ABSTRACT This article provides strength and conditioning specialists with information about acute... more ABSTRACT This article provides strength and conditioning specialists with information about acute exertional rhabdomyolysis (AER) in terms of identification, prevention,and rehabilitation, Individuals with AER have musculoskeletal signs which are often precipitated by intense bouts of strenuous eccentric exercise. Individuals suspected of having AER should be referred immediately to an emergency room for prompt medical attention. Strength and conditioning specialists, athletic trainers, and coaches may be ultimately responsible for recognizing this condition. A key to early detection and treatment is recognition of several symptoms.
Journal of Orthopaedic & Sports Physical Therapy, 2011
ABSTRACT The patient was a 54-year-old woman with a 5-month history of worsening dizziness with h... more ABSTRACT The patient was a 54-year-old woman with a 5-month history of worsening dizziness with head movements. She also complained of mild coordination problems and intermittent numbness and tingling in both upper extremities. Magnetic resonance imaging of the brain and orbits ordered by the patient's neurologist revealed a left orbital mass thought to represent a benign optic nerve sheath meningioma. Management included close monitoring of the patient's vision by the neurologist and referral to a physical therapist. On observation, the patient demonstrated a slowed gait and an inability to tandem walk. Range-of-motion assessment of the cervical spine revealed full pain-free motion. Although no visual deficits were noted, the patient complained of dizziness with eye movements. Manual muscle testing revealed weakness with testing of right shoulder abduction, right elbow flexion and extension, and bilateral hip flexion and knee extension. Because of the strong suspicion of spinal cord involvement, the physical therapist contacted the referring neurologist and recommended magnetic resonance imaging of the cervical spine, which revealed a right-sided protrusion of the C4-5 disc. J Orthop Sports Phys Ther 2011;41(4):281. doi:10.2519/jospt.2011.0407.
The distal femoral stress fracture can be very difficult to diagnose. Complaints include vague hi... more The distal femoral stress fracture can be very difficult to diagnose. Complaints include vague hip, thigh, or knee pain, aching at night, increased pain with weightbearing, and swelling about the knee. It is imperative that this stress fracture be diagnosed in a timely manner because it can result in a displaced fracture of the femur. J Orthop Sports Phys Ther 1985;7(1):20-22.
Introduction. Faculty perceptions of organizational change and culture shifts created by major cu... more Introduction. Faculty perceptions of organizational change and culture shifts created by major curricular revision in higher education have been described. However, there are no similar descriptions for faculty in physical therapist education. Methods. All faculty from one Doctor of Physical erapy program were recruited and agreed to participate in this study (n = 19). A qualitative thematic approach was applied to deidentified transcripts of faculty interviews conducted at the end of the first year (round 1) of a new curriculum and again after all academic courses had been taught at least once (round 2). Independently coded themes were discussed and further refined iteratively. All data and themes were sent to an external reviewer with feedback incorporated into findings. Results. Ten themes emerged from the analysis of the interviews—7 from round 1 interviews and 3 additional themes from round 2 interviews, including Convoluted Planning Process, Challenging Management Processes &...
