictive model consisted of midpoint program GPA, first attempt passing Practice Exam & Assessment Tool (PEAT; dichotomous outcome, passing score ≥600), Scorebuilders Online Advantage examination score, and combined GRE percentage, which accounted for 52.6% of the variance in NPTE scores. The odds of passing NPTE on the first try were 14 times higher in individuals who passed the PEAT examination on the first try and 8 times higher in students with a midpoint GPA of at least 3.35. Discussion and Conclusion: Midpoint program GPA was the strongest predictor of NPTE score, followed by the PEAT and Online Advantage (2 NPTE preparatory variables). Combined GRE percentage was the only admissions variable contributing to the prediction of NPTE score. These findings are not different from previous research examining predictors of NPTE success in other DPT education models.
导读:虽然在以前的物理治疗博士(DPT)教育中已经报道了成功的预测因素，但DPT教育的加速混合模型尚未包括在内，可能会产生不同的结果。本研究的目的是研究2个美国认可的加速混合DPT项目中国家物理治疗检查(NPTE)表现的预测因素。文献综述:目前研究NPTE成功预测因素的证据包括入学数据(本科或先决条件的平均成绩[GPA]和研究生入学考试[GRE])、DPT项目GPA、非认知变量和项目变量。虽然这些变量与NPTE成功的关系的结果是不一致的，但DPT项目的GPA似乎是最一致的发现。研究对象:2个加速混合DPT项目2019年和2020年毕业班的学生记录(共4个班，n = 355)。方法:评估入院前、非认知、计划内和NPTE准备变量，以确定它们与NPTE评分的关系。使用双变量相关性评估每个变量与NPTE评分之间的关联。采用逐步线性回归分析确定最简洁的预测模型。在确定连续水平变量的最佳预测阈值后，计算每个变量与第一次尝试通过NPTE之间的比值比。结果:入院前、计划内和NPTE准备变量与NPTE评分存在统计学显著相关性;相关性最强的是中点GPA (r = 0.576, P < 0.05)。最简洁的预测模型包括中点GPA、第一次通过实践考试和评估工具(PEAT);二分类结果、及格分数≥600)、Scorebuilders在线优势考试分数、GRE综合百分比，占NPTE分数方差的52.6%。第一次通过PEAT考试的人第一次通过NPTE考试的几率是第一次通过PEAT考试的人的14倍，而平均分至少为3.35的学生的几率是第一次通过NPTE考试的8倍。讨论与结论:中点课程GPA是NPTE分数的最强预测因子，其次是PEAT和在线优势(2个NPTE准备变量)。综合GRE百分比是唯一有助于预测NPTE分数的录取变量。这些发现与之前在其他DPT教育模式中检验NPTE成功预测因素的研究没有什么不同。
{"title":"Predictors of Success on the National Physical Therapy Examination in 2 US Accelerated-Hybrid Doctor of Physical Therapy Programs","authors":"Breanna Reynolds, Casey A Unverzagt, A. Koszalinski, R. Gatlin, J. Seale, Kendra Gagnon, Kareaion Eaton, S. Koppenhaver","doi":"10.1097/JTE.0000000000000227","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000227","url":null,"abstract":"Introduction: Although predictors of success have been reported within Doctor of Physical Therapy (DPT) education previously, accelerated-hybrid models of DPT education have not been included and may yield different results. The purpose of this study was to examine predictors of National Physical Therapy Examination (NPTE) performance within 2 US-accredited accelerated-hybrid DPT programs. Review of Literature: Current evidence examining predictors of NPTE success have included admissions data (undergraduate or prerequisite grade point average [GPA] and Graduate Record Examination [GRE]), DPT program GPA, noncognitive variables, and program variables. Although results of the relationship of these variables to NPTE success are inconsistent, DPT program GPA seemed to be the most consistent finding. Subjects: Student records from the 2019 and 2020 graduating classes of 2 accelerated-hybrid DPT programs (4 classes total, n = 355). Methods: Preadmission, noncognitive, within-program, and NPTE preparatory variables were assessed to determine their relationship with NPTE score. The association between each variable and NPTE score was assessed using bivariate correlations. The most parsimonious predictive model was determined using stepwise linear regression analysis. After determining the best predictive threshold for continuous level variables, odds ratios were calculated between