Doctor of Physical Therapy Student Grit as a Predictor of Academic Success: A Pilot Study

Bliss, Rebecca; Jacobson, Erin

doi:10.1016/j.hpe.2020.06.006

Cited by 18 publications

(29 citation statements)

References 23 publications

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“…Our cohort's mean grit scores were higher (3.91) than that reported in recent pilot normative data of DPT students (3.78) and may be due to self-report instruments sensitivity to self-presentation and promotion. 16,18,19,24 Even though the higher grit scores may have contributed to a stronger relationship in this small sample, our findings are consistent with other research suggesting a potential protective effect of grit on burnout. 21 Students in this sample participated in 30 weeks of terminal clinical education.…”

Section: Discussionsupporting

confidence: 90%

“…14,15 Bliss and Jacobson reported a moderate correlation between grit in entry-level DPT students and cumulative undergraduate GPA scores. 16 Richardson et al also found a similar moderate correlation between grit and graduate DPT program cumulative GPA. 18 In 2021, Huhn et al reported no significant associations between grit and first-year DPT student GPA.…”

mentioning

confidence: 76%

“…12 Grit has been investigated in several academic settings, and the study of grit in DPT and other health professional students is emerging. [13][14][15][16] Grit is commonly measured using self-report instruments that assess perceived conscientiousness and an individual's ability to maintain effort and interest over long periods of time despite setbacks. 17 Grit research in healthcare providers and students has focused on the ability to foster grit or as a tool to assess non-cognitive applicant traits and predict attrition or success in education.…”

mentioning

confidence: 99%

“…[4][5][6] Studies describing grit in DPT students and how it might differ between men and women are limited. [13][14][15][16][17][18][19] Therefore, additional objectives of this study included exploring how burnout and grit might differ based on student gender and over time. We also expected to find significant correlations between burnout and grit variables based on recent investigations.…”

mentioning

confidence: 99%

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Burnout and grit in student physical therapists before and after terminal clinical education experiences: a prospective longitudinal study of a single class-year cohort

Kish

Dugan

Gleeson

2021

jcept

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Rationale: Burnout has been reported by graduate healthcare students during several phases of preprofessional education. The purpose of this study was to explore changes in levels of Doctor of Physical Therapy (DPT) student burnout and grit before and after clinical education. Additional aims included exploring how burnout and grit might differ based on student gender and over time and what relationships might exist between burnout and grit in this population. Methods: All enrolled third year DPT students (n = 50) at a single physical therapist education program participated in this study. Participants were surveyed using the Maslach Burnout Inventory Human Services Survey and the 12-Item Grit Scale at the end of curricular Year 3 and at graduation after terminal clinical education experiences. Descriptive, exploratory, and comparative statistical methods were used. Results: Male participants reported significantly decreased emotional exhaustion (EE) from Year 3 to graduation, p ≤ 0.0001. Overall, the cohort reported significantly decreased EE, F(1,48) = 12.35, p = 0.001, d = 0.44 and increased personal accomplishment, F(1,48) = 13.322, p = 0.001, d = 0.58 after terminal clinical experiences. The main effect of time on grit scores was also significant, p = 0.035. A moderate inverse relationship existed between student grit levels at Year 3 and EE levels at graduation, r = –0.447, p = 0.01. Conclusions: Cohort burnout scores did not meet the Maslach Burnout Inventory criteria definition for burnout; mean EE and personal accomplishment subscale scores significantly changed over time. Male DPT students reported moderate levels of EE at the start of terminal clinical experiences that dropped significantly to low levels compared to female students. Student grit levels in this study were high compared to recent investigations of other DPT cohorts. Grit may have a protective effect against DPT students experiencing burnout. Meshterms: Burnout, Professional; Physical Therapists/education; Achievement.

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Section: Discussionsupporting

confidence: 90%

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confidence: 76%

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confidence: 99%

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confidence: 99%

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Burnout and grit in student physical therapists before and after terminal clinical education experiences: a prospective longitudinal study of a single class-year cohort

Kish

Dugan

Gleeson

2021

jcept

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“…All studies included in the review were observational, level 3 studies published between 2002 and 2021. Fifteen studies explored non-cognitive factors in PT students (n=2,254) [15][16][17][18][19][20][21][22][23][24][25][26][27][28][29], 3 studies evaluated OT students (n=328) [30][31][32], 2 studies examined SLP students (n=108) [33,34], and 1 study included a mixed cohort of PT and OT students (n=153) [35]. Six of the 21 studies evaluated non-cognitive factors as they related to clinical performance, while 13 articles evaluated the relationship of non-cognitive factors to academic performance.…”

Section: Study Characteristicsmentioning

confidence: 99%

The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review

Reynolds

Bazemore

Hanebuth

et al. 2021

J Educ Eval Health Prof

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Purpose: Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be predictive of academic performance, but the relationship of non-cognitive factors and performance is less clear. The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs.Methods: A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.Results: After the comprehensive screening, 21 articles were included in the review. Seventy-six percent of studies occurred in PT students. Grit, self-efficacy, emotional intelligence, and stress were the most commonly studied factors. Only self-efficacy, emotional intelligence, and personality traits were examined in clinical and academic contexts. The results were mixed for all non-cognitive factors. Higher grit and self-efficacy tended to be associated with better performance, while stress was generally associated with worse outcomes.Conclusion: No single non-cognitive factor was consistently related to clinical or academic performance in rehabilitation science students. There is insufficient evidence currently to recommend the evaluation of a specific non-cognitive factor for admissions decisions.

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Pilot study to evaluate a training programme for primary care physiotherapists in the assessment and management of benign paroxysmal positional vertigo

Burrows,

Stevens,

Moss

2024

J. Laryngol. Otol.

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ObjectiveThis pilot study aimed to evaluate a training programme for primary care physiotherapists focused on the assessment and management of benign paroxysmal positional vertigo.MethodsA six-month training programme and toolkit utilising the revised Standards for Quality Improvement Reporting Excellence (‘SQUIRE 2.0’) guidelines was developed to facilitate the learning of new knowledge and skills in the assessment and management of benign paroxysmal positional vertigo following Gagne's model of instructional design. A pre- and post-training knowledge and confidence questionnaire evaluated the impact of the training programme.ResultsEleven participants started the training programme and five completed it. On average, knowledge increased by 54 per cent (range, 41–95 per cent) and confidence increased by 45 per cent (range, 31–76 per cent). A 73 per cent improvement in practical skills acquisition was demonstrated after the initial training session.ConclusionA structured approach to learning demonstrates improvements in knowledge, skills and confidence of physiotherapists in the evidence-based management of benign paroxysmal positional vertigo.

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Doctor of Physical Therapy Student Grit as a Predictor of Academic Success: A Pilot Study

Cited by 18 publications

References 23 publications

Burnout and grit in student physical therapists before and after terminal clinical education experiences: a prospective longitudinal study of a single class-year cohort

Burnout and grit in student physical therapists before and after terminal clinical education experiences: a prospective longitudinal study of a single class-year cohort

The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review

Pilot study to evaluate a training programme for primary care physiotherapists in the assessment and management of benign paroxysmal positional vertigo

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