Background and Purpose. The development of critical thinking, a component of clinical reasoning, ... more Background and Purpose. The development of critical thinking, a component of clinical reasoning, is a central focus of physical therapist (PT) education. Despite this focus, critical thinking is not being measured in most programs. Previous studies measuring the acquisition of critical thinking skills in PT students have yielded mixed results. There is no available literature on the development of critical thinking skills in internationally trained PTs. The purpose of this study was to measure the acquisition of critical thinking skills in internationally trained PTs and to describe curricular characteristics used to facilitate the development of critical thinking skills in these therapists attending a postprofessional master's degree program in the United States. In addition, this study explored the relationship between learning styles and the acquisition of critical thinking skills. Method/Model Description and Evaluation. Eighteen students in a postprofessional Master of Science in Physical Therapy education program for internationally trained PTs participated in the study. The students were assessed using the Health Science Reasoning Test (HSRT) 3 times during the first year of the program. In addition, students also completed the Kolb Learning Style Inventory (KLSI) as a measure of learning styles. The program curriculum consists of 39 credits over 4 semesters and is based on a philosophy that values the development of the application of clinical skills and clinical decision making. Teaching strategies within the curriculum are grounded in Schön's reflective practice and Bandura's social cognitive theory and are discussed in this article. Outcomes. The students’ critical thinking skills showed a statistically significant increase over the study period of 1 year. Compared to normative data, students scored in the upper end of the strong range. There were no significant differences among learning styles in this cohort. There was a positive relationship between abstract conceptualization (AC) and higher HSRT performance in this cohort. Discussion and Conclusion. Teaching strategies in the curriculum most reflect Schön's reflective practice and Bandura's social cognitive theory's individual and collective agencies. We discuss specific strategies of facilitating instruction used to promote the development of critical thinking skills. In conclusion, critical thinking acquisition took place over a period of 1 year in a curriculum that employs multiple social learning strategies and self‐reflection.
Background and Purpose. Increasingly, simulation experiences are augmenting and replacing portion... more Background and Purpose. Increasingly, simulation experiences are augmenting and replacing portions of classroom and clinical education time. The purposes of this systematic review were to (1) systematically review the literature to determine whether simulated experiences impact the development of clinical decision making (CDM), clinical reasoning (CR), or critical thinking (CT) in students in health professional educational programs, (2) assess the quality of evidence for the effectiveness of simulation in developing CDM, CR, or CT in health professions students, (3) compare the effectiveness of simulated experiences to usual teaching methods in developing CDM, CR, and CT in health profession education students, and (4) identify and characterize assessment tools used to measure CDM, CR, and CT in the selected studies. Methods. The study design was a systematic review. PubMed, Ovid, Cochrane Database of Systematic Reviews, Google Scholar, EdITLib, and ERIC were searched for articles published in English from January 2000 until March 2017. Thirty-one articles met the inclusion criteria: 1 mixed methods study, 3 qualitative studies, and 27 quantitative studies. Articles were assessed using the Mixed Methods Appraisal Tool for the mixed methods study, the McMaster University Critical Review Form—Qualitative Studies for qualitative studies, and the Evaluation Guidelines for Rating the Quality of an Intervention Study. Results. The results demonstrate that simulation improves CDM, CT, or CR. The outcomes from the studies revealed that more repetitions in a simulated environment produced greater changes. Six outcome measures were identified, which assessed the desired constructs. Discussion and Conclusion. Future research investigating each tool across health care disciplines is needed. The optimal number of simulated encounters needed for improvement in decision making, thinking, and reasoning in physical therapy will be beneficial.
Background and Purpose. The development of critical thinking, a component of clinical reasoning, ... more Background and Purpose. The development of critical thinking, a component of clinical reasoning, is a central focus of physical therapist (PT) education. Despite this focus, critical thinking is not being measured in most programs. Previous studies measuring the acquisition of critical thinking skills in PT students have yielded mixed results. There is no available literature on the development of critical thinking skills in internationally trained PTs. The purpose of this study was to measure the acquisition of critical thinking skills in internationally trained PTs and to describe curricular characteristics used to facilitate the development of critical thinking skills in these therapists attending a postprofessional master's degree program in the United States. In addition, this study explored the relationship between learning styles and the acquisition of critical thinking skills. Method/Model Description and Evaluation. Eighteen students in a postprofessional Master of Science in Physical Therapy education program for internationally trained PTs participated in the study. The students were assessed using the Health Science Reasoning Test (HSRT) 3 times during the first year of the program. In addition, students also completed the Kolb Learning Style Inventory (KLSI) as a measure of learning styles. The program curriculum consists of 39 credits over 4 semesters and is based on a philosophy that values the development of the application of clinical skills and clinical decision making. Teaching strategies within the curriculum are grounded in Schön's reflective practice and Bandura's social cognitive theory and are discussed in this article. Outcomes. The students’ critical thinking skills showed a statistically significant increase over the study period of 1 year. Compared to normative data, students scored in the upper end of the strong range. There were no significant differences among learning styles in this cohort. There was a positive relationship between abstract conceptualization (AC) and higher HSRT performance in this cohort. Discussion and Conclusion. Teaching strategies in the curriculum most reflect Schön's reflective practice and Bandura's social cognitive theory's individual and collective agencies. We discuss specific strategies of facilitating instruction used to promote the development of critical thinking skills. In conclusion, critical thinking acquisition took place over a period of 1 year in a curriculum that employs multiple social learning strategies and self‐reflection.
