Pub Date : 2022-11-08DOI: 10.1097/jte.0000000000000262
R. Armitage, E. Williamson
{"title":"Physical Therapist Education and War in Ukraine","authors":"R. Armitage, E. Williamson","doi":"10.1097/jte.0000000000000262","DOIUrl":"https://doi.org/10.1097/jte.0000000000000262","url":null,"abstract":"","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"61625309","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 : 2022-11-08DOI: 10.1097/JTE.0000000000000253
Jamie Bayliss, Judi Schack-Dugre, T. Hoang, M. Watkins, Katy Mitchell, Mira Mariano, Jamie L. Greco, Y. Colgrove, E. Wheeler, H. Kiyota, C. Pientok, Lori Stephens, C. McCarthy, G. McBride, P. Gleeson
Introduction and Review of Literature. Physical therapist (PT) and PT assistant (PTA) education programs have historically required preadmission observation hours (ObHr) as an admission requirement. The variability of conditions surrounding ObHr lends itself to investigation. The aims of this study were to (1) identify the perceived value of ObHr to Admission Committee (AC) members, Directors of Clinical Education, current Doctor of Physical Therapy (DPT) students, and PT clinicians, (2) examine the effect that ObHr have on the decision-making process of AC members, and (3) examine the effect that ObHr had on current DPT students’ decisions to pursue a PT career. Subjects. Four stakeholder groups were targeted (N = 4,471). Methods. This descriptive, cross-sectional study utilized surveys to collect quantitative and qualitative data through closed-ended and open-ended questions. This article encompasses the analysis of the quantitative components by analyzing fixed responses on stakeholder surveys. Qualitative findings are reported in a separate article. Results. Perceived purposes of ObHr by stakeholders were as follows: (1) to gain an accurate understanding of the depth and breadth of the profession, (2) to confirm a desire to pursue PT as a profession, and (3) to better understand the roles and responsibilities of PT. The number of necessary ObHr varied among the groups ranging from 0 to 100 hours. Student perception that completing more hours than required would assist in their favorability for acceptance was debunked. Discussion. There was consensus among all groups regarding the perceived purposes. Variability of stakeholder perception of necessary ObHr to achieve goals was revealed. Doctor of Physical Therapy programs should be transparent and clarify the purpose and quantity of required ObHr. Conclusion. Long-standing requirements could be taxing current resources and limiting entry into the profession. Determining the minimum number of necessary ObHr, considering virtual methods, and employing distinct transparency on how ObHr are used in the decision-making process are opportunities for further study to address these issues.
{"title":"Impact of Preadmission Observation Hours on Key Physical Therapist Clinical Education Stakeholders: Quantitative Analysis","authors":"Jamie Bayliss, Judi Schack-Dugre, T. Hoang, M. Watkins, Katy Mitchell, Mira Mariano, Jamie L. Greco, Y. Colgrove, E. Wheeler, H. Kiyota, C. Pientok, Lori Stephens, C. McCarthy, G. McBride, P. Gleeson","doi":"10.1097/JTE.0000000000000253","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000253","url":null,"abstract":"Introduction and Review of Literature. Physical therapist (PT) and PT assistant (PTA) education programs have historically required preadmission observation hours (ObHr) as an admission requirement. The variability of conditions surrounding ObHr lends itself to investigation. The aims of this study were to (1) identify the perceived value of ObHr to Admission Committee (AC) members, Directors of Clinical Education, current Doctor of Physical Therapy (DPT) students, and PT clinicians, (2) examine the effect that ObHr have on the decision-making process of AC members, and (3) examine the effect that ObHr had on current DPT students’ decisions to pursue a PT career. Subjects. Four stakeholder groups were targeted (N = 4,471). Methods. This descriptive, cross-sectional study utilized surveys to collect quantitative and qualitative data through closed-ended and open-ended questions. This article encompasses the analysis of the quantitative components by analyzing fixed responses on stakeholder surveys. Qualitative findings are reported in a separate article. Results. Perceived purposes of ObHr by stakeholders were as follows: (1) to gain an accurate understanding of the depth and breadth of the profession, (2) to confirm a desire to pursue PT as a profession, and (3) to better understand the roles and responsibilities of PT. The number of necessary ObHr varied