Journal of Educational Evaluation for Health Professions

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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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.

Citations

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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.2024; 19(5): 2088. CrossRef
Clinical students’ perception of educational environment in a Nigerian university: a mixed method study
Aderonke O. Akinpelu, Olufemi O. Oyewole, Nse Odunaiya, Adesola C. Odole, Jesupelumi P. Olley
BMC Medical Education.2024;[Epub] CrossRef
Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study
Banan Mukhalalati, Aaliah Aly, Ola Yakti, Sara Elshami, Alaa Daud, Ahmed Awaisu, Ahsan Sethi, Alla El-Awaisi, Derek Stewart, Marwan Farouk Abu-Hijleh, Zubin Austin
BMC Medical Education.2024;[Epub] CrossRef

Research Article

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
20th Pauline Cerasoli Lecture: The Sunk Cost Fallacy
Chad Cook
Journal of Physical Therapy Education.2017; 31(3): 10. CrossRef

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