History of Clinical Education in Physical Therapy in the United States

Gwyer, Jan; Odom, Corrie; Gandy, Jody

doi:10.1097/00001416-200310000-00005

Cited by 27 publications

(7 citation statements)

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“…2,3 Although CAPTE mandates 30 weeks of full-time CEEs, there is considerable variation among DPT programs in the range of the (1) total number of weeks in full-time CEEs (range 30-56.6), (2) timing of full-time CEEs, (3) weeks allocated to each full-time CEE, (4) weeks allocated for the terminal full-time CEE (range 4-50), and (5) total number of weeks in the DPT curriculum (range 69-180). 2,4 Currently, there are no established standards in DPT education for the length and timing of full-time CEEs to optimize the students' clinical learning and performance. e absence of established standards is not unique to DPT education.…”

Section: Introductionmentioning

confidence: 99%

“…Although CAPTE mandates 30 weeks of full-time CEEs, there is considerable variation among DPT programs in the range of the (1) total number of weeks in full-time CEEs (range 30–56.6), (2) timing of full-time CEEs, (3) weeks allocated to each full-time CEE, (4) weeks allocated for the terminal full-time CEE (range 4–50), and (5) total number of weeks in the DPT curriculum (range 69–180). 2,4…”

Section: Introductionmentioning

confidence: 99%

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

Wolden¹,

Gusman²,

Drevyn³

et al. 2021

JOPTE

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Introduction/Review of Literature. Clinical educational experiences (CEEs) comprise approximately 30% of the total credit hours in the Doctor of Physical erapy (DPT) curriculum and are essential to the clinical learning and performance of DPT students to achieve entrylevel competence. ere are no established standards in DPT education for the length and timing of CEEs to optimize students' clinical learning and performance. e purpose of our investigation was to assess the development of DPT students' clinical learning and performance at 3 DPT programs during 6-, 8-, 9-, and 16-week CEEs. Methods. An analysis of variance was conducted to assess the changes in DPT students' clinical learning and performance based on the following: (1) the length of CEEs, (2) the effect of the length and timing of CEEs, and (3) the length of the final CEEs. Subjects. Midterm and final evaluation Physical erapist Clinical Performance Instrument data were analyzed from 707 DPT students' CEEs. Results. e average change in DPT students' clinical learning and performance during CEEs was as follows: 6 weeks = 3.13 (SD = 2.3), 8 weeks = 3.20 (SD = 2.6), 9weeks = 3.30 (SD = 2.5), and 16 weeks = 2.56. Significant difference in DPTstudents' clinical learning occurred during the 8week (P = .03; P = .04) and 9-week (P = .04; P = .01) CEEs compared with the early 6week CEEs and 16-week CEEs, respectively. Discussion and Conclusion. e greatest change in DPT students' clinical learning and performance occurred during 8-and 9-week CEEs and between the first and third full-time CEEs. Given the increasing costs of DPT education and student debt, the length of CEEs required to meet CAPTE standards and program goals should be further investigated.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Wolden¹,

Gusman²,

Drevyn³

et al. 2021

JOPTE

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“…The texts stated that a physiotherapist is classified as an expert therapist who follows the patterns of clinical reasoning and improves the patient's abilities. Achieving this level of expertise requires prerequisites such as a curriculum (12). The revision of physical therapy curriculum is the first key findings of this study.…”

Section: Discussionmentioning

confidence: 92%

“…Like other health care professions, Physical therapist professional education has matured much. It improved from training dependent largely on an apprenticeship model of teaching.. (9) No model of clinical education for physiotherapy students is superior to another.…”

Section: Introductionmentioning

confidence: 99%

The challenges of physiotherapy discipline in the Iranian health system from the perspective of clinical faculties

Rahmani¹,

Heidarpoor²,

Ahmady³

et al. 2021

PJMHS

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Purpose: This study aimed to gain insight into physical therapy clinician faculties' perspectives on the perceived challenges of physical therapy in Iranian health care systems. Method: A qualitative descriptive approach consisting of semi-structured face-to-face or telephone interviews was used. Interviews were audio-recorded, transcribed verbatim, and checked by interviewers to ensure trustworthiness. Data were analyzed using thematic content analysis. Results: Eight participants were interviewed, representing physiotherapists from diverse demographics and geographical regions in Iran. Our 3 key findings were (1) revision of physical therapists curriculum (2) promotion of physical therapists, authority (3) successful coordination of physical therapist in the Iranian health care system, especially primary health care. Conclusions: Physical therapy and physical therapists in Iranian health care system faced many challenges ranging from individual to policy levels. The success of physical therapy would be enhanced by a greater understanding of the role of physiotherapy in Iranian health care system by physiotherapists, other health care professionals, and policymakers. Keywords: Interdisciplinary health team, physical therapy, Iranian health care system

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“…Clinical education is known as the tool of bridging the worlds of theory and practice, teaching real-world laboratory lessons that can only be learned through practice, introducing students to the peculiarities of the practice environment and the profession, as well as refi ning knowledge, psychomotor skills, and professional behaviours by managing patients with progressively more complex pathologies [7].…”

Section: Introductionmentioning

confidence: 99%

Challenges and opportunities in practical training – perceptions of clinical education

Pill

Pilli

2013

AKUT

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Th e aim of the present study was to analyse students' perceptions of clinical education -what kind of learning opportunities they had and what kind of challenges they met. Eighty six diff erent feedback forms were analysed, which were gathered from 28 third-year physiotherapy students aft er their fi nal practical training was over. Answers to the questions were analysed by the method of content analysis and divided into categories. Students appreciated when they were treated as equals, their opinion was listened to and their preferences were taken into consideration. However, not everybody was satisfi ed with the relationship with supervisor. Respondents mentioned several aspects of the pedagogical skills of their supervisors. Th ese were as follows: increasing students' independence, planning the learning process, asking questions, and giving feedback. Students were content with their training when they saw different patients who had varied diagnoses. Th ey also liked when the placement was well-equipped and the emotional climate was friendly and positive. Sometimes students had feelings that they did not do anything educative. Sometimes students felt that the emotional climate was tense or they did not understand the rules.

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History of Clinical Education in Physical Therapy in the United States

Cited by 27 publications

References 0 publications

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

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

The challenges of physiotherapy discipline in the Iranian health system from the perspective of clinical faculties

Challenges and opportunities in practical training – perceptions of clinical education

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