Journal of Educational Evaluation for Health Professions

Research articles

A novel tool for evaluating non-cognitive traits of doctor of physical therapy learners in the United States: Marcus Roll, Lara Canham, Paul Salamh, Kyle Covington, Corey Simon, Chad Cook; J Educ Eval Health Prof. 2018;15:19. Published online August 17, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.19

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Purpose
The primary aim of this study was to develop a survey addressing an individual’s non-cognitive traits, such as emotional intelligence, interpersonal skills, social intelligence, psychological flexibility, and grit. Such a tool would provide beneficial information for the continued development of admissions standards and would help better capture the full breadth of experience and capabilities of applicants applying to doctor of physical therapy (DPT) programs.
Methods
This was a cross-sectional survey study involving learners in DPT programs at 3 academic institutions in the United States. A survey was developed based on established non-proprietary, non-cognitive measures affiliated with success and resilience. The survey was assessed for face validity, and exploratory factor analysis (EFA) was used to identify subgroups of factors based on responses to the items.
Results
A total of 298 participants (90.3%) completed all elements of the survey. EFA yielded 39 items for dimensional assessment with regression coefficients < 0.4. Within the 39 items, 3 latent constructs were identified: adaptability (16 items), intuitiveness (12 items), and engagement (11 items).
Conclusion
This preliminary non-cognitive assessment survey will be able to play a valuable role in DPT admissions decisions following further examination and refinement.

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A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 2: Noncognitive Variables
Andrea N. Bowens
Journal of Physical Therapy Education.2024;[Epub] CrossRef
Predictors of Success on the National Physical Therapy Examination in 2 US Accelerated-Hybrid Doctor of Physical Therapy Programs
Breanna Reynolds, Casey Unverzagt, Alex Koszalinski, Roberta Gatlin, Jill Seale, Kendra Gagnon, Kareaion Eaton, Shane L. Koppenhaver
Journal of Physical Therapy Education.2022; 36(3): 225. CrossRef
Grit, Resilience, Mindset, and Academic Success in Physical Therapist Students: A Cross-Sectional, Multicenter Study
Marlena Calo, Belinda Judd, Lucy Chipchase, Felicity Blackstock, Casey L Peiris
Physical Therapy.2022;[Epub] CrossRef
Predicting graduate student performance – A case study
Jinghua Nie, Ashrafee Hossain
Journal of Further and Higher Education.2021; 45(4): 524. CrossRef
Examining Demographic and Preadmission Factors Predictive of First Year and Overall Program Success in a Public Physical Therapist Education Program
Katy Mitchell, Jennifer Ellison, Elke Schaumberg, Peggy Gleeson, Christina Bickley, Anna Naiki, Severin Travis
Journal of Physical Therapy Education.2021; 35(3): 203. CrossRef
Doctor of Physical Therapy Student Grit as a Predictor of Academic Success: A Pilot Study
Rebecca Bliss, Erin Jacobson
Health Professions Education.2020; 6(4): 522. CrossRef
Personality-oriented job analysis to identify non-cognitive factors predictive of performance in a doctor of physical therapy program in the United States
Maureen Conard, Kristin Schweizer
Journal of Educational Evaluation for Health Professions.2018; 15: 34. CrossRef

Cross-validation of the Student Perceptions of Team-Based Learning Scale in the United States: Donald H. Lein, John D. Lowman, Christopher A. Eidson, Hon K. Yuen; J Educ Eval Health Prof. 2017;14:15. Published online June 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.15