each variable and passing the NPTE on the first attempt. Results: Statistically significant associations with NPTE score were noted with most preadmission, within-program, and NPTE preparatory variables; the strongest association was midpoint program GPA (r = 0.576, P < .05). The most parsimonious predictive model consisted of midpoint program GPA, first attempt passing Practice Exam & Assessment Tool (PEAT; dichotomous outcome, passing score ≥600), Scorebuilders Online Advantage examination score, and combined GRE percentage, which accounted for 52.6% of the variance in NPTE scores. The odds of passing NPTE on the first try were 14 times higher in individuals who passed the PEAT examination on the first try and 8 times higher in students with a midpoint GPA of at least 3.35. Discussion and Conclusion: Midpoint program GPA was the strongest predictor of NPTE score, followed by the PEAT and Online Advantage (2 NPTE preparatory variables). Combined GRE percentage was the only admissions variable contributing to the prediction of NPTE score. These findings are not different from previous research examining predictors of NPTE success in other DPT education models.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"225 - 231"},"PeriodicalIF":0.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44086788","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 : 2022-02-16DOI: 10.1097/JTE.0000000000000225
Leah Lowe, Meredith M Flowers, James Fletcher, C. Yates
Introduction and Review of the Literature. Experiential learning (EL) is an instructional method that is increasingly being used to teach Doctor of Physical Therapy (DPT) pediatric content. However, there remains a paucity of research describing student outcomes resulting from EL courses compared with outcomes resulting from traditional instruction-based courses. The purpose of this study was to evaluate the change in perceived clinical reasoning and self-efficacy experienced by DPT students from the same DPT program who completed either high (at least 15 hours) or low (3 hours or less) pediatric EL as a component of their required, semester-long pediatric course. Subjects and Methods. The study was a pretest–posttest comparison group design. Second-year DPT students (n = 58; male: 19 and female: 39) enrolled in fall 2018 (high EL group) and students (n = 53; male: 18 and female: 35) enrolled in fall 2020 (low EL group) completed the Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the Physical Therapy Self-Efficacy Scale (PTSE) during the first and last week of the pediatrics course. Results. A significant interaction effect between EL dosage and time was found for the SACRR (F1,106 = 51.03, P = .000, partial eta squared = 0.33), suggesting that the change in scores was influenced by the dosage of EL. There was no significant interaction effect between EL dosage and time for the PTSE (F1,104 = 1.13, P = .29, partial eta squared = .01). There was a significant main effect for time (F1,104 = 225.61, P = .000, partial eta squared = .68), with both groups showing an improvement in pediatric physical therapy self-efficacy. Discussion and Conclusion. The results of this study suggest that the perceived self-efficacy abilities of students improved with all instructions, but the addition of high EL may enhance traditional instruction methods when used to aid DPT students in the development of self-perceived clinical reasoning and reflection skills.