among the groups ranging from 0 to 100 hours. Student perception that completing more hours than required would assist in their favorability for acceptance was debunked. Discussion. There was consensus among all groups regarding the perceived purposes. Variability of stakeholder perception of necessary ObHr to achieve goals was revealed. Doctor of Physical Therapy programs should be transparent and clarify the purpose and quantity of required ObHr. Conclusion. Long-standing requirements could be taxing current resources and limiting entry into the profession. Determining the minimum number of necessary ObHr, considering virtual methods, and employing distinct transparency on how ObHr are used in the decision-making process are opportunities for further study to address these issues.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"341 - 347"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42008194","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 : 2022-11-08DOI: 10.1097/JTE.0000000000000259
Sean P. Gallivan
Introduction. The purpose of this research was to assess the construct validity and internal consistency of the Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction Section II: Physical Therapist Student Evaluation of Clinical Instruction (PTSE). Review of the Literature. Physical therapy lacks a psychometrically sound student assessment of the performance of clinical instructor (CI), providing a basis for assessing the PTSE's internal consistency and construct validity. Subjects. A nonprobability convenience sample of 5,077 students from 29 physical therapist education programs (PTEPs) completed 6,851 PTSEs using a third-party clinical education management platform. Methods. To assess the construct validity of the PTSE, the researcher conducted exploratory factor analysis with principal axis factor extraction and promax oblique rotation on 3 PTSE data subsets. The researcher conducted internal consistency analyses on the 21-item PTSE and on each factor identified in the factor analyses. Results. For each PTSE subset, factor analysis identified one factor of 17 items, CI Effectiveness, which accounted for 48.5%, 54.1%, and 53.8% of the variance of the 3 data subsets, respectively. Factor analysis did not identify a factor solution that included all 21 Likert scale–rated items of Section 2 of the PTSE. Resultant Cronbach's alpha values met minimum levels of acceptable internal consistency while exceeding the 0.90 level that raises the concern of item redundancy. Discussion and Conclusion. Factor analysis results find plausible explanations for their degree of alignment with assessment tool item writing construction and scaling standards, although a one-factor PTSE is inconsistent with historical and prevailing multiple constructs of CI effectiveness. Individual factor and all-item internal consistency results raise concerns regarding the number and the redundancy of the questions. Factor analysis and internal consistency analyses of PTSEs completed by students from a nonprobability convenience sample of PTEPs suggest that PTEPs need a more psychometrically sound tool to assess CI performance.
{"title":"Construct Validity and Internal Consistency of the Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction","authors":"Sean P. Gallivan","doi":"10.1097/JTE.0000000000000259","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000259","url":null,"abstract":"Introduction. The purpose of this research was to assess the construct validity and internal consistency of the Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction Section II: Physical Therapist Student Evaluation of Clinical Instruction (PTSE). Review of the Literature. Physical therapy lacks a psychometrically sound student assessment of the performance of clinical instructor (CI), providing a basis for assessing the PTSE's internal consistency and construct validity. Subjects. A nonprobability convenience sample of 5,077 students from 29 physical therapist education programs (PTEPs) completed 6,851 PTSEs using a third-party clinical education management platform. Methods. To assess the construct validity of the PTSE, the researcher conducted exploratory factor analysis with principal axis factor extraction and promax oblique rotation on 3 PTSE data subsets. The researcher conducted internal consistency analyses on the 21-item PTSE and on each factor identified in the factor analyses. Results. For each PTSE subset, factor analysis identified one factor of 17 items, CI Effectiveness, which accounted for 48.5%, 54.1%, and 53.8% of the variance of the 3 data subsets, respectively. Factor analysis did not identify a