Introduction. No objective tools exist that assess the level and progression of clinical decision... more Introduction. No objective tools exist that assess the level and progression of clinical decision-making (CDM) skills in Doctor of Physical Therapy (DPT) students. Tools in other health professions exist but are not applicable or transferable to DPT education. The purpose of the current study is to validate an objective tool to assess DPT students' perceptions of their CDM skills across a curriculum. Methods. This is a cross-sectional, observational design study, using a convenience sample of DPT students enrolled in a DPT program. Four phases of data collection, representing four iterations of the CDM tool, are included. A self-report tool assessing CDM using a Likert scale was sent to the participants through email. Data were analyzed using Rasch analysis after each phase of data collection, which led to survey revisions and further data collection. Results. The tool demonstrated high internal consistency throughout the four phases of data collection. The tool measures one construct, CDM. The Likert scale levels discriminated well between the different ability levels on all items. The scores on the CDM tool provided known groups validation of the tool. The tool has a ceiling effect, floor effect, and is unable to differentiate CDM skills for DPT graduates who have been practicing for >1 year. Discussion. Clinical decision making is a complex, highly individualized construct. This CDM tool distinguishes the students' perceived level of CDM ability across the different class years of a DPT curriculum. The sample was one of convenience. Further research increasing the heterogeneity of the sample will assist with increasing the generalizability of the tool.
Healthcare is a fast-paced, dynamic atmosphere. Clinical decision-making and clinical skills have... more Healthcare is a fast-paced, dynamic atmosphere. Clinical decision-making and clinical skills have been identified as necessary skills for autonomous practitioners in physical therapy. However, there are limited tools to measure these skills, which are cumbersome to implement and not validated. To validate a survey tool across three cohorts of DPT students and one cohort of physical therapy interns. A cross-sectional, descriptive study. A 25-item survey tool was used to measure clinical decision-making and clinical skills. The survey tool was sent and data collected online via REDCap (Research Electronic Data Capture). The survey response rates were between 19% and 47%. The Cronbach's alpha was ≥0.964 across domains and the total scale. Mann-Whitney U-tests demonstrated significant differences between all cohorts except between the second- and third-year students. The interns demonstrated less variance in their answers than students earlier in the curriculum. The survey demonstra...
