Does the Length of Student Physical Therapists' Clinical Educational Experiences Matter?

Wolden, Mitch; Gusman, Lori Nolan; Drevyn, Elsa; Flom-Meland, Cindy

doi:10.1097/jte.0000000000000175

Cited by 3 publications

(1 citation statement)

References 23 publications

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“…24 Further examination of which clinical education factors most impact musculoskeletal con dence and competency should be considered for future investigation, due to the number of variables present in each student's rotations, such as training of the clinical instructor and length of rotations. 25 Other qualitative comments provided by participants regarding the impact of COVID on their learning are consistent with other recent research on the impact of COVID-19 on Physical Therapy education and outcomes. 26 The data gathered in this study is a microcosm of student self-re ection on strengths and areas for improvement.…”

Section: Discussionsupporting

confidence: 83%

Self-Reported Confidence of DPT Students in Assessing and Treating Different Body Regions Within Musculoskeletal Physical Therapy Practice

Lowe,

Wiley

2024

Preprint

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Introduction This study examined Doctorate of Physical Therapy (DPT) students' self-reported confidence in assessing and treating musculoskeletal (MSK) conditions based on body regions. We hypothesized that there would be identifiable differences in self-perceived confidence across the different body regions. Most literature assessing DPT students' readiness for clinical practice has come from the perspective of educators and clinicians, whereas student perspectives have not been reported. Methods: The study is a descriptive, observational online survey. Participants were final-year DPT students in the United States. Participants rated their comfort level in assessing and treating patients with MSK complaints, both in general and specifically for each body region. Additionally, we asked for written comments to elaborate on the answers provided. Results: A total of 148 eligible responses were collected. The respondents had the highest self-reported confidence in the assessment and treatment of the knee by a significant margin, with a mean score of 4.24 out of 5. Hip and Lumbar spine were the next highest-scored areas. The Wrist and Hand had the lowest reported confidence at 2.63. Thoracic spine and pelvis were the second lowest scores. Qualitative data included multiple mentions of the distal upper extremity being deemphasized and the impact of COVID-19 on their preparedness for practice. Conclusion: Lower average confidence in the assessment and treatment of the wrist and hand, thoracic spine, and pelvis indicate that modification of existing methods of teaching these topics should be considered. Trends identified in this research provide actionable data for both didactic and clinical educators. Furthermore, this data provides topics of discussion for those mentoring and educating new graduate clinicians. With these findings in mind, educators should consider reviewing instructional strategies in areas which showed the least perceived preparedness. Trial Registration: Not applicable

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Section: Discussionsupporting

confidence: 83%

Self-Reported Confidence of DPT Students in Assessing and Treating Different Body Regions Within Musculoskeletal Physical Therapy Practice

Lowe,

Wiley

2024

Preprint

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Determining the Optimal Length of Clinical Education Experiences: Surveying Doctor of Physical Therapy Academic and Clinical Faculty

Wolden,

Flom-Meland,

Gusman

et al. 2024

JOPTE

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Introduction/Review of Literature. There is wide variability in the length of full-time clinical education experiences (CEEs) among Doctor of Physical Therapy (DPT) programs. We investigated academic and clinical faculty perspectives on the optimal length and level of agreement on the length, timing, and offering of full-time CEEs. Subjects' A survey assessing perspectives on the optimal length and level of agreement for the length, timing, and offering of full-time CEEs was completed by 100 academic and 240 clinical faculty. Methods' Differences between academic and clinical faculty responses on the optimal length and level of agreement were assessed with a 2-sample test of proportions and 2-sample t-test. Results. Participants believed that the length of full-time CEEs (in weeks) should be single CEE 10.6 (SD 2.3); first CEE 7.8 (SD 2.1); terminal CEE 12.5 (SD 5.4); integrated CEE 9.6 (SD 1.9); and total CEEs 37.2 (SD 6.9). There were significant differences (MD = −3.0; 95% confidence interval [CI] −4.6 to −1.6) between academic and clinical faculty perspectives for the total length of CEEs. No significant differences between academic and clinical faculty perspectives for the length of single, first, terminal, or integrated CEEs. There were significant differences between academic and clinical faculty perspectives for the optimal length of inpatient (MD = 1.1; 95% CI 0.6–1.6) and specialty (MD = 0.8; 95% CI 0.2–1.3) settings. There were significant differences between academic and clinical faculty level of agreement for 8 of 15 items. Discussion and Conclusion. There was consistency between academic and clinical faculty regarding the perceived optimal length of full-time CEEs. Academic and clinical faculty perspectives for the optimal length of terminal full-time CEEs (12.5 weeks) were different than those for the national average (21.8 weeks) length of terminal full-time CEEs. Our study provides evidence to support DPT programs' clinical education curriculum decisions regarding the length of full-time CEEs to optimize students learning and maturation.

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Advancing Consistency in Education: A Reliability Analysis of the Clinical Reasoning Assessment Tool

Wolden,

Furze

et al. 2024

JOPTE

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Introduction. Clinical reasoning (CR) is a fundamental component of physical therapist practice in health care. The Clinical Reasoning Assessment Tool (CRAT) was developed to assess CR in Doctor of Physical Therapy (DPT) and residency education. However, the reliability of the CRAT has not been investigated. Our purpose was to investigate the interrater and intrarater reliability of the CRAT. Review of Literature. A range of assessment methods are available to assess CR, including didactic-based, simulation learning, and clinic-based assessments. The CRAT is designed to assess CR across learning environments. The CRAT assesses CR across 3 domains: (1) content knowledge, (2) procedural knowledge/psychomotor skills, and (3) conceptual reasoning. Subjects. Twenty-two faculty participated. Methods. Participants completed an electronic survey at 2 timepoints (T1, T2) that included training on use of the CRAT and 2 case videos of DPT students at different performance levels managing a standardized patient. Participants rated student performance with the CRAT for both case videos (T1) and repeated the sequence at least 30 days later (T2). Intraclass correlation coefficient (ICC) estimates and 95% confidence intervals were used to determine the interrater and intrarater reliability for each domain of the CRAT. Results. Video 1 was consistently rated higher for each CRAT domain (T1: 7.32–8.05; T2: 8.05–8.15) compared to video 2 (T1: 2.91–3.68; T2: 3.00–3.68). There were inverse relationships between CRAT ratings and number of years in DPT education, at an institution, and as a licensed physical therapist. At both timepoints, the interrater reliability for each domain was good to excellent (ICCs 0.60–0.79). The intrarater reliability was fair to excellent for all domains for each video (ICCs 0.45–0.75). Discussion and Conclusion. The CRAT is a reliable instrument for assessing DPT student CR during a simulated patient encounter. Implementation of the CRAT in DPT education may facilitate improved consistency of CR assessment across the learner continuum.

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Does the Length of Student Physical Therapists' Clinical Educational Experiences Matter?

Cited by 3 publications

References 23 publications

Self-Reported Confidence of DPT Students in Assessing and Treating Different Body Regions Within Musculoskeletal Physical Therapy Practice

Self-Reported Confidence of DPT Students in Assessing and Treating Different Body Regions Within Musculoskeletal Physical Therapy Practice

Determining the Optimal Length of Clinical Education Experiences: Surveying Doctor of Physical Therapy Academic and Clinical Faculty

Advancing Consistency in Education: A Reliability Analysis of the Clinical Reasoning Assessment Tool

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