factor solution that included all 21 Likert scale–rated items of Section 2 of the PTSE. Resultant Cronbach's alpha values met minimum levels of acceptable internal consistency while exceeding the 0.90 level that raises the concern of item redundancy. Discussion and Conclusion. Factor analysis results find plausible explanations for their degree of alignment with assessment tool item writing construction and scaling standards, although a one-factor PTSE is inconsistent with historical and prevailing multiple constructs of CI effectiveness. Individual factor and all-item internal consistency results raise concerns regarding the number and the redundancy of the questions. Factor analysis and internal consistency analyses of PTSEs completed by students from a nonprobability convenience sample of PTEPs suggest that PTEPs need a more psychometrically sound tool to assess CI performance.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"283 - 292"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44063477","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 : 2022-10-26DOI: 10.1097/jte.0000000000000254
G. Jensen, D. Jette, J. Timmerberg, S. Chesbro, R. Dole, Z. Kapasi, A. Lotshaw
{"title":"Competency-Based Education in Physical Therapy: Developing a Framework for Education Research","authors":"G. Jensen, D. Jette, J. Timmerberg, S. Chesbro, R. Dole, Z. Kapasi, A. Lotshaw","doi":"10.1097/jte.0000000000000254","DOIUrl":"https://doi.org/10.1097/jte.0000000000000254","url":null,"abstract":"","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49459845","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 : 2022-10-06DOI: 10.1097/JTE.0000000000000251
Kathrine A. Giffin, P. Levangie
Supplemental Digital Content is Available in the Text. Background and Purpose: The APTA Academy of Education identified a need to assess the status of physical therapist assistant (PTA) education given changes in contemporary physical therapist practice and health care. In response, a task force was charged to plan a summit that would engage stakeholders in formulation of prioritized recommendations to advance PTA education. Method and Results: The Summit Planning Task Force formulated a 3-phase process: phase 1—surveys emailed to PTA education stakeholders; phase 2—four online modules that informed participants about trends in PTA education and solicited data on perceived strengths and weaknesses; and phase 3—a 2-day facilitated virtual meeting of 37 stakeholders who collaboratively developed the Summit outcomes. More than 2500 individuals contributed to data gathered from phases 1 and 2. Phase 3 participants formulated 3 comprehensive recommendations with associated goal statements, objectives, and strategies intendeds to drive future work in PTA education. Discussion and Conclusions: This report presents detailed methods by which the consensus-driven recommendations were achieved, supporting the Summit Task Force's “vision of the PTA as the educated extender that supports the future of physical therapist practice.” There was not consensus on any one direction that PTA education should take. Findings, however, support an array of flexible opportunities by which career goals of current and future PTAs may be achieved while enhancing patient care by the physical therapist/PTA team. Work to implement recommendations must be shared by all relevant stakeholders in order to move PTA education forward.
{"title":"The Physical Therapist Assistant Education Summit Report: Prioritized Recommendations for the Future","authors":"Kathrine A. Giffin, P. Levangie","doi":"10.1097/JTE.0000000000000251","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000251","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Background and Purpose: The APTA Academy of Education identified a need to assess the status of physical therapist assistant (PTA) education given changes in contemporary physical therapist practice and health care. In response, a task force was charged to plan a summit that would engage stakeholders in formulation of prioritized recommendations to advance PTA education. Method and Results: The Summit Planning Task Force formulated a 3-phase process: phase 1—surveys emailed to PTA education stakeholders; phase 2—four online modules that informed participants about trends in PTA education and solicited data on perceived strengths and weaknesses; and phase 3—a 2-day facilitated virtual meeting of 37 stakeholders who collaboratively developed the Summit outcomes. More than 2500 individuals contributed to data gathered from phases 1 and 2. Phase 3 participants formulated 3 comprehensive recommendations with associated goal