Journal of Physical Therapy Education, Apr 1, 2007
Background and Purpose. The purposes of this study were (1) to examine what clinical and academic... more Background and Purpose. The purposes of this study were (1) to examine what clinical and academic physical therapists (PTs) think should be added to physical therapist education curricula in order to produce autonomous professional (entry‐level) physical therapist graduates, as physical therapist education programs make the transition from the entry‐level Master of Physical Therapy (MPT) degree to the entry‐level Doctor of Physical Therapy (DPT) degree, (2) to identify the changes physical therapist educators are making to curricula in order to meet the goal of producing autonomous professional physical therapist graduates, as programs transition from the entry‐level MPT degree to the entry‐level DPT degree, and (3) to analyze similarities and discrepancies between what clinical and academic PTs think should be added to the curriculum and the actual changes educators are implementing in their curricula as programs make this transition. Subjects. The subjects consisted of randomly selected physical therapists who were members of the American Physical Therapy Association (762), randomly selected academic PTs (318), and program directors of physical therapist education programs (194). Methods. A written questionnaire was distributed to 1,284 physical therapists, with a 54% return rate. One hundred ninety‐four surveys were sent to program directors, with a 50% return rate. Data were statistically analyzed using descriptive statistics, cross tabulations, and chi‐square tests. Results. Academic and clinical PTs indicated that all 12 curricular content areas should be added to the curricula as programs make the transition from the MPT degree to the DPT degree. However, significant differences in the level of agreement were found between academic and clinical PTs for the areas of reimbursement, legal issues, ethics, and managed care, with clinical PTs indicating stronger agreement. A majority of program directors indicated they were adding significantly fewer content areas than both academic and clinical PTs think should be added. Discussion and Conclusion. The results of this study indicate that both academic PTs and clinical PTs thought all 12 curricular content areas should be added to the curricula as programs make this transition. However, the results showed that there were significant differences in the level of agreement between these groups regarding the addition of reimbursement, legal issues, ethics, and managed care content to curricula. In all cases, clinical PTs indicated stronger agreement for the addition of these curricular content areas. These results are not consistent with what program directors are reporting they are adding to the curricula as programs make this transition.
Clinical decision-making and clinical skills are keystones to becoming a competent, autonomously ... more Clinical decision-making and clinical skills are keystones to becoming a competent, autonomously practicing physical therapist. No validated tool exists that specifically measures these skills in physical therapy students. At best, current tools use expert opinion for validation. The purpose of this pilot study was to create a validated measurement tool to assess students’ clinical decision-making and clinical skills.
The full text of the dissertation is available as a Adobe Acrobat .pdf file (204 p.) ; Adobe Acro... more The full text of the dissertation is available as a Adobe Acrobat .pdf file (204 p.) ; Adobe Acrobat Reader required to view the file. Mode of access: World Wide Web. Thesis (Ph.D.)--Pennsylvania State University, 2004.
ABSTRACT This article provides strength and conditioning specialists with information about acute... more ABSTRACT This article provides strength and conditioning specialists with information about acute exertional rhabdomyolysis (AER) in terms of identification, prevention,and rehabilitation, Individuals with AER have musculoskeletal signs which are often precipitated by intense bouts of strenuous eccentric exercise. Individuals suspected of having AER should be referred immediately to an emergency room for prompt medical attention. Strength and conditioning specialists, athletic trainers, and coaches may be ultimately responsible for recognizing this condition. A key to early detection and treatment is recognition of several symptoms.
Journal of Orthopaedic & Sports Physical Therapy, 2011
ABSTRACT The patient was a 54-year-old woman with a 5-month history of worsening dizziness with h... more ABSTRACT The patient was a 54-year-old woman with a 5-month history of worsening dizziness with head movements. She also complained of mild coordination problems and intermittent numbness and tingling in both upper extremities. Magnetic resonance imaging of the brain and orbits ordered by the patient's neurologist revealed a left orbital mass thought to represent a benign optic nerve sheath meningioma. Management included close monitoring of the patient's vision by the neurologist and referral to a physical therapist. On observation, the patient demonstrated a slowed gait and an inability to tandem walk. Range-of-motion assessment of the cervical spine revealed full pain-free motion. Although no visual deficits were noted, the patient complained of dizziness with eye movements. Manual muscle testing revealed weakness with testing of right shoulder abduction, right elbow flexion and extension, and bilateral hip flexion and knee extension. Because of the strong suspicion of spinal cord involvement, the physical therapist contacted the referring neurologist and recommended magnetic resonance imaging of the cervical spine, which revealed a right-sided protrusion of the C4-5 disc. J Orthop Sports Phys Ther 2011;41(4):281. doi:10.2519/jospt.2011.0407.
