Effectiveness of a Retention Program to Improve Performance During the First Semester of a Doctor of Physical Therapy Program

Owens, S. Christopher; Rainey, Yolanda; Tucker, Pamela D.; Edmunds, Brian

doi:10.1353/hpu.2018.0029

Cited by 5 publications

(6 citation statements)

References 16 publications

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“…On average, 25% to 37% of students responded that they had received tutoring (Garcia-Perez et al, 2021). The percentage of students seeking tutoring was found to be even less in DPT programs, reported as 21.7% (Owens et al, 2018).…”

Section: Academic Tutoringmentioning

confidence: 93%

“…The research on academic tutoring services has focused on improving academic performance as measured by grades, GPA, and program retention. The literature review revealed that 21.7% of DPT students seek academic tutoring services in DPT programs (Owens et al, 2018). In general, female students' participation in academic tutoring services is higher relative to male students (Garcia-Perez et al, 2021).…”

Section: Analysis Of the Findingsmentioning

confidence: 99%

See 1 more Smart Citation

Students’ Perception of Cognitive Load in an Accelerated DPT Program with a Blended Curriculum

Marinas¹,

Groff²,

Panesar-Aguilar³

et al. 2022

GJHS

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Administrators and educators in higher education are interested in how academic tutoring services and gender impact perceptions of cognitive load and, therefore, students’ academic success. However, a lack of evidence existed in the literature regarding physical therapy students’ perception of cognitive load in an accelerated Doctor of Physical Therapy program with blended learning. Participants in this quantitative, non-experimental study completed the adapted Cognitive Load Scale to indicate their perception of cognitive load, participation in academic tutoring services, gender, and age. The DPT students perceived high cognitive overload, but a t value of 0.37 and a p value of 0.71 indicated that their perception was not significantly related to gender. Further, a t value of -3.09 and a p value of 0.005 indicated that academic tutoring services played a vital role in minimizing the perception of cognitive overload. However, the p value of 0.11 of the parametric multiple linear regression analysis and the p value of 0.59 of the interaction term indicated no moderating relationship between academic tutoring services and gender. This evidence may assist physical therapy administrators and educators of DPT students in re-structuring blended learning programs and accelerated curricula to reduce student perceptions of cognitive overload.

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Section: Academic Tutoringmentioning

confidence: 93%

Section: Analysis Of the Findingsmentioning

confidence: 99%

Students’ Perception of Cognitive Load in an Accelerated DPT Program with a Blended Curriculum

Marinas¹,

Groff²,

Panesar-Aguilar³

et al. 2022

GJHS

View full text Add to dashboard Cite

show abstract

“…While the SI programme is well-described in The Leader's Guide to Supplemental Instruction (The Curators of the University of Missouri, 2014), examples of SI organisation in pharmacy and nursing curriculum are lacking. Additionally, many interventions described as SI in the literature are modified, thus making it difficult to compare findings between studies Mosley, Maize, & LaGrange, 2013;Owens, Rainey, Tucker, & Edmunds, 2018). A special adaption of SI for this study involved sessions always being arranged by two SI leaders.…”

Section: Organisation Of the Si Programmementioning

confidence: 99%

“…As an educational model, SI is richly described in typical science courses (Hurley & Gilbert, 2008). Moreover, SI has also been implemented within health education -especially in anatomy and physiology courses (Bruno et al, 2016;Forester, Thomas, & McWhorter, 2004;Owens, Rainey, Tucker, & Edmunds, 2018). However, within pharmacy or nursing education, the literature on both the implementation and evaluation of SI remains limited.…”

Section: Introductionmentioning

confidence: 99%

Supplemental Instruction. Volume 3: Organisation and Leadership

Strømmen-Bakhtiar¹,

Helde²,

Suzen³

2021

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Supplemental Instruction is a program designed to support students in their learning process. The program consists of advanced students supervising new students, where the purpose is to improve students’ performance and reduce the risk of interruption of studies. Supplemental Instruction was established almost 50 years ago and is used today in universities around the world. This book examines different aspects of SI in organizations and leadership, including surveys of Supplemental Instruction programs in Europe, how SI sessions should be organized, the degree to which SI improves retention rates and exam results, SI and learning leadership and leadership development, benefits of being a member of an SI team and employability, SI implementation in healthcare education and virtual students’ attitudes towards SI online. The book is aimed at anyone who is concerned about study quality in higher education. The contributors are researchers and lecturers at various universities from several countries. The book is part of a trilogy on Supplemental Instruction, where the themes for the other books are “Digital Technologies” and “Student Learning Processes”. The editors of the trilogy are Abbas Strømmen-Bakhtiar, Roger Helde and Elisabeth Suzen, all three Associate Professors at Nord University, Norway.

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“…Lack of anatomy knowledge contributes to student performance and program attrition. Owens et al (2018) reported the benefits of supplemental instruction at their institute for students identified as at‐risk for receiving an unsatisfactory grade. Instruction that provides an integrating anatomy with patient experiences has shown the ability to improve program attrition (Raja et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Instructional Approaches: Anatomy Education of Physical Therapists

Simons

McHugh

Appling

et al. 2021

Anatomical Sciences Ed

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The profession of physical therapy has undergone an evolution since its inception. Since the early 1900s it has grown from a technical training program to a doctorate level degree. Human anatomy courses remain a requirement for physical therapist educational curricula. However, changes in anatomy pedagogy have been trending within health profession educational models, leading to questions regarding which method is best for student learning. The objective of this study was to determine if anatomy instructional method used within physical therapist educational curricula impacted current anatomy knowledge. Licensed physical therapists were recruited to complete a demographic survey and a questionnaire to demonstrate their knowledge of anatomy topics. Anatomy topics included six regional components: (1) upper limb; (2) lower limb; (3) thorax and abdomen; (4) pelvis; (5) spine; and (6) head. Each regional component contained five questions regarding systemic subsets related to joints and osteology, muscles, nervous system, vasculature, and special areas (e.g., spatial orientations, structures within spaces, pathways of nerves). Within the thorax and abdominal region, data analysis indicated that the dissection instruction method, when compared to no laboratory instruction, led to statistically significant greater anatomical knowledge (P = 0.02). Dissection also showed greater means when compared to the no laboratory method (P = 0.02) and the prosection method in the head region (P = 0.01). However, the variance explained by instructional method was small. This study adds empirical evidence regarding current anatomy knowledge exhibited by physical therapists as the level of anatomical knowledge exhibited small differences based on instructional methods.

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Effectiveness of a Retention Program to Improve Performance During the First Semester of a Doctor of Physical Therapy Program

Abstract: Implementation of a retention program had a beneficial effect on decreasing student dismissals in a physical therapy program.

Cited by 5 publications

References 16 publications

Students’ Perception of Cognitive Load in an Accelerated DPT Program with a Blended Curriculum

Students’ Perception of Cognitive Load in an Accelerated DPT Program with a Blended Curriculum

Supplemental Instruction. Volume 3: Organisation and Leadership

Instructional Approaches: Anatomy Education of Physical Therapists

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