statements, objectives, and strategies intendeds to drive future work in PTA education. Discussion and Conclusions: This report presents detailed methods by which the consensus-driven recommendations were achieved, supporting the Summit Task Force's “vision of the PTA as the educated extender that supports the future of physical therapist practice.” There was not consensus on any one direction that PTA education should take. Findings, however, support an array of flexible opportunities by which career goals of current and future PTAs may be achieved while enhancing patient care by the physical therapist/PTA team. Work to implement recommendations must be shared by all relevant stakeholders in order to move PTA education forward.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"1 - 13"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41640126","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 : 2022-09-01DOI: 10.1097/JTE.0000000000000246
E. Costello, K. Huhn, William E. Healey, M. Hilliard, Margaret M Plack, Joyce R. Maring
Supplemental Digital Content is Available in the Text. Introduction. Physical therapist education is rigorous and challenging and reports of mental health concerns in college-aged students continue to rise. Review of Literature. Although the association between student mental health and behavioral characteristics has garnered interest, few researchers have examined the relationship across educational programs and years of study. This study aimed to investigate grit, self-reflection, and anxiety in Doctor of Physical Therapy (DPT) students. Methods. In this cross-sectional study, 535 DPT students (years 1, 2, 3) enrolled in 3 programs were invited to complete a demographic survey, Grit scale (Grit-S), State portion of the State-Trait Anxiety Inventory (STAI-S), and Self-Reflection and Insight Scale (SRIS). Data analysis summarized demographic variables and survey scores and explored differences and associations among schools, years of study, and demographic variables. Results. Two hundred fifty-four students (72.7% female; 76.8% Caucasian; 70.9% aged 20–25 years) participated; response rate of 47.5%. Mean survey scores for Grit-S (3.73; ± .52), SRIS composite (92.01; ± 12.54), and STAI-S (41.94; ± 11.66) showed no meaningful differences among schools. Grit scale scores were lowest in the second year and highest in year 3. Female participants scored higher than male participants on the SRIS engagement subscale. Higher Grit-S scores were associated with lower anxiety scores and higher composite SRIS scores. Higher SRIS composite scores were associated with less anxious students. Anxiety scores were inversely related to insight scores. Discussion. Doctor of Physical Therapy student grit scores were generally consistent with published means for health professional students. Self-Reflection and Insight Scale scores for DPT students were higher than nursing and medical students. Students exhibited higher state anxiety scores compared with the general population. Grit Scale changes over time may reflect curricular experiences and growing sense of competence. Relationships among grit, self-reflection, and anxiety may represent an important finding with potential to prompt proactive interventions or support. Further research is needed to understand the impact of demographic factors.
补充数字内容可在文本中获得。介绍。物理治疗师教育是严格和具有挑战性的，关于大学生心理健康问题的报道不断增加。文献回顾。尽管学生心理健康和行为特征之间的联系引起了人们的兴趣，但很少有研究人员研究了跨教育项目和多年学习的关系。本研究旨在探讨物理治疗博士(DPT)学生的勇气、自我反省和焦虑。方法。在本横断面研究中，535名DPT学生(1年级，2年级，3年级)参加了3个项目，被邀请完成人口统计调查，Grit量表(Grit- s)，状态-特质焦虑量表(STAI-S)的状态部分，以及自我反思和洞察力量表(SRIS)。数据分析总结了人口变量和调查分数，并探讨了学校、学习年限和人口变量之间的差异和联系。结果。254名学生(72.7%为女生);76.8%的白人;70.9%(20-25岁)参与;应答率为47.5%。Grit-S的平均调查得分为3.73;±0.52)，SRIS综合指数(92.01;±12.54)，stan - s (41.94;±11.66)，学校间差异无统计学意义。坚毅量表得分在第二年最低，在第三年最高。女性参与者在SRIS投入子量表上的得分高于男性参与者。较高的Grit-S评分与较低的焦虑评分和较高的综合SRIS评分相关。SRIS综合得分越高，学生的焦虑程度越低。焦虑得分与洞察力得分呈负相关。讨论。物理治疗博士学生的毅力得分与卫生专业学生的公布数据基本一致。DPT学生的自我反思和洞察力得分高于护理和医学生。与一般人群相比，学生表现出更高的状态焦虑得分。毅力量表随时间的变化可能反映了课程经历和不断增长的能力感。勇气、自我反省和焦虑之间的关系可能是一个重要的发现，有可能促使积极的干预或支持。需要进一步研究以了解人口因素的影响。
