Journal of Educational Evaluation for Health Professions

Research article

Physical therapy students’ perception of their ability of clinical and clinical decision-making skills enhanced after simulation-based learning courses in the United States: a repeated measures design: Fabian Bizama, Mansoor Alameri, Kristy Jean Demers, Derrick Ferguson Campbell; J Educ Eval Health Prof. 2022;19:34. Published online December 19, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.34

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Purpose
It aimed to investigate physical therapy students’ perception of their ability of clinical and clinical decision-making skills after a simulation-based learning course in the United States.
Methods
Survey questionnaires were administered to voluntary participants, including 44 second and third-year physical therapy students of the University of St. Augustine for Health Sciences during 2021–2022. Thirty-six questionnaire items consisted of 4 demographic items, 1 general evaluation, 21 test items for clinical decision-making skills, and 4 clinical skill items. Descriptive and inferential statistics evaluated differences in students’ perception of their ability in clinical decision-making and clinical skills, pre- and post-simulation, and post-first clinical experience during 2021–2022.
Results
Friedman test revealed a significant increase from pre- to post-simulation in perception of the ability of clinical and clinical decision-making skills total tool score (P<0.001), clinical decision-making 21-item score (P<0.001), and clinical skills score (P<0.001). No significant differences were found between post-simulation and post-first clinical experience. Post-hoc tests indicated a significant difference between pre-simulation and post-simulation (P<0.001) and between pre-simulation and post-first clinical experience (P<0.001). Forty-three students (97.6%) either strongly agreed (59.1%) or agreed (38.5%) that simulation was a valuable learning experience.
Conclusion
The above findings suggest that simulation-based learning helped students begin their first clinical experience with enhanced clinical and clinical decision-making skills.

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Physiotherapists' training in oncology rehabilitation from entry‐level to advanced education: A qualitative study
Gianluca Bertoni, Valentina Conti, Marco Testa, Ilaria Coppola, Stefania Costi, Simone Battista
Physiotherapy Research International.2024;[Epub] CrossRef
Simulación clínica mediada por tecnología: un escenario didáctico a partir de recursos para la formación de los profesionales en rehabilitación
Cyndi Yacira Meneses Castaño, Isabel Jimenez Becerra, Paola Teresa Penagos Gomez
Educación Médica.2023; 24(4): 100810. CrossRef
Self-Efficacy with Telehealth Examination: the Doctor of Physical Therapy Student Perspective
Derrick F. Campbell, Jean-Michel Brismee, Brad Allen, Troy Hooper, Manuel A. Domenech, Kathleen J. Manella
Philippine Journal of Physical Therapy.2023; 2(2): 12. CrossRef

Brief report

Initial steps for integrating academic electronic health records into clinical curricula of physical and occupational therapy in the United States: a survey-based observational study: Stephen Burrows, Lola Halperin, Eric Nemec, Wendy Romney; J Educ Eval Health Prof. 2022;19:24. Published online September 2, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.24

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Abstract PDF Supplementary Material: Training programs must be designed to prepare physical and occupational therapy students to use electronic health records (EHR) and interprofessional collaboration. This report aims to describe physical and occupational therapy students’ perceptions of integrating an academic EHR (AEHR) in their problem-based learning (PBL) curricula in the College of Health Professions, Sacred Heart University, Fairfield, Connecticut, the United States. A paper-based case approach to PBL was adapted by creating patient cases in an AEHR. Students were asked to complete chart reviews and review provider notes to enhance their learning. An online survey was conducted to determine their perceptions of using AEHR from May 2014 to August 2015. Eighty-five students completed the survey, and 88.1% felt that using an AEHR was needed, and 82.4% felt that the additional notes enhanced their understanding of the interdisciplinary team. However, 83.5% reported the AEHR system increased the time needed to extract meaningful information. Incorporating an AEHR into curricula is essential to ensure students are adequately prepared for future patient interactions.

Case report

Successful pilot application of multi-attribute utility analysis concepts in evaluating academic-clinical partnerships in the United States: a case report: Sara Elizabeth North, Amanda Nicole Sharp; J Educ Eval Health Prof. 2022;19:18. Published online August 19, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.18

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Abstract PDF Supplementary Material

Strong partnerships between academic health professions programs and clinical practice settings, termed academic-clinical partnerships, are essential in providing quality clinical training experiences. However, the literature does not operationalize a model by which an academic program may identify priority attributes and evaluate its partnerships. This study aimed to develop a values-based academic-clinical partnership evaluation approach, rooted in methodologies from the field of evaluation and implemented in the context of an academic Doctor of Physical Therapy clinical education program. The authors developed a semi-quantitative evaluation approach incorporating concepts from multi-attribute utility analysis (MAUA) that enabled consistent, values-based partnership evaluation. Data-informed actions led to improved overall partnership effectiveness. Pilot outcomes support the feasibility and desirability of moving toward MAUA as a potential methodological framework. Further research may lead to the development of a standardized process for any academic health profession program to perform a values-based evaluation of their academic-clinical partnerships to guide decision-making.

