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Purpose: The purposes of this study were to 1) describe the current teaching methodology used in Doctor of Physical Therapy (DPT) human gross anatomy (HGA) labs, 2) examine the demographics and perceptions of HGA instructors and compare responses based on years of experience, 3) determine the utilization and instructor perceptions related to cadaver dissection and other methods of instruction, and 4) determine which safety/security protocols are used in HGA laboratories. Method: All DPT programs (N=250) in the United States (US) accredited by the Commission on Accreditation of Physical Therapy Education (CAPTE) were eligible to participate. The anonymous, 89-item online survey was completed by either an HGA instructor or DPT program director in March of 2020. Seventy-four individuals responded for a response rate of 29.6%. Results: Respondents represented programs from 65.2% private and 34.8% public institutions. Fifty percent of respondents dedicated 31-60% of their HGA course to face-to-face lab time, with 68% reporting an instructor to student ratio in lab of 1:15 or smaller. Seventy percent of instructors were US licensed PTs, and 78% of those PTs held an academic doctorate. The average years of anatomy teaching experience was 11.3. Ninety-six percent of programs utilized cadavers. Most programs (86%) had students perform hands-on cadaver dissection. Overall, 90% of instructors incorporated learning activities into lab beyond dissection. Ninety-four percent of instructors reported enjoyment teaching HGA, and a majority felt they had adequate teaching support and academic preparation. Sixty percent of respondents felt that cadavers were the only way to teach lab, while 90% felt that cadavers were the best way to teach lab. Regarding safety, 38% of instructors had concerns regarding chemical exposure in lab, and 11% believed their health was at risk. Comparative analyses found significant differences in instructor perceptions based on years of anatomy teaching experience (+/- 10 years). Less experienced faculty were more likely to believe that a non-cadaver approach to teaching HGA can be as effective as using cadavers given the right technology, while more experienced faculty were more likely to believe that teaching HGA with cadavers was the best way to teach lab. Conclusions: DPT program directors and instructors may find this study valuable to compare their HGA course(s) to other programs in the US. Although there is a clear preference for including cadavers in HGA laboratories, it is evident that most instructors are incorporating other learning approaches in their HGA laboratories.

Introduction.Despite an increase in the rigor of entry-level Doctor of Physical Therapy (DPT) program admission, programs still struggle with student retention and success. The purpose of this study was to examine demographic and preadmission factors predictive of first year and overall program success in an entry-level public physical therapist education program.Subjects.Retrospective data from 473 DPT students at the Texas Woman’s University in Houston, TX, who entered the program between 2010 and 2018.Methods.This study included the following predictor variables: last 60 hours undergraduate (UG) grade point average (GPA), UG math/science GPA, overall UG GPA, science/nonscience major, Graduate Record Examination (GRE) component scores, GRE summed score (GRE-S), size and type of UG institution (dichotomized), gender, age, and personal grit score. Success in the program was measured by first-semester GPA, cumulative third-semester GPA, final program GPA, three-tiered ranking of academic and clinical education (CE) standing, completion of first-year program, and completion of the entire 3-year program.Results.First-year program success (first-semester GPA, cumulative third-semester GPA, and first-year completion) was predicted by age, overall UG GPA, GRE-S, and all GRE components. GRE scores and UG GPA when entered together predicted 45.8% of the first-year GPA. Overall program success was predicted by UG GPA, GRE-S, and all GRE components. GRE-S and UG GPA when entered together predicted 34.8% of final program GPA. Academic standing was predicted by multiple predictors, whereas CE performance was only predicted by 2 components of the GRE and GRE-S. When comparing students who completed the program versus those who did not, significant differences were found in all GRE components and overall UG GPA. Receiver-operating-characteristics analysis was used to determine cutoff scores for the GRE and overall UG GPA, which best predict first-year and program retention.Conclusion.Admissions committees of DPT should analyze their program-specific data to better guide their admissions decisions. Overall UG GPA and GRE continue to be strong predictors of physical therapist program success. In order to increase retention rates, DPT programs should consider additional resources for students who may be at risk.

Purpose: This study investigates functional and technical outcomes to support an early mobilization approach to rehabilitation after single-event multilevel surgery (SEMLS) for children with cerebral palsy (CP), and disseminates innovative guidelines emphasizing early walking. Methods: Twenty-three participants with spastic diplegic CP ages 7 through 17 years, Gross Motor Function Classification System levels I to III, who underwent an early mobilization program after SEMLS were reviewed. Outcomes were examined from motion analysis data and clinical documentation. Results: All participants were able to return to school walking at discharge. At 1-year postoperatively, participants had returned to their prior walking level or better. Change in Gait Deviation Index and Pediatric Outcomes Data Collection Instrument indicated improvements in functional mobility and gait consistent with or greater than the literature. Conclusion: This intensive early mobilization program restores participation in daily activities, walking, and school within the first month postoperatively.

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