{"title":"The Effects of Experiential Learning on Perceived Clinical Reasoning and Self-efficacy of Doctor of Physical Therapy Students","authors":"Leah Lowe, Meredith M Flowers, James Fletcher, C. Yates","doi":"10.1097/JTE.0000000000000225","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000225","url":null,"abstract":"Introduction and Review of the Literature. Experiential learning (EL) is an instructional method that is increasingly being used to teach Doctor of Physical Therapy (DPT) pediatric content. However, there remains a paucity of research describing student outcomes resulting from EL courses compared with outcomes resulting from traditional instruction-based courses. The purpose of this study was to evaluate the change in perceived clinical reasoning and self-efficacy experienced by DPT students from the same DPT program who completed either high (at least 15 hours) or low (3 hours or less) pediatric EL as a component of their required, semester-long pediatric course. Subjects and Methods. The study was a pretest–posttest comparison group design. Second-year DPT students (n = 58; male: 19 and female: 39) enrolled in fall 2018 (high EL group) and students (n = 53; male: 18 and female: 35) enrolled in fall 2020 (low EL group) completed the Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the Physical Therapy Self-Efficacy Scale (PTSE) during the first and last week of the pediatrics course. Results. A significant interaction effect between EL dosage and time was found for the SACRR (F1,106 = 51.03, P = .000, partial eta squared = 0.33), suggesting that the change in scores was influenced by the dosage of EL. There was no significant interaction effect between EL dosage and time for the PTSE (F1,104 = 1.13, P = .29, partial eta squared = .01). There was a significant main effect for time (F1,104 = 225.61, P = .000, partial eta squared = .68), with both groups showing an improvement in pediatric physical therapy self-efficacy. Discussion and Conclusion. The results of this study suggest that the perceived self-efficacy abilities of students improved with all instructions, but the addition of high EL may enhance traditional instruction methods when used to aid DPT students in the development of self-perceived clinical reasoning and reflection skills.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"122 - 127"},"PeriodicalIF":0.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46950881","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 : 2022-02-16DOI: 10.1097/JTE.0000000000000220
Sally Taylor, Peter J. McMenamin, M. Hilliard
Background and Purpose. Strong academic–clinical partnerships have been advocated to optimize the training of the next generation of health professionals and to best meet the needs of patients and society. Despite the benefits of partnerships, there is a lack of literature describing successful models for collaboration between physical therapist (PT) schools and academic medical center hospitals. The purpose of this article was to describe the formal partnership between the Northwestern University, Feinberg School of Medicine, Department of Physical Therapy and Human Movement Sciences (DPTHMS) and Shirley Ryan AbilityLab in Chicago, Illinois. Method/Model Description and Evaluation. The partnership is presented through the lens of D'Amour's 4-dimensional model of collaboration highlighting 4 critical dimensions of collaboration: shared goals and activities, internalization, formalization, and governance. Outcomes. The establishment of this partnership has fostered the institutions' achievement of mutual goals supporting their interconnected visions and missions. Examples of the collaboration's shared goal and activities include: the tripling of clinical education experiences for professional Doctor of Physical Therapy (DPT) students; establishment of 2 post professional PT residency programs; proliferation of DPT teaching opportunities for Shirley Ryan AbiltyLab clinical PTs with formal university academic appointments for 6 Shirley Ryan Ability Lab PTs; and clinical appointments for 7 of 34 eligible DPTHMS faculty members. The internalization dimension is evidenced by regularly scheduled communications; promotion of opportunities for mutual acquaintanceship through shared boards and teams; socialization opportunities; and trust-building across institutions. The primary example of formalization is the legal collaboration agreement signed in 2013 and amended in 2019. Partnership governance is achieved through a structure of designated liaisons, shared boards, and regular interinstitutional leadership meetings. Discussion and Conclusion. D'Amour's structuration model describes predictors for successful interinstitutional clinical–academic partnerships. The model's 4 collaboration dimensions facilitate the assessment of partnership success for both established partnerships and for institutions in the planning stage of such collaborations.