{"title":"Exploration of Grit, Self-Reflection and Insight, and Anxiety: A Multisite Study of Doctor of Physical Therapy Students","authors":"E. Costello, K. Huhn, William E. Healey, M. Hilliard, Margaret M Plack, Joyce R. Maring","doi":"10.1097/JTE.0000000000000246","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000246","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction. Physical therapist education is rigorous and challenging and reports of mental health concerns in college-aged students continue to rise. Review of Literature. Although the association between student mental health and behavioral characteristics has garnered interest, few researchers have examined the relationship across educational programs and years of study. This study aimed to investigate grit, self-reflection, and anxiety in Doctor of Physical Therapy (DPT) students. Methods. In this cross-sectional study, 535 DPT students (years 1, 2, 3) enrolled in 3 programs were invited to complete a demographic survey, Grit scale (Grit-S), State portion of the State-Trait Anxiety Inventory (STAI-S), and Self-Reflection and Insight Scale (SRIS). Data analysis summarized demographic variables and survey scores and explored differences and associations among schools, years of study, and demographic variables. Results. Two hundred fifty-four students (72.7% female; 76.8% Caucasian; 70.9% aged 20–25 years) participated; response rate of 47.5%. Mean survey scores for Grit-S (3.73; ± .52), SRIS composite (92.01; ± 12.54), and STAI-S (41.94; ± 11.66) showed no meaningful differences among schools. Grit scale scores were lowest in the second year and highest in year 3. Female participants scored higher than male participants on the SRIS engagement subscale. Higher Grit-S scores were associated with lower anxiety scores and higher composite SRIS scores. Higher SRIS composite scores were associated with less anxious students. Anxiety scores were inversely related to insight scores. Discussion. Doctor of Physical Therapy student grit scores were generally consistent with published means for health professional students. Self-Reflection and Insight Scale scores for DPT students were higher than nursing and medical students. Students exhibited higher state anxiety scores compared with the general population. Grit Scale changes over time may reflect curricular experiences and growing sense of competence. Relationships among grit, self-reflection, and anxiety may represent an important finding with potential to prompt proactive interventions or support. Further research is needed to understand the impact of demographic factors.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"196 - 204"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44582357","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 : 2022-08-31DOI: 10.1097/JTE.0000000000000248
Jenna Smith-Turchyn, Luciana G. Macedo, S. Wojkowski, Gregory F. Spadoni, P. Stratford
Supplemental Digital Content is Available in the Text. Introduction: The purpose of this study was to provide insight into carryover bias in the vertical and horizontal methods of assessing virtual admission interviews for physiotherapy candidates and to estimate interrater reliability of items within the 2 assessment methods and assessors’ satisfaction with the new horizontal method of assessment. Methods: This was a quality improvement study using retrospective data analysis of 2 datasets. The vertical scoring method (2020 dataset) consisted of 2 assessors scoring all items for a single candidate. The horizontal method (2021 dataset) had assessors evaluate selected candidates for a single group of items. Assessors completed a virtual survey asking about their satisfaction with the new horizontal scoring method. To investigate carryover bias, multiquestion, multirater correlation matrices were generated for the 2020 and 2021 datasets. Interrater reliability was examined by calculating Shrout and Fleiss class 1 and 2 intraclass correlation coefficients (ICCs). Descriptive statistics were used to summarize scaling questions on the satisfaction survey. Open-ended questions were analyzed using content analysis to identify common themes. Results: Correlation matrices for the multiquestion, multirater correlation analysis supported carryover bias in the analysis of the 2020 dataset. In contrast for the 2021 data, higher correlations were obtained between raters within a question, demonstrating a reduced carryover effect. Interrater reliability based on the average of 2 raters was 0.62 (95% CI: 0.70–0.77) for the 2020 cohort and 0.74 (95% CI: 0.02–0.22) for the 2021 cohort. The ICC difference between the datasets was statistically significant (Z = 2.40, P = .016). Most assessors agreed that they enjoyed reviewing applicants more horizontally than vertically. Discussion and Conclusions: Results of this study demonstrated reduced carryover bias and increased interrater reliability and assessor satisfaction with the horizontal method of scoring physiotherapy admissions interviews compared with the traditional vertical method. Continued exploration of admissions processes is vital to ensure the fairest method of conducting online physiotherapy admission interviews for a large pool of candidates.
