Master Adaptive Learning as a Framework for Physical Therapist Professional Education: A Call to Action

Background and Purpose. Clinical associated faculty (CAF) are typically expert clinicians but novice educators, lacking professional development opportunities targeted to their unique needs. This can result in unnecessary variability in content delivery and potentially negative student learning outcomes. The purpose of this article is to describe the development, implementation, and evaluation of a faculty development program designed specifically for CAF. Method/Model Description and Evaluation. Thirty-two CAF completed a longitudinal faculty development program designed by faculty at the University of Colorado Doctor of Physical Therapy Program (CU). Content was driven by faculty development literature, core concepts of CU's Doctor of Physical Therapy (DPT) program, and key constructs for excellence in DPT education. Changes in teaching confidence were examined with a modified version of the Nurse Educator Skill Acquisition Assessment (NESAA) in pre-test/post-test design. Creighton University DPT Program (Creighton) adapted the faculty development program for their own CAF and similarly assessed change in teaching skill in 21 CAF using the NESAA. Additional data were collected through session evaluations and review of student course evaluations for both programs. Outcomes. At CU and Creighton, 28 and 21 participants, respectively, completed the CAF development program and all desired outcome measures. Outcomes revealed a significant increase (P < .05) on NESAA scores. In addition, results demonstrated decreased negative student comments related to teaching inconsistencies on course evaluations and an overall positive perception of the program by participants. Discussion and Conclusion. A CAF longitudinal faculty development program was developed and successfully implemented at 2 universities. This model could be used as a template by other DPT programs to address the existing faculty development gap and support the distinctive needs of CAF.

Section: Discussionmentioning

confidence: 99%

Preparing Clinicians for Roles in Academic Teaching: A Model for Clinical Associated Faculty Development

Bilyeu

Reilly

Niski

2023

“…9 Physical therapy practice is evolving because of a variety of factors related to restricted payment policies, new health care organizational structures, new concepts of health and wellness, and alterations in the health profile across the lifespan as the health care ecosystem focuses on primary and secondary prevention efforts. 8 e growing number of survivors will require entry-level physical therapists to have a better understanding of treatment toxicities and management of these conditions. 10 Although early rehabilitation intervention has been shown to limit the deleterious effects of cancer treatments, [11][12][13] only 1-2% of those diagnosed with cancer in the United States (US) are referred to rehabilitation.…”

Section: Review Of the Literaturementioning

confidence: 99%

Current State of Entry-level Physical Therapy Oncology Curricula in the United States: A Faculty Survey

Harrington

VanHoose

Westlake

2023

Introduction. The purpose of this study was to determine the extent of oncology rehabilitation education in current physical therapist educational programs in the United States, including oncology rehabilitation content characteristics, delivery, and instructional resources. Review of Literature. By 2030, more than 21 million survivors of cancer in the United States will be living with multisystem side effects depending on the treatment delivered. In addition, the sociopsychological factors associated with cancer treatment require that physical therapists are equipped with a unique body of knowledge, skills, and abilities. Insufficient cancer rehabilitation education is problematic across the health care spectrum. Subjects. Program directors at 235 US physical therapist educational programs. Methods. An online survey was developed in REDCap using the American Board of Physical Therapy Specialist's Description of Specialty Practice: Oncology Physical Therapy as a guide. An electronic link to the survey was sent to the email of the chair/program director at 235 Commission for the Accreditation of Physical Therapy Education–accredited programs. Results. The overall response rate was 40.4% (95/235) and represented 36 of the 50 states. Private universities represented 54.3% of the responses, and 65% of the surveys were completed by core faculty. Four programs reported having an independent oncology course, ranging from 1 to 3 credit hours. Integrated content hours averaged 14.8 contact hours (range: 1–60) in the 69 reporting programs. Fifty-four percent of respondents were aware of published rehabilitation cancer guidelines. The majority of respondents (62%) felt their students received adequate instruction related to oncology rehabilitation. Certified lymphedema therapists (68%) were primarily responsible for teaching the oncology content. Goodmans' Pathophysiology text was most reported (87%), whereas 38% used evidence-based research in Rehabilitation Oncology Journal. About half of the respondents (52%) reported offering students full-time clinical experiences in oncology rehabilitation. Discussion and Conclusions. This survey demonstrated how oncology rehabilitation education is incorporated into physical therapist educational programs and highlights areas for improvement. The results from this study lay the groundwork for developing core competencies for prelicensure education in oncology rehabilitation.

“…Since that time, there continues to be a great deal of interest and work in health professions education on the role of the MAL. 4,[44][45][46][47][48] Here is where we need to engage ourselves in deep learning. Essential in all phases of the MAL model is our ability to facilitate the development of an adaptive learner and the role of self-directed learning, metacognition, and how these concepts lead to the development of adaptive expertise.…”

Section: Learning: Preparing For a Lifetime Of Learningmentioning

confidence: 99%

“…Since that time, there continues to be a great deal of interest and work in health professions education on the role of the MAL. 4,44-48…”

Section: Learning: Preparing For a Lifetime Of Learningmentioning

confidence: 99%

Physical Therapy Education Through the Lens of the Master Adaptive Learner 24th Pauline Cerasoli Lecture

Jensen¹

2022

Background and Purpose.The Dr. Pauline Cerasoli Lecture is both an honor and an opportunity to learn from the past and look to the future of physical therapy education. This 24th Cerasoli lecture does just that in taking a reflective look at the question—What would excellence and innovation look like in physical therapy education if we were looking outward to what society needs from us?Position and Rationale.While the concepts associated with the master adaptive learner (MAL) have been applied primarily at the level of individual learners, the model provides a useful framework for this reflective look at physical therapy education. Grounded in the robust concepts of learning sciences and adaptive expertise, application of this model to physical therapy education is a lens for identifying our greatest challenges and envisioning drivers for transformative change.Discussion and Conclusion.The question of what could or should we be doing in physical therapy education to meet societal needs is used in the reflective analysis of three major areas: 1) Reimagining the role of curriculum, 2) Learning for a lifetime of learning, and 3) Education research: needed and wanted. Together, analysis of these three areas identify opportunities for all educators (clinical and academic) to be provocative (disruptive), innovative, and adaptive!