背景和目的。一直提倡建立牢固的学术-临床伙伴关系，以优化对下一代保健专业人员的培训，并最好地满足患者和社会的需要。尽管合作有好处，但缺乏文献描述物理治疗师(PT)学校和学术医疗中心医院之间合作的成功模式。这篇文章的目的是描述西北大学，Feinberg医学院，物理治疗和人体运动科学系(DPTHMS)和伊利诺斯州芝加哥的Shirley Ryan AbilityLab之间的正式合作关系。方法/模型描述和评价。通过D’amour的四维合作模型来展示合作关系，突出了合作的四个关键维度:共同的目标和活动、内部化、形式化和治理。结果。这种伙伴关系的建立促进了这些机构实现共同目标，支持了它们相互关联的愿景和使命。合作的共同目标和活动包括:将专业物理治疗博士(DPT)学生的临床教育经验增加两倍;建立2个专业后PT住院医师项目;为Shirley Ryan AbiltyLab临床PTs增加DPT教学机会，并为6名Shirley Ryan Ability Lab临床PTs提供正式的大学学术任命;并为34名符合条件的DPTHMS教职员工中的7名提供临床预约。内部化维度体现在定期的沟通上;通过共享董事会和团队，促进相互认识的机会;社会化的机会;以及在各机构之间建立信任。正规化的主要例子是2013年签署并于2019年修订的法律合作协议。伙伴关系治理是通过指定联络员、共享董事会和定期机构间领导会议的结构来实现的。讨论与结论。D'Amour的结构模型描述了成功的机构间临床-学术伙伴关系的预测因素。该模型的4个协作维度有助于评估已建立的伙伴关系和处于此类合作规划阶段的机构的伙伴关系是否成功。
{"title":"Collaborating to Integrate Education and Practice: A Model of a Physical Therapy Academic–Clinical Partnership","authors":"Sally Taylor, Peter J. McMenamin, M. Hilliard","doi":"10.1097/JTE.0000000000000220","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000220","url":null,"abstract":"Background and Purpose. Strong academic–clinical partnerships have been advocated to optimize the training of the next generation of health professionals and to best meet the needs of patients and society. Despite the benefits of partnerships, there is a lack of literature describing successful models for collaboration between physical therapist (PT) schools and academic medical center hospitals. The purpose of this article was to describe the formal partnership between the Northwestern University, Feinberg School of Medicine, Department of Physical Therapy and Human Movement Sciences (DPTHMS) and Shirley Ryan AbilityLab in Chicago, Illinois. Method/Model Description and Evaluation. The partnership is presented through the lens of D'Amour's 4-dimensional model of collaboration highlighting 4 critical dimensions of collaboration: shared goals and activities, internalization, formalization, and governance. Outcomes. The establishment of this partnership has fostered the institutions' achievement of mutual goals supporting their interconnected visions and missions. Examples of the collaboration's shared goal and activities include: the tripling of clinical education experiences for professional Doctor of Physical Therapy (DPT) students; establishment of 2 post professional PT residency programs; proliferation of DPT teaching opportunities for Shirley Ryan AbiltyLab clinical PTs with formal university academic appointments for 6 Shirley Ryan Ability Lab PTs; and clinical appointments for 7 of 34 eligible DPTHMS faculty members. The internalization dimension is evidenced by regularly scheduled communications; promotion of opportunities for mutual acquaintanceship through shared boards and teams; socialization opportunities; and trust-building across institutions. The primary example of formalization is the legal collaboration agreement signed in 2013 and amended in 2019. Partnership governance is achieved through a structure of designated liaisons, shared boards, and regular interinstitutional leadership meetings. Discussion and Conclusion. D'Amour's structuration model describes predictors for successful interinstitutional clinical–academic partnerships. The model's 4 collaboration dimensions facilitate the assessment of partnership success for both established partnerships and for institutions in the planning stage of such collaborations.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"139 - 145"},"PeriodicalIF":0.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47410546","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 : 2022-02-16DOI: 10.1097/JTE.0000000000000222
Allison L. Smith, J. Ellison, J. Bogardus, P. Gleeson
Introduction. Limited research exists on burnout in physical therapists (PTs) and PT students. The prevalence of PT student burnout is unknown and few outcome measures exist to study burnout in students. The purpose of this study was to assess the test–retest reliability and internal consistency of the Oldenburg Burnout Inventory for Students (OLBI-S) and convergent validity of the OLBI-S with the Maslach Burnout Inventory General Survey for Students (MBI-GSS) in Doctor of Physical Therapy (DPT) students. Review of Literature. Most authors studying burnout have used the MBI, which has been criticized in recent years. The OLBI was developed in response to the criticisms and psychometric limitations of the MBI. The OLBI-S has not yet been validated in PT students. Subjects. Participants included a convenience sample of DPT students attending Texas Woman's University in Houston during the fall semester of 2020. Methods. Students completed the OLBI-S and MBI-GSS and completed the OLBI-S a second time 1 week later. Intraclass correlation coefficients (ICCs) were calculated to examine test–retest reliability, Cronbach's α was calculated to assess internal consistency, and convergent validity was assessed by calculating Pearson's correlations comparing corresponding subscales for the OLBI-S and MBI-GSS. Results. Test–retest reliability was excellent for both the OLBI-S exhaustion subscale (ICC = .916, P < .001) and the OLBI-S disengagement subscale (ICC = .955, P < .001). Internal consistency was good for both the exhaustion subscale (Cronbach's α = .833) and the disengagement subscale (Cronbach's α = .784). Convergent validity was found to be good between the OLBI-S and MBI-GSS exhaustion subscales (r = .741, P < .001) as well as the disengagement subscale of the OLBI-S and cynicism subscale of the MBI-GSS (r = .766, P < .001). Discussion and Conclusion. The OLBI-S has excellent reliability, good validity, and is a free alternative outcome measure to the MBI-GSS to measure burnout in DPT students.