{"title":"Vertical Versus Horizontal Assessment Methods for Scoring Physiotherapy Entrance Interviews","authors":"Jenna Smith-Turchyn, Luciana G. Macedo, S. Wojkowski, Gregory F. Spadoni, P. Stratford","doi":"10.1097/JTE.0000000000000248","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000248","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Introduction: The purpose of this study was to provide insight into carryover bias in the vertical and horizontal methods of assessing virtual admission interviews for physiotherapy candidates and to estimate interrater reliability of items within the 2 assessment methods and assessors’ satisfaction with the new horizontal method of assessment. Methods: This was a quality improvement study using retrospective data analysis of 2 datasets. The vertical scoring method (2020 dataset) consisted of 2 assessors scoring all items for a single candidate. The horizontal method (2021 dataset) had assessors evaluate selected candidates for a single group of items. Assessors completed a virtual survey asking about their satisfaction with the new horizontal scoring method. To investigate carryover bias, multiquestion, multirater correlation matrices were generated for the 2020 and 2021 datasets. Interrater reliability was examined by calculating Shrout and Fleiss class 1 and 2 intraclass correlation coefficients (ICCs). Descriptive statistics were used to summarize scaling questions on the satisfaction survey. Open-ended questions were analyzed using content analysis to identify common themes. Results: Correlation matrices for the multiquestion, multirater correlation analysis supported carryover bias in the analysis of the 2020 dataset. In contrast for the 2021 data, higher correlations were obtained between raters within a question, demonstrating a reduced carryover effect. Interrater reliability based on the average of 2 raters was 0.62 (95% CI: 0.70–0.77) for the 2020 cohort and 0.74 (95% CI: 0.02–0.22) for the 2021 cohort. The ICC difference between the datasets was statistically significant (Z = 2.40, P = .016). Most assessors agreed that they enjoyed reviewing applicants more horizontally than vertically. Discussion and Conclusions: Results of this study demonstrated reduced carryover bias and increased interrater reliability and assessor satisfaction with the horizontal method of scoring physiotherapy admissions interviews compared with the traditional vertical method. Continued exploration of admissions processes is vital to ensure the fairest method of conducting online physiotherapy admission interviews for a large pool of candidates.","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"36 1","pages":"316 - 321"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42920990","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 : 2022-08-22eCollection Date: 2022-09-01DOI: 10.3390/neurosci3030034
Michela Bossa, Nicola Manocchio, Ornella Argento
Cognitive impairment (CI) represents a common symptom in patients suffering from multiple sclerosis (MS), which can affect every stage of the disease course. Recent studies seem to support cognitive rehabilitation (CR) for minimizing the CI consequences. We reviewed the currently available evidence on the non-pharmacological approaches to CI, with the aim of giving an overview of the treatments used worldwide, from the traditional methods to the most recent techniques. A search of the literature was conducted on PubMed (articles in English performed in the last five years on humans). A total of 37 articles met our eligibility criteria after screening titles, abstracts and full-text and were divided into three main groups: in-presence interventions; studies performed via tele-rehabilitation and miscellaneous. Despite the great heterogeneity of the intervention and assessment methods, the evidence suggests that a non-pharmacological approach can improve MS-related CI. Cognitive rehabilitation seems effective and well established, as well as the use of computerized CR having the benefit of being even more appealing. Limited conclusions can be drawn on group CR due to the small number of studies focused on this kind of intervention. Some of the innovative approaches (virtual reality, EEG-based neurofeedback, brain stimulation, exercise, diet modification) may play a role in future studies and should be deeply explored.
{"title":"Non-Pharmacological Treatments of Cognitive Impairment in Multiple Sclerosis: A Review.","authors":"Michela Bossa, Nicola Manocchio, Ornella Argento","doi":"10.3390/neurosci3030034","DOIUrl":"10.3390/neurosci3030034","url":null,"abstract":"<p><p>Cognitive impairment (CI) represents a common symptom in patients suffering from multiple sclerosis (MS), which can affect every stage of the disease course. Recent studies seem to support cognitive rehabilitation (CR) for minimizing the CI consequences. We reviewed the currently available evidence on the non-pharmacological approaches to CI, with the aim of giving an overview of the treatments used worldwide, from the traditional methods to the most recent techniques. A search of the literature was conducted on PubMed (articles in English performed in the last five years on humans). A total of 37 articles met our eligibility criteria after screening titles, abstracts and full-text and were divided into three main groups: in-presence interventions; studies performed via tele-rehabilitation and miscellaneous. Despite the great heterogeneity of the intervention and assessment methods, the evidence suggests that a non-pharmacological approach can improve MS-related CI. Cognitive rehabilitation seems effective and well established, as well as the use of computerized CR having the benefit of being even more appealing. Limited conclusions can be drawn on group CR due to the small number of studies focused on this kind of intervention. Some of the innovative approaches (virtual reality, EEG-based neurofeedback, brain stimulation, exercise, diet modification) may play a role in future studies and should be deeply explored.</p>","PeriodicalId":91351,"journal":{"name":"Journal, physical therapy education","volume":"8 1","pages":"476-493"},"PeriodicalIF":1.6,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11523695/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83472560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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