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Abstract PDF

Purpose
The purpose of this study was to cross-validate the factor structure of the previously developed Student Perceptions of Team-Based Learning (TBL) Scale among students in an entry-level doctor of physical therapy (DPT) program in the United States.
Methods
Toward the end of the semester in 2 patient/client management courses taught using TBL, 115 DPT students completed the Student Perceptions of TBL Scale, with a response rate of 87%. Principal component analysis (PCA) and confirmatory factor analysis (CFA) were conducted to replicate and confirm the underlying factor structure of the scale.
Results
Based on the PCA for the validation sample, the original 2-factor structure (preference for TBL and preference for teamwork) of the Student Perceptions of TBL Scale was replicated. The overall goodness-of-fit indices from the CFA suggested that the original 2-factor structure for the 15 items of the scale demonstrated a good model fit (comparative fit index, 0.95; non-normed fit index/Tucker-Lewis index, 0.93; root mean square error of approximation, 0.06; and standardized root mean square residual, 0.07). The 2 factors demonstrated high internal consistency (alpha= 0.83 and 0.88, respectively). DPT students taught using TBL viewed the factor of preference for teamwork more favorably than preference for TBL.
Conclusion
Our findings provide evidence supporting the replicability of the internal structure of the Student Perceptions of TBL Scale when assessing perceptions of TBL among DPT students in patient/client management courses.

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Escala de Aprendizaje Metarregulado (AMR) en estudiantes universitarios
Marybel E. Mollo-Flores, Angel Deroncele-Acosta, Roger P. Norabuena-Figueroa, Klinge O. Villalba-Condori
Campus Virtuales.2023; 12(2): 175. CrossRef
Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study
Ruth Vinall, Ashim Malhotra, Jose Puglisi
Pharmacy.2021; 9(3): 148. CrossRef
Student Perceptions of Team-Based Learning in the Criminal Justice Classroom
Jessica M. Craig, Brooke Nodeland, Roxanne Long, Emily Spivey
Journal of Criminal Justice Education.2020; 31(3): 372. CrossRef

Development of the Clinical Teaching Effectiveness Questionnaire in the United States: Michelle E. Wormley, Wendy Romney, Anna E. Greer; J Educ Eval Health Prof. 2017;14:14. Published online June 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.14

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Abstract PDF

Purpose
The purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy.
Methods
The Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis.
Results
The scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation.
Conclusion
The CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.

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Professional Experience Related to Self-Assessed Teaching Effectiveness Among Physical Therapist Clinical Instructors
Stacy Carmel, Lori Kupczynski, Shannon Groff, William Bannon
Journal of Physical Therapy Education.2023; 37(2): 108. CrossRef
The Medical Training Evaluation Questionnaire (MeTrE-Q): a multidimensional self-report instrument for assessing the quality of midwifery students' education
Valentina Lucia La Rosa, Michał Ciebiera, Kornelia Zaręba, Enrique Reyes-Muñoz, Tais Marques Cerentini, Fabio Barra, Simone Garzon, Gaetano Riemma, Pasquale De Franciscis, Antonio Simone Laganà, Salvatore Giovanni Vitale
Journal of Obstetrics and Gynaecology.2022; 42(5): 968. CrossRef
Clinical Teaching Competencies in Physical Therapist Education: A Modified Delphi Study
Katherine Myers, Catherine Bilyeu, Kyle Covington, Amanda Sharp
Physical Therapy.2022;[Epub] CrossRef
Construct Validity and Internal Consistency of the Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction
Sean Gallivan
Journal of Physical Therapy Education.2022; 36(4): 283. CrossRef
Psychometric Properties of Visual Indicators of Teaching and Learning Success “VITALS” Instrument for Evaluation of Clinical Teachers
Nada Al-Yousuf, Salah Eldin Kassab, Hasan Alsetri, Hossam Hamdy
Advances in Medical Education and Practice.2021; Volume 12: 905. CrossRef
Attributes of Effective Clinical Teachers in Dental Hygiene Education
Dayna E. Artim, Dianne Smallidge, Linda D. Boyd, Jessica N. August, Jared Vineyard
Journal of Dental Education.2020; 84(3): 308. CrossRef
A questionnaire survey of difficulties in clinical practice perceived by physical therapy students
Masae Shinozaki, Takashi Fukaya, Yasutsugu Asakawa, Yukari Ohashi
Journal of Physical Therapy Science.2020; 32(12): 856. CrossRef
Using a Valid and Reliable Measure to Assess Clinical Instructor Self-perception of Teaching Behaviors
Michelle E. Wormley, Wendy Romney, Kristin Schweizer, Beverly Fein, Vicki LaFay, Rebecca Martin, Anna E. Greer
Journal of Physical Therapy Education.2018; 32(4): 344. CrossRef

Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States: Donald H. Lein, John D. Lowman, Christopher A. Eidson, Hon K. Yuen; J Educ Eval Health Prof. 2017;14:3. Published online February 28, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.3

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Abstract PDF

Purpose
The purpose of this retrospective study was to evaluate students’ academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum.
Methods
The research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis.
Results
In both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001).
Conclusion
Student cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry–level DPT patient/client management courses.

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Comparison of the impact of team-based learning and lecture-based learning on nursing students' core competencies: A systematic review and meta-analysis
Xin Gao, Di Yan, Ya Zhang, Xiang Ruan, Tingyu Kang, Ruotong Wang, Qi Zheng, Siju Chen, Jinxia Zhai
Nurse Education in Practice.2024; 76: 103945. CrossRef
Team-Based Learning Among Health Care Professionals: A Systematic Review
Tilak Joshi, Pravash Budhathoki, Anurag Adhikari, Ayusha Poudel, Sumit Raut, Dhan B Shrestha
Cureus.2022;[Epub] CrossRef
Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study
Rob Edwin Carpenter, Leanne Coyne, Dave Silberman, Jody Kyoto Takemoto
Journal of Educational Evaluation for Health Professions.2022; 19: 29. CrossRef
Call for Consistency: the Need to Establish Gross Anatomy Learning Objectives for the Entry-Level Physical Therapist
Melissa A. Carroll, Mary Tracy-Bee, Alison McKenzie
Medical Science Educator.2021; 31(3): 1193. CrossRef
Collaborative student-faculty research to support PhD research education
Mary J. Dyck, Nancy L. Novotny, John Blakeman, Crystal Bricker, Ashley Farrow, Janet LoVerde, Sandra D. Nielsen, Brenda Johnson
Journal of Professional Nursing.2020; 36(3): 106. CrossRef
A flexible, group-based assessment strategy for Historically Black College and University pharmacy students
Munder Zagaar, Linh D. Nguyen, JaRyce Echols, Hanan Loubani
Currents in Pharmacy Teaching and Learning.2020; 12(9): 1129. CrossRef

Research Articles

Is there an agreement among the items of the Korean physical therapist licensing examination, learning objectives of class subjects, and physical therapists’ job descriptions?: Min-Hyeok Kang, Oh-Yun Kwon, Yong-Wook Kim, Ji-Won Kim, Tae-Ho Kim, Tae-Young Oh, Jong-Hyuk Weon, Tae-Sik Lee, Jae-Seop Oh; J Educ Eval Health Prof. 2016;13:3. Published online January 12, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.3

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Abstract PDF

Purpose
To determine the agreement among the items of the Korean physical therapist licensing examination, learning objectives of class subjects, and physical therapists’ job descriptions.
Methods
The main tasks of physical therapists were classified, and university courses related to the main tasks were also classified. Frequency analysis was used to determine the proportions of credits for the classified courses out of the total credits of major subjects, exam items related to the classified courses out of the total number of exam items, and universities that offer courses related to the Korean physical therapist licensing examination among the surveyed universities.
Results
The proportions of credits for clinical decision making and physical therapy diagnosis-related courses out of the total number credits for major subjects at universities were relatively low (2.06% and 2.58%, respectively). Although the main tasks of physical therapists are related to diagnosis and evaluation, the proportion of physiotherapy intervention-related items (35%) was higher than that of examination and evaluation-related items (25%) on the Korean physical therapist licensing examination. The percentages of universities that offer physical therapy diagnosis and clinical decision making-related courses were 58.62% and 68.97%, respectively.
Conclusion
Both the proportion of physiotherapy diagnosis and evaluation-related items on the Korean physical therapist licensing examination, and the number of subjects related to clinical decision making and physical therapy diagnosis in the physical therapy curriculum, should be increased to ensure that the examination items and physical therapy curriculum reflect the practical tasks of physical therapists.