介绍。关于物理治疗师和学生的职业倦怠的研究很少。体育专业学生倦怠的患病率尚不清楚，也很少有研究学生倦怠的结果测量方法。本研究的目的是评估Oldenburg学生倦怠量表(OLBI-S)的重测信度和内部一致性，以及OLBI-S与Maslach学生倦怠量表综合调查(MBI-GSS)在物理治疗博士(DPT)学生中的收敛效度。文献回顾。大多数研究倦怠的作者都使用了近年来受到批评的MBI。OLBI是针对MBI的批评和心理测量局限性而开发的。OLBI-S尚未在PT学生中得到验证。科目。参与者包括2020年秋季学期在休斯顿德克萨斯女子大学就读的DPT学生的方便样本。方法。学生完成了OLBI-S和MBI-GSS，并在一周后完成了第二次OLBI-S。计算类内相关系数(ICCs)来检验重测信度，计算Cronbach’s α来评估内部一致性，通过计算Pearson相关来比较OLBI-S和MBI-GSS的相应子量表来评估收敛效度。结果。OLBI-S耗尽分量表(ICC = .916, P < .001)和OLBI-S脱离分量表(ICC = .955, P < .001)的重测信度都很好。耗尽分量表(Cronbach’s α = .833)和脱离分量表(Cronbach’s α = .784)的内部一致性均较好。结果发现，OLBI-S与MBI-GSS的衰竭子量表(r = 0.741, P < 0.001)以及OLBI-S的脱离子量表与MBI-GSS的愤世嫉俗子量表(r = 0.766, P < 0.001)具有较好的收敛效度。讨论与结论。该量表具有良好的信度和效度，是MBI-GSS测量DPT学生职业倦怠的自由替代结果测量。
{"title":"Reliability and Validity of the Student Version of the Oldenburg Burnout Inventory in Physical Therapist Students","authors":"Allison L. Smith, J. Ellison, J. Bogardus, P. Gleeson","doi":"10.1097/JTE.0000000000000222","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000222","url":null,"abstract":"Introduction. Limited research exists on burnout in physical therapists (PTs) and PT students. The prevalence of PT student burnout is unknown and few outcome measures exist to study burnout in students. The purpose of this study was to assess the test–retest reliability and internal consistency of the Oldenburg Burnout Inventory for Students (OLBI-S) and convergent validity of the OLBI-S with the Maslach Burnout Inventory General Survey for Students (MBI-GSS) in Doctor of Physical Therapy (DPT) students. Review of Literature. Most authors studying burnout have used the MBI, which has been criticized in recent years. The OLBI was developed in response to the criticisms and psychometric limitations of the MBI. The OLBI-S has not yet been validated in PT students. Subjects. Participants included a convenience sample of DPT students attending Texas Woman's University in Houston during the fall semester of 2020. Methods. Students completed the OLBI-S and MBI-GSS and completed the OLBI-S a second time 1 week later. Intraclass correlation coefficients (ICCs) were calculated to examine test–retest reliability, Cronbach's α was calculated to assess internal consistency, and convergent validity was assessed by calculating Pearson's correlations comparing corresponding subscales for the OLBI-S and MBI-GSS. Results. Test–retest reliability was excellent for both the OLBI-S exhaustion subscale (ICC = .916, P < .001) and the OLBI-S disengagement subscale (ICC = .955, P < .001). Internal consistency was good for both the exhaustion subscale (Cronbach's α = .833) and the disengagement subscale (Cronbach's α = .784). Convergent validity was found to be good between the OLBI-S and MBI-GSS exhaustion subscales (r = .741, P < .001) as well as the disengagement subscale of the OLBI-S and cynicism subscale of the MBI-GSS (r = .766, P < .001). Discussion and Conclusion. The OLBI-S has excellent reliability, good validity, and is a free alternative outcome measure to the MBI-GSS to measure burnout in DPT students.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"205 - 209"},"PeriodicalIF":0.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46620441","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 : 2022-02-01DOI: 10.1097/JTE.0000000000000221
Aaron J. Hartstein, K. Zimney, Margaret Verkuyl, Jean Yockey, Patti Berg-Poppe
Introduction. Effective clinical decision-making (CDM) skills are essential for physical therapist practice. The purpose of this study was to compare the effects of virtual reality (VR) patient simulation with those of a traditional standardized patient simulation on the CDM of student physical therapists (SPTs). Review of Literature. Authentic experiential learning opportunities are needed to promote CDM. The effects of VR simulation on the CDM of SPTs are unknown. Subjects. Fifty-nine first-year SPTs participated in this study. Methods. A randomized controlled trial compared the effects of VR with those of standardized patient simulation on several aspects of CDM in 59 first-year students after an upper extremity orthopedic unit. Perceived CDM abilities and metacognitive awareness were assessed before and after allocated instruction. Diagnostic accuracy and diagnostic efficiency were measured during instruction. Student engagement was assessed immediately after instruction and psychomotor skill was assessed 1 week later. Results. Statistically significant within-group differences in CDM were noted after both VR and standardized patient instruction, but no between-group differences were found. Although effect sizes were considered large with either learning experience, the observed experimental effect was greater after a VR experience. No