The distal femoral stress fracture can be very difficult to diagnose. Complaints include vague hi... more The distal femoral stress fracture can be very difficult to diagnose. Complaints include vague hip, thigh, or knee pain, aching at night, increased pain with weightbearing, and swelling about the knee. It is imperative that this stress fracture be diagnosed in a timely manner because it can result in a displaced fracture of the femur. J Orthop Sports Phys Ther 1985;7(1):20-22.
Introduction. Faculty perceptions of organizational change and culture shifts created by major cu... more Introduction. Faculty perceptions of organizational change and culture shifts created by major curricular revision in higher education have been described. However, there are no similar descriptions for faculty in physical therapist education. Methods. All faculty from one Doctor of Physical erapy program were recruited and agreed to participate in this study (n = 19). A qualitative thematic approach was applied to deidentified transcripts of faculty interviews conducted at the end of the first year (round 1) of a new curriculum and again after all academic courses had been taught at least once (round 2). Independently coded themes were discussed and further refined iteratively. All data and themes were sent to an external reviewer with feedback incorporated into findings. Results. Ten themes emerged from the analysis of the interviews—7 from round 1 interviews and 3 additional themes from round 2 interviews, including Convoluted Planning Process, Challenging Management Processes &...
Background and Purpose. The development of critical thinking, a component of clinical reasoning, ... more Background and Purpose. The development of critical thinking, a component of clinical reasoning, is a central focus of physical therapist (PT) education. Despite this focus, critical thinking is not being measured in most programs. Previous studies measuring the acquisition of critical thinking skills in PT students have yielded mixed results. There is no available literature on the development of critical thinking skills in internationally trained PTs. The purpose of this study was to measure the acquisition of critical thinking skills in internationally trained PTs and to describe curricular characteristics used to facilitate the development of critical thinking skills in these therapists attending a postprofessional master's degree program in the United States. In addition, this study explored the relationship between learning styles and the acquisition of critical thinking skills. Method/Model Description and Evaluation. Eighteen students in a postprofessional Master of Science in Physical Therapy education program for internationally trained PTs participated in the study. The students were assessed using the Health Science Reasoning Test (HSRT) 3 times during the first year of the program. In addition, students also completed the Kolb Learning Style Inventory (KLSI) as a measure of learning styles. The program curriculum consists of 39 credits over 4 semesters and is based on a philosophy that values the development of the application of clinical skills and clinical decision making. Teaching strategies within the curriculum are grounded in Schön's reflective practice and Bandura's social cognitive theory and are discussed in this article. Outcomes. The students’ critical thinking skills showed a statistically significant increase over the study period of 1 year. Compared to normative data, students scored in the upper end of the strong range. There were no significant differences among learning styles in this cohort. There was a positive relationship between abstract conceptualization (AC) and higher HSRT performance in this cohort. Discussion and Conclusion. Teaching strategies in the curriculum most reflect Schön's reflective practice and Bandura's social cognitive theory's individual and collective agencies. We discuss specific strategies of facilitating instruction used to promote the development of critical thinking skills. In conclusion, critical thinking acquisition took place over a period of 1 year in a curriculum that employs multiple social learning strategies and self‐reflection.
Background and Purpose. Increasingly, simulation experiences are augmenting and replacing portion... more Background and Purpose. Increasingly, simulation experiences are augmenting and replacing portions of classroom and clinical education time. The purposes of this systematic review were to (1) systematically review the literature to determine whether simulated experiences impact the development of clinical decision making (CDM), clinical reasoning (CR), or critical thinking (CT) in students in health professional educational programs, (2) assess the quality of evidence for the effectiveness of simulation in developing CDM, CR, or CT in health professions students, (3) compare the effectiveness of simulated experiences to usual teaching methods in developing CDM, CR, and CT in health profession education students, and (4) identify and characterize assessment tools used to measure CDM, CR, and CT in the selected studies. Methods. The study design was a systematic review. PubMed, Ovid, Cochrane Database of Systematic Reviews, Google Scholar, EdITLib, and ERIC were searched for articles published in English from January 2000 until March 2017. Thirty-one articles met the inclusion criteria: 1 mixed methods study, 3 qualitative studies, and 27 quantitative studies. Articles were assessed using the Mixed Methods Appraisal Tool for the mixed methods study, the McMaster University Critical Review Form—Qualitative Studies for qualitative studies, and the Evaluation Guidelines for Rating the Quality of an Intervention Study. Results. The results demonstrate that simulation improves CDM, CT, or CR. The outcomes from the studies revealed that more repetitions in a simulated environment produced greater changes. Six outcome measures were identified, which assessed the desired constructs. Discussion and Conclusion. Future research investigating each tool across health care disciplines is needed. The optimal number of simulated encounters needed for improvement in decision making, thinking, and reasoning in physical therapy will be beneficial.