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Proposal for improving the system of physical therapy education and the Korean physical therapist licensing examination based on a comparison of the systems in World Confederation for Physical Therapy member countries
Min-Hyeok Kang, Tae-Hwan Lee, Sang-Min Cha, Jae-Seop Oh, Tae-Sik Lee, Tae-Young Oh, Suhn-Yeop Kim, Hyoung-Soo Lee, Gyu-Wan Lee, Ki-Song Kim
Journal of Educational Evaluation for Health Professions.2017; 14: 10. CrossRef
Suggestions for a standard clinical practice curriculum and learning objectives for physical therapy education in Korea
Tae Young Oh, Kyung Soon Lee, Byung Jo Kim
Journal of Educational Evaluation for Health Professions.2017; 14: 23. CrossRef

Modifiable variables in physical therapy education programs associated with first-time and three-year National Physical Therapy Examination pass rates in the United States: Chad Cook, Chalee Engelhard, Michel D. Landry, Christine McCallum; J Educ Eval Health Prof. 2015;12:44. Published online September 23, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.44

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Abstract PDF

Purpose
This study aimed to examine the modifiable programmatic characteristics reflected in the Commission on Accreditation in Physical Therapy Education (CAPTE) Annual Accreditation Report for all accredited programs that reported pass rates on the National Physical Therapist Examination, and to build a predictive model for first-time and three-year ultimate pass rates. Methods: This observational study analyzed programmatic information from the 185 CAPTE-accredited physical therapy programs in the United States and Puerto Rico out of a total of 193 programs that provided the first-time and three-year ultimate pass rates in 2011. Fourteen predictive variables representing student selection and composition, clinical education length and design, and general program length and design were analyzed against first-time pass rates and ultimate pass rates on the NPTE. Univariate and multivariate multinomial regression analysis for first-time pass rates and logistic regression analysis for three-year ultimate pass rates were performed. Results: The variables associated with the first-time pass rate in the multivariate analysis were the mean undergraduate grade point average (GPA) and the average age of the cohort. Multivariate analysis showed that mean undergraduate GPA was associated with the three-year ultimate pass rate. Conclusions: Mean undergraduate GPA was found to be the only modifiable predictor for both first-time and three-year pass rates among CAPTE-accredited physical therapy programs.