between-group differences were found between metacognitive awareness, diagnostic accuracy, or psychomotor skill assessment. Diagnostic efficiency was statistically significantly greater in the standardized patient condition, while engagement was significantly greater in the VR condition. Discussion and Conclusion. Measures of perceived CDM improved regardless of instructional method; however, the effect size was greater after VR. These findings reveal 2 effective experiential learning options to promote CDM. These results exemplify the normative trajectory of CDM development and recommendations for differentiated curricular instruction. Although resource intensive initially, VR technology appears capable of advancing CDM skills in an efficient manner that may minimize future cost and the faculty facilitation associated with standardized patient instruction.
{"title":"Virtual Reality Instructional Design in Orthopedic Physical Therapy Education: A Randomized Controlled Trial","authors":"Aaron J. Hartstein, K. Zimney, Margaret Verkuyl, Jean Yockey, Patti Berg-Poppe","doi":"10.1097/JTE.0000000000000221","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000221","url":null,"abstract":"Introduction. Effective clinical decision-making (CDM) skills are essential for physical therapist practice. The purpose of this study was to compare the effects of virtual reality (VR) patient simulation with those of a traditional standardized patient simulation on the CDM of student physical therapists (SPTs). Review of Literature. Authentic experiential learning opportunities are needed to promote CDM. The effects of VR simulation on the CDM of SPTs are unknown. Subjects. Fifty-nine first-year SPTs participated in this study. Methods. A randomized controlled trial compared the effects of VR with those of standardized patient simulation on several aspects of CDM in 59 first-year students after an upper extremity orthopedic unit. Perceived CDM abilities and metacognitive awareness were assessed before and after allocated instruction. Diagnostic accuracy and diagnostic efficiency were measured during instruction. Student engagement was assessed immediately after instruction and psychomotor skill was assessed 1 week later. Results. Statistically significant within-group differences in CDM were noted after both VR and standardized patient instruction, but no between-group differences were found. Although effect sizes were considered large with either learning experience, the observed experimental effect was greater after a VR experience. No between-group differences were found between metacognitive awareness, diagnostic accuracy, or psychomotor skill assessment. Diagnostic efficiency was statistically significantly greater in the standardized patient condition, while engagement was significantly greater in the VR condition. Discussion and Conclusion. Measures of perceived CDM improved regardless of instructional method; however, the effect size was greater after VR. These findings reveal 2 effective experiential learning options to promote CDM. These results exemplify the normative trajectory of CDM development and recommendations for differentiated curricular instruction. Although resource intensive initially, VR technology appears capable of advancing CDM skills in an efficient manner that may minimize future cost and the faculty facilitation associated with standardized patient instruction.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"176 - 184"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41935145","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 : 2022-02-01DOI: 10.1097/JTE.0000000000000218
C. Anderson, L. Dutton
Supplemental Digital Content is Available in the Text. Introduction. According to research studies and surveys conducted by the Centers for Disease Control and Prevention, the prevalence of stress, depression, and anxiety have increased with the onset of the COVID-19 pandemic. This is especially true for young adults and has the potential to affect students’ learning outcomes and long-term well-being. Review of Literature. Current research on the experience of stress for students in the health professions has focused on nursing and medical students. There are no published studies exploring pandemic-related stress in physical therapy. The purpose of this study was to explore the experience of stress for Doctor of Physical Therapy (DPT) students during the onset of the COVID-19 pandemic. Subjects. Twenty-four students in their first, second, and third year of study from 3 physical therapist education programs. Methods. Using a phenomenological qualitative approach, 60-minute semi-structured interviews were conducted with each participant