The findings highlight the importance of reducing sedentary behavior, increasing physical activity, and improving cardiorespiratory fitness for preventing metabolic syndrome.

PurposeThe purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy.MethodsThe Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis.ResultsThe scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation.ConclusionThe CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.

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Introduction. The purpose of this study was to 1) use the Clinical Teaching Effectiveness Questionnaire (CTEQ) to determine the self-perception of clinical teaching effectiveness (CTE) with a current sample of clinical instructors (CIs) and 2) determine if a relationship exists between CI characteristics and self-perceived ratings. Methods. A cross-sectional study was completed with a convenience sample of 194 physical therapists who served as CIs for 2 universities in the Northeast. Participants completed demographic data and the 30-item CTEQ, a valid and reliable tool, consisting of 4 sections with 8 subscales. Data were reported descriptively, and Mann–Whitney U tests were completed to determine significant relationships between CI characteristics and the CTEQ subscales. Results. Overall, CIs agreed they were effective clinical teachers. Analysis revealed significant differences in scoring on the subscales of the CTEQ based on curricular model of the program from which the CI graduated, American Physical Therapy Association (APTA) membership, number of students supervised, APTA Advanced CI Credentialing, experience in a teaching role, highest degree earned, and Center Coordinator of Clinical Education role. Discussion and Conclusion. The CTEQ provides a preliminary valid measure for assessing CTE in physical therapy practice. Multiple factors were discovered to have an influence on CI's self-perception of clinical teaching using the CTEQ. Notably, the long-term impact of problem-based learning curricula were associated with identification of student learning domains and total score on the CTEQ, adding new information regarding curricular influence on CIs' self-perception of CTE. The CTEQ can be used by academic programs and clinical sites to develop strategies to better prepare CIs delivery of high-quality clinical education experiences.

Purpose – Sedentary behavior, independent of physical activity, is a risk factor for both morbidity and mortality. Little is known about factors related to sedentary behavior. The purpose of this paper is to examine the relationship between sedentary behavior and the demographic characteristics, perceived physical activity (PA) environment, and PA behaviors of 72 full-time, university faculty members. Design/methodology/approach – For this cross-sectional study, data were collected online using Survey Monkey®. Findings – Participants spent an average of 473 and 328 minutes/weekend day in sedentary activity. There was a positive correlation between minutes spent in vigorous PA and minutes spent sedentary while watching TV (p=0.047). There was a negative correlation between minutes spent in moderate PA per week and minutes spent sedentary while playing video games (p=0.034). Participants’ perceived PA environment scores were inversely related to their minutes spent in sedentary behavior during a typical weekday (p=0.027) and positively related to their minutes spent sedentary while on their computers (p=0.022). Originality/value – The study is the first to highlight the large proportion of time university faculty members spend in sedentary activities and factors that could be addressed to reduce this time.