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Application of Multi-Attribute Utility Analysis as a Methodological Framework in Academic–Clinical Partnership Evaluation
Sara E. North
American Journal of Evaluation.2024;[Epub] CrossRef

Research article

Doctoral physical therapy students’ increased confidence following exploration of active video gaming systems in a problem-based learning curriculum in the United States: a pre- and post-intervention study: Michelle Elizabeth Wormley, Wendy Romney, Diana Veneri, Andrea Oberlander; J Educ Eval Health Prof. 2022;19:7. Published online April 26, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.7

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Abstract PDF Supplementary Material: Purpose
Active video gaming (AVG) is used in physical therapy (PT) to treat individuals with a variety of diagnoses across the lifespan. The literature supports improvements in balance, cardiovascular endurance, and motor control; however, evidence is lacking regarding the implementation of AVG in PT education. This study investigated doctoral physical therapy (DPT) students’ confidence following active exploration of AVG systems as a PT intervention in the United States.
Methods
This pretest-posttest study included 60 DPT students in 2017 (cohort 1) and 55 students in 2018 (cohort 2) enrolled in a problem-based learning curriculum. AVG systems were embedded into patient cases and 2 interactive laboratory classes across 2 consecutive semesters (April–December 2017 and April–December 2018). Participants completed a 31-question survey before the intervention and 8 months later. Students’ confidence was rated for general use, game selection, plan of care, set-up, documentation, setting, and demographics. Descriptive statistics and the Wilcoxon signed-rank test were used to compare differences in confidence pre- and post-intervention.
Results
Both cohorts showed increased confidence at the post-test, with median (interquartile range) scores as follows: cohort 1: pre-test, 57.1 (44.3–63.5); post-test, 79.1 (73.1–85.4); and cohort 2: pre-test, 61.4 (48.0–70.7); post-test, 89.3 (80.0–93.2). Cohort 2 was significantly more confident at baseline than cohort 1 (P<0.05). In cohort 1, students’ data were paired and confidence levels significantly increased in all domains: use, Z=-6.2 (P<0.01); selection, Z=-5.9 (P<0.01); plan of care, Z=-6.0 (P<0.01); set-up, Z=-5.5 (P<0.01); documentation, Z=-6.0 (P<0.01); setting, Z=-6.3 (P<0.01); and total score, Z=-6.4 (P<0.01).
Conclusion
Structured, active experiences with AVG resulted in a significant increase in students’ confidence. As technology advances in healthcare delivery, it is essential to expose students to these technologies in the classroom.

Brief report

Physical therapy students’ perceptions of the educational environment at physical therapy institutes in Pakistan: Muhammad Adeel, Asad Chaudhry; J Educ Eval Health Prof. 2020;17:7. Published online February 24, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.7

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Abstract PDF

This study assessed doctor of physical therapy (DPT) students’ perceptions of the educational environment at public and private physical therapy institutes in Pakistan. This cross-sectional study was conducted at 6 physical therapy institutions in Punjab, Pakistan from April 2018 to December 2019. In total, 500 Dundee Ready Educational Environment Measure (DREEM) questionnaires were distributed among DPT students identified through convenience sampling (response rate, 86.4%). The correlations between each item of the DREEM score were analyzed. The mean overall DREEM score was 128±19.63 for all 5 subscales (range, 33 to 166; standard error of the mean, 0.954). The correlations of atmosphere, learning, and self-perception with the overall educational environment were r=0.896, r=0.853, and r=0.846, respectively. Student-centered approaches were found to be more effective than teacher-centered approaches for promoting a positive educational environment.