through video conference in April and May of 2020. Inductive thematic analysis was used to identify and refine codes and construct themes and subthemes. Results. Four themes resulted from analyses of these data: sources of stress, stress management, stress modifiers, and positive aspects of COVID. Sources of stress were related to academics, uncertainty, personal circumstances, and finances. DPT students described stress associated with the transition to online learning related to focus, engagement, workload, and reduced opportunities to practice hands-on skills. Uncertainty was particularly stressful for third-year students who were anxious about clinical experiences, board examinations, and future employment. Stress management strategies were centered on cognitive reappraisal, physical activity, and social support. Discussion and Conclusion. While students identified several sources of stress during the onset of the COVID 19 pandemic, important stress modifiers, such as faculty and cohort-based peer support, were highlighted that have the potential to reduce stress for students both in times of crisis and under more typical circumstances. These factors, in combination with findings suggesting that increased flexibility and agency over learning mediated stress responses, have potential implications for instructional delivery and academic program design.
{"title":"Physical Therapy Student Stress During the COVID-19 Pandemic: A Qualitative Study","authors":"C. Anderson, L. Dutton","doi":"10.1097/JTE.0000000000000218","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000218","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction. According to research studies and surveys conducted by the Centers for Disease Control and Prevention, the prevalence of stress, depression, and anxiety have increased with the onset of the COVID-19 pandemic. This is especially true for young adults and has the potential to affect students’ learning outcomes and long-term well-being. Review of Literature. Current research on the experience of stress for students in the health professions has focused on nursing and medical students. There are no published studies exploring pandemic-related stress in physical therapy. The purpose of this study was to explore the experience of stress for Doctor of Physical Therapy (DPT) students during the onset of the COVID-19 pandemic. Subjects. Twenty-four students in their first, second, and third year of study from 3 physical therapist education programs. Methods. Using a phenomenological qualitative approach, 60-minute semi-structured interviews were conducted with each participant through video conference in April and May of 2020. Inductive thematic analysis was used to identify and refine codes and construct themes and subthemes. Results. Four themes resulted from analyses of these data: sources of stress, stress management, stress modifiers, and positive aspects of COVID. Sources of stress were related to academics, uncertainty, personal circumstances, and finances. DPT students described stress associated with the transition to online learning related to focus, engagement, workload, and reduced opportunities to practice hands-on skills. Uncertainty was particularly stressful for third-year students who were anxious about clinical experiences, board examinations, and future employment. Stress management strategies were centered on cognitive reappraisal, physical activity, and social support. Discussion and Conclusion. While students identified several sources of stress during the onset of the COVID 19 pandemic, important stress modifiers, such as faculty and cohort-based peer support, were highlighted that have the potential to reduce stress for students both in times of crisis and under more typical circumstances. These factors, in combination with findings suggesting that increased flexibility and agency over learning mediated stress responses, have potential implications for instructional delivery and academic program design.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"1 - 7"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44542177","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 : 2022-02-01DOI: 10.1097/jte.0000000000000214
H. Dumas, Ann C Golub-Victor