Background and Purpose. The development of critical thinking, a component of clinical reasoning, ... more Background and Purpose. The development of critical thinking, a component of clinical reasoning, is a central focus of physical therapist (PT) education. Despite this focus, critical thinking is not being measured in most programs. Previous studies measuring the acquisition of critical thinking skills in PT students have yielded mixed results. There is no available literature on the development of critical thinking skills in internationally trained PTs. The purpose of this study was to measure the acquisition of critical thinking skills in internationally trained PTs and to describe curricular characteristics used to facilitate the development of critical thinking skills in these therapists attending a postprofessional master's degree program in the United States. In addition, this study explored the relationship between learning styles and the acquisition of critical thinking skills. Method/Model Description and Evaluation. Eighteen students in a postprofessional Master of Science in Physical Therapy education program for internationally trained PTs participated in the study. The students were assessed using the Health Science Reasoning Test (HSRT) 3 times during the first year of the program. In addition, students also completed the Kolb Learning Style Inventory (KLSI) as a measure of learning styles. The program curriculum consists of 39 credits over 4 semesters and is based on a philosophy that values the development of the application of clinical skills and clinical decision making. Teaching strategies within the curriculum are grounded in Schön's reflective practice and Bandura's social cognitive theory and are discussed in this article. Outcomes. The students’ critical thinking skills showed a statistically significant increase over the study period of 1 year. Compared to normative data, students scored in the upper end of the strong range. There were no significant differences among learning styles in this cohort. There was a positive relationship between abstract conceptualization (AC) and higher HSRT performance in this cohort. Discussion and Conclusion. Teaching strategies in the curriculum most reflect Schön's reflective practice and Bandura's social cognitive theory's individual and collective agencies. We discuss specific strategies of facilitating instruction used to promote the development of critical thinking skills. In conclusion, critical thinking acquisition took place over a period of 1 year in a curriculum that employs multiple social learning strategies and self‐reflection.
Introduction. No objective tools exist that assess the level and progression of clinical decision... more Introduction. No objective tools exist that assess the level and progression of clinical decision-making (CDM) skills in Doctor of Physical Therapy (DPT) students. Tools in other health professions exist but are not applicable or transferable to DPT education. The purpose of the current study is to validate an objective tool to assess DPT students' perceptions of their CDM skills across a curriculum. Methods. This is a cross-sectional, observational design study, using a convenience sample of DPT students enrolled in a DPT program. Four phases of data collection, representing four iterations of the CDM tool, are included. A self-report tool assessing CDM using a Likert scale was sent to the participants through email. Data were analyzed using Rasch analysis after each phase of data collection, which led to survey revisions and further data collection. Results. The tool demonstrated high internal consistency throughout the four phases of data collection. The tool measures one construct, CDM. The Likert scale levels discriminated well between the different ability levels on all items. The scores on the CDM tool provided known groups validation of the tool. The tool has a ceiling effect, floor effect, and is unable to differentiate CDM skills for DPT graduates who have been practicing for >1 year. Discussion. Clinical decision making is a complex, highly individualized construct. This CDM tool distinguishes the students' perceived level of CDM ability across the different class years of a DPT curriculum. The sample was one of convenience. Further research increasing the heterogeneity of the sample will assist with increasing the generalizability of the tool.