Citations

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Evaluation of providers’ assistive technology service delivery practices in Pakistan
Areeba Khan, Mary Goldberg, Jonathan Pearlman, Lauren Terhorst
Disability and Rehabilitation: Assistive Technology.2023; : 1. CrossRef

Educational/faculty development material

Analysis of the Clinical Education Situation framework: a tool for identifying the root cause of student failure in the United States: Katherine Myers, Kyle Covington; J Educ Eval Health Prof. 2019;16:11. Published online May 10, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.11

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Abstract PDF Supplementary Material

Doctor of physical therapy preparation requires extensive time in precepted clinical education, which involves multiple stakeholders. Student outcomes in clinical education are impacted by many factors, and, in the case of failure, it can be challenging to determine which factors played a primary role in the poor result. Using existing root-cause analysis processes, the authors developed and implemented a framework designed to identify the causes of student failure in clinical education. This framework, when applied to a specific student failure event, can be used to identify the factors that contributed to the situation and to reveal opportunities for improvement in both the clinical and academic environments. A root-cause analysis framework can help to drive change at the programmatic level, and future studies should focus on the framework’s application to a variety of clinical and didactic settings.

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Applying the 2022 Cardiovascular and Pulmonary Entry-Level Physical Therapist Competencies to Physical Therapist Education and Practice
Nancy Smith, Angela Campbell, Morgan Johanson, Pamela Bartlo, Naomi Bauer, Sagan Everett
Journal of Physical Therapy Education.2023; 37(3): 165. CrossRef
Cardiovascular and Pulmonary Entry-Level Physical Therapist Competencies: Update by Academy of Cardiovascular & Pulmonary Physical Therapy Task Force
Morgan Johanson, Pamela Bartlo, Naomi Bauer, Angela Campbell, Sagan Everett, Nancy Smith
Cardiopulmonary Physical Therapy Journal.2023; 34(4): 183. CrossRef
The situational analysis of teaching-learning in clinical education in Iran: a postmodern grounded theory study
Soleiman Ahmady, Hamed Khani
BMC Medical Education.2022;[Epub] CrossRef

Research article

Preadmission predictors of graduation success from a physical therapy education program in the United States: Gretchen Roman, Matthew Paul Buman; J Educ Eval Health Prof. 2019;16:5. Published online February 26, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.5

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Abstract PDF

Purpose
The field of physical therapy education is seeking an evidence-based approach for admitting qualified applicants, as previous research has assessed various outcomes, impeding practical application. This study was conducted to identify preadmission criteria predictive of graduation success.
Methods
Data from the 2013–2016 graduating cohorts (n=149) were collected. Predictors included verbal Graduate Record Examination rank percentile (VGRE%), quantitative GRE rank percentile, and analytical GRE rank percentile, the admissions interview, precumulative science grade point average (SGPA), precumulative grade point average (UGPA), and a reflective essay. The National Physical Therapy Examination (NPTE) and grade point average at the time of graduation (GGPA) were used as measures of graduation success. Two separate mixed-effects models determined the associations of preadmission predictors with NPTE performance and GGPA.
Results
The NPTE model fit comparison showed significant results (degrees of freedom [df]=10, P=0.001), decreasing within-cohort variance by 59.5%. NPTE performance were associated with GGPA (β=125.21, P=0.001), and VGRE%, the interview, the essay, and GGPA (P≤0.001) impacted the model fit. The GGPA model fit comparison did not show significant results (df=8, P=0.56), decreasing within-cohort variance by 16.4%. The GGPA was associated with the interview (β=0.02, P=0.04) and UGPA (β=0.25, P=0.04), and VGRE%, the interview, UGPA, and the essay (P≤0.02) impacted model fit.
Conclusion
In our findings, GGPA predicted NPTE performance, and the interview and UGPA predicted GGPA. Unlike past evidence, SGPA showed no predictive power. The essay and VGRE% warrant attention because of their influence on model fit. We recommend that admissions ranking matrices place a greater weight on the interview, UGPA, VGRE%, and essay.