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Challenges and Opportunities for Physical Therapist Education Research: Results From an American Council of Academic Physical Therapy Needs Assessment Survey
Tara Dickson, Jody Eckert, Patrick Pabian, Jamie Greco
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Predictive Value of In-Program Academic Variables for Future Clinical Education Performance in Physical Therapist Education: An Exploratory Study
Marisa Birkmeier, Joyce Maring, Rebecca Pinkus, Ellen Costello
Journal of Physical Therapy Education.2024; 38(1): 44. CrossRef
A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 2: Noncognitive Variables
Andrea N. Bowens
Journal of Physical Therapy Education.2024;[Epub] CrossRef
Predictors of National Physical Therapy Examination Failure in Graduates of a Blended Doctor of Physical Therapy Program
Melissa J. Lazinski, Kathleen Rockefeller, M. Samuel Cheng
Journal of Physical Therapy Education.2023; 37(1): 52. CrossRef
Board of Certification Examination Achievement Gaps as a Barrier to Diversifying the Athletic Training Profession
Nicolette A. Harris, Lindsey E. Eberman
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How Doctor of Physical Therapy Students Overcome Academic Challenges to Achieve First-Attempt Success on the National Physical Therapy Examination: A Mixed Methods Study
Jane Baldwin, Catherine Schmidt, Laura Plummer, Perman Gochyyev, Jillian E. Battista, Simran Kaur, Keshrie Naidoo
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Predictors of Success in the National Physical Therapy Examination for Hispanic Doctor of Physical Therapy Students
Kristian J. Pamias-Velázquez, Brent Harper
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A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 1: Cognitive Variables
Andrea N. Bowens
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A National Study on the Relationship Between Programmatic Factors and Athletic Training Education Board of Certification Pass Rates
Leslie A. Rippon, Rong Chen, Robert J. Kelchen, Richard J. Boergers
Athletic Training Education Journal.2022; 17(1): 37. CrossRef
Predictors of Success on the National Physical Therapy Examination in 2 US Accelerated-Hybrid Doctor of Physical Therapy Programs
Breanna Reynolds, Casey Unverzagt, Alex Koszalinski, Roberta Gatlin, Jill Seale, Kendra Gagnon, Kareaion Eaton, Shane L. Koppenhaver
Journal of Physical Therapy Education.2022; 36(3): 225. CrossRef
Virtual Reality Instructional Design in Orthopedic Physical Therapy Education: A Randomized Controlled Trial
Aaron J. Hartstein, Kory Zimney, Margaret Verkuyl, Jean Yockey, Patti Berg-Poppe
Journal of Physical Therapy Education.2022; 36(2): 176. CrossRef
Evaluation of Educational Interventions Based on Average Treatment Effect: A Case Study
Jingyu Liang, Jie Liu
Mathematics.2022; 10(22): 4333. CrossRef
Faculty and programmatic influences on the percentage of graduates of color from professional physical therapy programs in the United States
Tara Dickson, Jason Zafereo
Advances in Health Sciences Education.2021; 26(1): 215. CrossRef
Predictors of research productivity among physical therapy programs in the United States: an observational study
David M. Rowland, Amanda A. Murphy, Hannah R. Manik, Chris Y. Lane, Deborah L. Givens, Chad E. Cook, Alessandra Narciso Garcia
BMC Medical Education.2020;[Epub] CrossRef
Characteristics of Professional Physical Therapist Faculty and Doctor of Physical Therapy Programs, 2008-2017: Influences on Graduation Rates and First-Time National Physical Therapy Examination Pass Rates
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Current Practices and Perceptions of Admission Criteria at Physical Therapist Education Programs in the United States
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Review Article

Imperfect physician assistant and physical therapist admissions processes in the United States: Phillip Eugene Jones, Susan Simpkins, Jennie Alicea Hocking; J Educ Eval Health Prof. 2014;11:11. Published online May 9, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.11

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Abstract PDF

We compared and contrasted physician assistant and physical therapy profession admissions processes based on the similar number of accredited programs in the United States and the co-existence of many programs in the same school of health professions, because both professions conduct similar centralized application procedures administered by the same organization. Many studies are critical of the fallibility and inadequate scientific rigor of the high-stakes nature of health professions admissions decisions, yet typical admission processes remain very similar. Cognitive variables, most notably undergraduate grade point averages, have been shown to be the best predictors of academic achievement in the health professions. The variability of non-cognitive attributes assessed and the methods used to measure them have come under increasing scrutiny in the literature. The variance in health professions students’ performance in the classroom and on certifying examinations remains unexplained, and cognitive considerations vary considerably between and among programs that describe them. One uncertainty resulting from this review is whether or not desired candidate attributes highly sought after by individual programs are more student-centered or graduate-centered. Based on the findings from the literature, we suggest that student success in the classroom versus the clinic is based on a different set of variables. Given the range of positions and general lack of reliability and validity in studies of non-cognitive admissions attributes, we think that health professions admissions processes remain imperfect works in progress.

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Examining Demographic and Preadmission Factors Predictive of First Year and Overall Program Success in a Public Physical Therapist Education Program
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Journal of Physical Therapy Education.2021; 35(3): 203. CrossRef
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Richard C. Clark, Yi-Po Chiu
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Current Practices and Perceptions of Admission Criteria at Physical Therapist Education Programs in the United States
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