Background and Purpose. Mandated remote instruction provided an opportunity to introduce Doctor of Physical Therapy (DPT) students to online judgment-based measures used in clinical practice. In this method/model presentation, we report the operational feasibility, educational outcomes, and student satisfaction of a new learning activity providing entry-level DPT students with the experience to administer, score, and interpret the results of a pediatric, online, judgment-based functional assessment. Method/Model Description and Evaluation. Following introduction and demonstration, student pairs completed the web-based Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) using written case information detailing a child's typical functional mobility performance. Students then completed a course assignment to interpret test results, identify a complementary performance-based test, and develop intervention goals. Operational feasibility (time, technical, and economic needs), educational outcomes (PEDI-CAT scoring accuracy, assignment results), and student survey feedback were retrospectively evaluated. Outcomes. Within a 3-semester hour course, 2 hours (13%) were devoted to this activity, which was completed using a free test application and the university-supported learning management system. Student-generated PEDI-CAT normative scores were 100% consistent with instructor scores, and 43 of 46 student pairs (94%) generated scaled scores within the 95% confidence interval for the instructor's PEDI-CAT-generated score. Assignment results (mean grade = 45.7/50) indicated comprehension of material evidenced by test result interpretation and development of a physical therapist (PT) Evaluation and intervention goals. Student feedback was positive for the use of case-based learning and web-based test administration experience as a learning activity. Discussion and Conclusion. Use of a written case and an online judgment-based assessment proved feasible and successful for exposing entry-level DPT students to test administration, item content, normative and standard scoring differences, and developing a PT Evaluation statement and intervention goals setting. During mandated hybrid instruction, this learning activity addressed the curriculum objectives related to PT examination in preparation for clinical practice.
{"title":"An Experiential Learning Activity Using an Online Judgment-Based Pediatric Functional Measure During Hybrid Instruction With Doctor of Physical Therapy Students","authors":"H. Dumas, Ann C Golub-Victor","doi":"10.1097/jte.0000000000000214","DOIUrl":"https://doi.org/10.1097/jte.0000000000000214","url":null,"abstract":"Background and Purpose. Mandated remote instruction provided an opportunity to introduce Doctor of Physical Therapy (DPT) students to online judgment-based measures used in clinical practice. In this method/model presentation, we report the operational feasibility, educational outcomes, and student satisfaction of a new learning activity providing entry-level DPT students with the experience to administer, score, and interpret the results of a pediatric, online, judgment-based functional assessment. Method/Model Description and Evaluation. Following introduction and demonstration, student pairs completed the web-based Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) using written case information detailing a child's typical functional mobility performance. Students then completed a course assignment to interpret test results, identify a complementary performance-based test, and develop intervention goals. Operational feasibility (time, technical, and economic needs), educational outcomes (PEDI-CAT scoring accuracy, assignment results), and student survey feedback were retrospectively evaluated. Outcomes. Within a 3-semester hour course, 2 hours (13%) were devoted to this activity, which was completed using a free test application and the university-supported learning management system. Student-generated PEDI-CAT normative scores were 100% consistent with instructor scores, and 43 of 46 student pairs (94%) generated scaled scores within the 95% confidence interval for the instructor's PEDI-CAT-generated score. Assignment results (mean grade = 45.7/50) indicated comprehension of material evidenced by test result interpretation and development of a physical therapist (PT) Evaluation and intervention goals. Student feedback was positive for the use of case-based learning and web-based test administration experience as a learning activity. Discussion and Conclusion. Use of a written case and an online judgment-based assessment proved feasible and successful for exposing entry-level DPT students to test administration, item content, normative and standard scoring differences, and developing a PT Evaluation statement and intervention goals setting. During mandated hybrid instruction, this learning activity addressed the curriculum objectives related to PT examination in preparation for clinical practice.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48875642","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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