Citations

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A Comparison of Physical Therapist Educational Outcomes Before and During the COVID-19 Pandemic: A Multicenter Study
Evan M. Pucillo, Jennifer Crowder, Catherine M. Andrea, Sean Brim, Leiselle Pilgrim, Norman Belleza
Journal of Physical Therapy Education.2024;[Epub] 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
Examining the Early Academic Performance of Doctor of Physical Therapy Students After Holistic Review: A Retrospective Cohort Study
Megan Eikenberry
Journal of Physical Therapy Education.2024;[Epub] CrossRef
Detecting Artificial Intelligence-Generated Personal Statements in Professional Physical Therapist Education Program Applications: A Lexical Analysis
John H Hollman, Beth A Cloud-Biebl, David A Krause, Darren Q Calley
Physical Therapy.2024;[Epub] CrossRef
Does UK Entry-Level Physiotherapy Education Prepare Graduates for a Future in Pediatric Clinical Practice? A Mixed-Methods Study
Paul Chesterton, Jennifer Chesterton
Physical & Occupational Therapy In Pediatrics.2024; : 1. 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
Predictors of clinical experience performance in occupational therapy and physiotherapy: A scoping review
Heidi M. Horwitz, Linda R. Struckmeyer, Kevin L. MacPherson, Jane Morgan‐Daniel, Grace Gerry, Christine Myers
Australian Occupational Therapy Journal.2023; 70(4): 514. CrossRef
Predictors of Success in the National Physical Therapy Examination for Hispanic Doctor of Physical Therapy Students
Kristian J. Pamias-Velázquez, Brent Harper
Journal of Physical Therapy Education.2023; 37(3): 243. CrossRef
A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 1: Cognitive Variables
Andrea N. Bowens
Journal of Physical Therapy Education.2023;[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
Predicting graduate student performance – A case study
Jinghua Nie, Ashrafee Hossain
Journal of Further and Higher Education.2021; 45(4): 524. CrossRef
A Proposed Framework for Increasing Racial and Ethnic Diversity in Communication Sciences and Disorders Academic Programs: The REAP Model
Bijoyaa Mohapatra, Ranjini Mohan
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Doctor of Physical Therapy Student Grit as a Predictor of Academic Success: A Pilot Study
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Brief Reports

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; J Educ Eval Health Prof. 2018;15:34. Published online December 28, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.34

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Abstract PDF Supplementary Material

This study aimed to conduct a personality-oriented job analysis to identify non-cognitive factors that may predict successful performance or performance difficulties in doctor of physical therapy (DPT) students. The study employed focus groups and a survey with 9 DPT subject matter experts. The focus group participants, who included 3 DPT faculty members and 4 recent graduates of the DPT program, identified 22 non-cognitive factors. Fifteen of these factors were thought to be possibly associated with successful performance and 7 factors were thought to be possibly associated with performance difficulties. Administration of a questionnaire employing the combination job analysis method resulted in 12 factors that could be used in selection, and 10 that could be incorporated into training. The present study employed an established job analysis method using subject matter experts to identify a broad array of factors that go beyond what previous studies have examined, and which may predict success or difficulties in a DPT program.

Citations

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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
The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review
Kelly Reynolds, Caroline Bazemore, Cannon Hanebuth, Steph Hendren, Maggie Horn
Journal of Educational Evaluation for Health Professions.2021; 18: 31. CrossRef

Integrated clinical experience with concurrent problem-based learning is associated with improved clinical reasoning among physical therapy students in the United States: Brad Warren Willis, Anita Sethi Campbell, Stephen Paul Sayers, Kyle Gibson; J Educ Eval Health Prof. 2018;15:30. Published online December 25, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.30

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Abstract PDF Supplementary Material

Clinical reasoning (CR) is a key learning domain for physical therapy educators and a core skill for entry-level practitioners. Integrated clinical experience (ICE) and problem-based learning (PBL) have each been reported to improve interpersonal and social domains, while promoting knowledge acquisition and CR. Unfortunately, studies monitoring CR during ICE with concurrent PBL in physical therapy education are sparse. We hypothesized that ICE with concurrent PBL would be associated with improved self-reported CR in third-year student physical therapists (PTs) in the United States. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) survey was administered to 42 student PTs at the beginning and end of their third and final year of didactic training. Between the pretest and posttest analyses, the participants completed faculty-led ICE and PBL coursework for 16 weeks. The overall SACRR score and 26 individual item scores were examined. The Wilcoxon rank-sum test and paired t-test were used, with statistical significance accepted at P< 0.05. Significant improvements were observed in the overall SACRR score (P< 0.001), including 6 of the 26 survey items centered around decision-making based on experience and evidence, as well as self-reflection and reasoning. ICE with PBL was associated with improved self-assessed CR and reflection in third-year student PTs in the United States. Monitoring the impact of curricular design on CR may improve educators’ ability to enhance cognitive and psychomotor skills, which underscores the importance of increasing the explicit use of theoretical frameworks and teaching techniques for coping with uncertainty as a way of enhancing entry-level training.

