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Introduction: The purpose of this study was to identify predictors of anatomy final course grades from first-year physical therapist students' characteristics and chosen learning strategies, as indicated on the Motivated Strategies for Learning Questionnaire (MSLQ). Identifying factors that contribute to success in content intensive classes may aid in coaching successful learning strategies as students transition from undergraduate coursework to Doctor of Physical Therapy (DPT) programs., Review of Literature: Previous studies show that first-year graduate students use ineffective learning strategies that are insufficient for graduate-level study. The MSLQ correlates with academic performance at several educational levels. To date, only one study has examined the correlation of MSLQ with physical therapist students' academic performance for an anatomy course., Subjects: Thirty-nine first-year physical therapist students participated in the study (27 from a hybrid program, 12 from a traditional program)., Methods: This study analyzed MSLQ scores for the total instrument, each domain, and each subscale using regression analyses to determine predictors of final anatomy grades., Results: The subscales of Self-Efficacy and Test Anxiety had significant predictive value for anatomy grades (R2 = 0.455, F = 5.203, P = .029). Test Anxiety had an inverse relationship to anatomy grades, meaning lower test anxiety scores correlated with higher anatomy grades. The combination of Self-Efficacy, Test Anxiety, and Critical Thinking subscales resulted in a significant prediction of anatomy grades (R2 = 0.603, F = 6.659, P = .014)., Discussion and Conclusion: This study found moderate correlations between MSLQ Motivation subscales and final grades in DPT anatomy classes. Self-Efficacy and Test Anxiety subscales had the strongest correlations and were significantly predictive of anatomy grades. Faculty may benefit from using inventories like the MSLQ for first-year physical therapist students to identify motivational characteristics associated with success and to remediate students' learning strategies to prevent academic failure., Competing Interests: The authors report no conflict of interest., (Copyright © 2023 Academy of Physical Therapy Education, APTA.)

Introduction: Passing the National Physical Therapy Examination (NPTE) is a necessary step in progressing into a professional career. The purpose of this study was to identify student factors that predicted failure on the first attempt of the NPTE in graduates of a blended Doctor of Physical Therapy (DPT) program., Review of Literature: Student factors that may affect NPTE outcomes have been studied in traditional physical therapist education programs but have not been studied in blended programs. Blended instruction is a delivery format that combines distance asynchronous learning and face-to-face synchronous learning in a complementary way., Subjects: Two hundred ten graduates from 6 consecutive cohorts of a DPT program taught in a blended format., Methods: Retrospective observational cohort design. Demographic, preadmission, and in-program academic data and NPTE pass/fail status were collected. Variables were analyzed with forward stepwise logistic regression for their ability to predict first-time NPTE failure. Receiver operating characteristic curves were plotted to determine cut points of predictive variables., Results: Two regression analyses were conducted. First, an analysis of all variables identified 3 significant predictors: comprehensive examination score, cumulative third-year grade point average, and Graduate Record Examination Verbal Reasoning (GRE-V) score, which explained 43.2% of the variance. The second analysis excluded variables occurring late in matriculation to identify early occurring predictors. This yielded 2 early predictive variables, GRE-V score and academic difficulty, which explained 29.5% of the variance., Discussion and Conclusion: To our knowledge, this is the first study of predictors of NPTE outcomes in blended DPT program graduates. Like previous studies, a mix of preadmission and in-program factors predicted first-time NPTE failure. These findings may help inform admissions policies, academic advising processes, and academic warning policies in blended programs. Future research is needed to explore factors unique to blended educational settings and the qualities of the students they attract., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2022 Academy of Physical Therapy Education, APTA.)

Background: Clinical tests of foot posture and mobility are not strongly related to the dynamic kinematics of the foot during gait. These measures may be more directly related to foot and ankle kinetics. The supination resistance test (SRT) is a clinical test that may more directly measure forces acting on the weightbearing foot to provide clinicians with insight about the loading of foot structures., Research Question: What is the relationship between the SRT in relaxed calcaneal stance and in single-leg-stance and the kinetics and kinematics of the foot and ankle during gait?, Methods: 10 healthy adults between the ages of 18 and 65 were recruited to participate in this study. Three-dimensional motion analysis was performed using the Oxford Foot Model during gait. The results of the SRT were compared with peak midfoot and ankle joint moments, power generation and absorption, joint angles, and peak angular velocities and accelerations. Correlation coefficients were calculated to assess the strength of relationships between these variables and the SRT., Results: The SRT demonstrated significant relationships with several variables. In relaxed calcaneal stance, the SRT was inversely related to maximum midfoot pronation moments (r = -0.51), maximum midfoot plantarflexion moments (rho = -0.71), and peak midfoot power generation (r = -0.61). In single-leg-stance, the SRT was significantly related to maximum midfoot plantarflexion moments (rho = -0.55) and peak midfoot power generation (r = -0.47)., Significance: The SRT is significantly associated to several kinetic variables that quantify midfoot loading during gait. Interventions that decrease supination resistance may have the potential to increase midfoot power generation., (Copyright © 2019 Elsevier B.V. All rights reserved.)

Objectives: No study has described low back pain (LBP) treatment choices among physical therapists (PTs) in the United States (US) in the new millennium. Intervention for LBP in the new millennium is largely based on evidence-based practice (EBP) recommendations. The purpose of this study was twofold: (a) to describe PTs' preferences for treating acute and subacute non-specific LBP in Florida and to compare these preferences to EBP guideline recommendations and (b) to compare outpatient musculoskeletal therapist (MSPT) choices for management of acute and subacute LBP to non-outpatient musculoskeletal therapist (NMSPT) choices., Methods: The data were collected with an electronic survey. Study participants selected treatment choices for acute and subacute LBP clinical vignettes., Results: A total of 327 PTs participated in the study, of which 128 worked in outpatient musculoskeletal settings. The most common treatment choices for acute and subacute LBP were home exercise program, exercise in the clinic, back care education, joint mobilization, ice/heat, and interferential current. The EBP adherence rate for acute LBP was 30% for MSPTs and 15% for NMSPTs. Thirty-seven percent (37%) of MSPTs and 30% of NMSPTs adhered to EBP guidelines for subacute LBP., Discussion: The EBP adherence rate for management of acute and subacute LBP was low. Spinal manipulation was underutilized for management of acute LBP, and passive therapeutic procedures were overutilized for subacute LBP. Physical Therapy schools and professional associations should reemphasize the benefits of spinal manipulation to manage non-specific acute LBP and active interventional procedures to manage subacute LBP.