Healthcare is a fast-paced, dynamic atmosphere. Clinical decision-making and clinical skills have... more Healthcare is a fast-paced, dynamic atmosphere. Clinical decision-making and clinical skills have been identified as necessary skills for autonomous practitioners in physical therapy. However, there are limited tools to measure these skills, which are cumbersome to implement and not validated. To validate a survey tool across three cohorts of DPT students and one cohort of physical therapy interns. A cross-sectional, descriptive study. A 25-item survey tool was used to measure clinical decision-making and clinical skills. The survey tool was sent and data collected online via REDCap (Research Electronic Data Capture). The survey response rates were between 19% and 47%. The Cronbach's alpha was ≥0.964 across domains and the total scale. Mann-Whitney U-tests demonstrated significant differences between all cohorts except between the second- and third-year students. The interns demonstrated less variance in their answers than students earlier in the curriculum. The survey demonstra...
Journal of Physical Therapy Education, Apr 1, 2007
Background and Purpose. The purposes of this study were (1) to examine what clinical and academic... more Background and Purpose. The purposes of this study were (1) to examine what clinical and academic physical therapists (PTs) think should be added to physical therapist education curricula in order to produce autonomous professional (entry‐level) physical therapist graduates, as physical therapist education programs make the transition from the entry‐level Master of Physical Therapy (MPT) degree to the entry‐level Doctor of Physical Therapy (DPT) degree, (2) to identify the changes physical therapist educators are making to curricula in order to meet the goal of producing autonomous professional physical therapist graduates, as programs transition from the entry‐level MPT degree to the entry‐level DPT degree, and (3) to analyze similarities and discrepancies between what clinical and academic PTs think should be added to the curriculum and the actual changes educators are implementing in their curricula as programs make this transition. Subjects. The subjects consisted of randomly selected physical therapists who were members of the American Physical Therapy Association (762), randomly selected academic PTs (318), and program directors of physical therapist education programs (194). Methods. A written questionnaire was distributed to 1,284 physical therapists, with a 54% return rate. One hundred ninety‐four surveys were sent to program directors, with a 50% return rate. Data were statistically analyzed using descriptive statistics, cross tabulations, and chi‐square tests. Results. Academic and clinical PTs indicated that all 12 curricular content areas should be added to the curricula as programs make the transition from the MPT degree to the DPT degree. However, significant differences in the level of agreement were found between academic and clinical PTs for the areas of reimbursement, legal issues, ethics, and managed care, with clinical PTs indicating stronger agreement. A majority of program directors indicated they were adding significantly fewer content areas than both academic and clinical PTs think should be added. Discussion and Conclusion. The results of this study indicate that both academic PTs and clinical PTs thought all 12 curricular content areas should be added to the curricula as programs make this transition. However, the results showed that there were significant differences in the level of agreement between these groups regarding the addition of reimbursement, legal issues, ethics, and managed care content to curricula. In all cases, clinical PTs indicated stronger agreement for the addition of these curricular content areas. These results are not consistent with what program directors are reporting they are adding to the curricula as programs make this transition.
Clinical decision-making and clinical skills are keystones to becoming a competent, autonomously ... more Clinical decision-making and clinical skills are keystones to becoming a competent, autonomously practicing physical therapist. No validated tool exists that specifically measures these skills in physical therapy students. At best, current tools use expert opinion for validation. The purpose of this pilot study was to create a validated measurement tool to assess students’ clinical decision-making and clinical skills.
The full text of the dissertation is available as a Adobe Acrobat .pdf file (204 p.) ; Adobe Acro... more The full text of the dissertation is available as a Adobe Acrobat .pdf file (204 p.) ; Adobe Acrobat Reader required to view the file. Mode of access: World Wide Web. Thesis (Ph.D.)--Pennsylvania State University, 2004.
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