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What is complexity of hospital-based physiotherapy from the perspective of physiotherapists themselves? A grounded theory study
Lieven de Zwart, Niek Koenders, Rudi Steenbruggen, Ria Nijhuis-van der Sanden, Thomas J Hoogeboom
BMJ Open.2023; 13(4): e069368. CrossRef
What methods are being used to teach clinical reasoning in physical therapy education and are they effective? A systematic review of literature
Melissa Cencetti, Laurie Brogan, Anthony F. Carusotto, Kristen Karnish
Physiotherapy Quarterly.2023; 31(3): 20. CrossRef
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Investigación en Educación Médica.2020; 9(34): 76. CrossRef

Research Articles

Selectivity of physiotherapist programs in the United States does not differ by institutional funding source or research activity level: Sean P. Riley, Kyle Covington, Michel D. Landry, Christine McCallum, Chalee Engelhard, Chad E. Cook; J Educ Eval Health Prof. 2016;13:17. Published online April 15, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.17

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Abstract PDF

Purpose
This study aimed to compare selectivity characteristics among institution characteristics to determine differences by institutional funding source (public vs. private) or research activity level (research vs. non-research). Methods: This study included information provided by the Commission on Accreditation in Physical Therapy Education (CAPTE) and the Federation of State Boards of Physical Therapy. Data were extracted from all students who graduated in 2011 from accredited physical therapy programs in the United States. The public and private designations of the institutions were extracted directly from the classifications from the ‘CAPTE annual accreditation report,’ and high and low research activity was determined based on Carnegie classifications. The institutions were classified into four groups: public/research intensive, public/non-research intensive, private/research intensive, and private/non-research intensive. Descriptive and comparison analyses with post hoc testing were performed to determine whether there were statistically significant differences among the four groups. Results: Although there were statistically significant baseline grade point average differences among the four categorized groups, there were no significant differences in licensure pass rates or for any of the selectivity variables of interest. Conclusion: Selectivity characteristics did not differ by institutional funding source (public vs. private) or research activity level (research vs. non-research). This suggests that the concerns about reduced selectivity among physiotherapy programs, specifically the types that are experiencing the largest proliferation, appear less warranted.

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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
Impact of funding allocation on physical therapist research productivity and DPT student graduates: an analysis using panel data
Tara Dickson, P. Daniel Chen, Barrett Taylor
Advances in Health Sciences Education.2019; 24(2): 269. CrossRef
Predicting performance in health professions education programs from admissions information – Comparisons of other health professions with pharmacy
Richard E. Wilcox, Kenneth A. Lawson
Currents in Pharmacy Teaching and Learning.2018; 10(4): 529. CrossRef
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Learning pathways during clinical placement of physiotherapy students: a Malaysian experience of using learning contracts and reflective diaries: Ayiesah Ramli, Leonard Joseph, Seow Woon Lee; J Educ Eval Health Prof. 2013;10:6. Published online July 31, 2013; DOI: https://doi.org/10.3352/jeehp.2013.10.6

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Abstract PDF

Purpose
Learning contracts and reflective diaries are educational tools that have been recently introduced to physiotherapy students from Malaysia during clinical education. It is unclear how students perceive the experience of using a learning contract and reflective diary. This study explores the learning pathways of the students after using a learning contract and a reflective diary for the first time in their clinical placement.
Methods
A total of 26 final-year physiotherapy students completed a learning contract and a reflective diary during clinical placements. Two researchers explored the data qualitatively by the thematic content analysis method using NVivo.
Results
A total of four and six main learning themes were identified from the data of the students through a learning contract and reflective diary.
Conclusion
These learning themes reflected the views of the students about what they have considered to be important learning pathways during their clinical placements. They give valuable insights into the experiences and opinions of students during their clinical education process, which should be useful for enhancing teaching and learning methods in physiotherapy education.

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Subhash KHATRI, Vijal MEWADA, Vidhya RAJPUT, Karishma BAROT, Priyanka CHOUDHARI
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Senthilnathan Ramakrishnan, Kalyana Chakravarthy Bairapareddy
Fizjoterapia Polska.2022; 22(4): 92. CrossRef
Physiotherapy students' perceptions of learning in clinical practice in Sweden and India
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Hyuk Lee, Min Jae Seo, Tae Young Choi
Journal of Korean Medical Science.2016; 31(5): 764. CrossRef
Best Practice for Teaching and Learning Strategies to Facilitate Student Reflection in Pre-Registration Health Professional Education: An Integrative Review
Gopi Anne McLeod, Jennieffer Barr, Anthony Welch
Creative Education.2015; 06(04): 440. CrossRef
Educating medical students in rural area through a rural medicine experience camp
Takao Wakabayashi, Shinichi Takeda, Yoshinobu Fujito, Wari Yamamoto
An Official Journal of the Japan Primary Care Association.2015; 38(3): 243. CrossRef
The New Era of : What Should Be Prepared to Be a Top Journal in the Category of Gastroenterology and Hepatology
Sun Huh
Journal of Neurogastroenterology and Motility.2013; 19(4): 419. CrossRef

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