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The number of dementia diagnoses is ever-increasing in the aging population, meaning that healthcare staff need to be equipped with the appropriate knowledge, attitudes, and skills to care for people with dementia. However, recent research suggests that globally, both healthcare workers and students require greater dementia education opportunities to meet the needs of people with dementia. There seems to be limited research exploring dementia education opportunities within occupational therapy (OT) and physiotherapy (PT) programs. A scoping review methodology was chosen to explore the literature about dementia education in global OT and PT programs. There was limited literature in this area and only four articles were found after an intensive search through databases. Three overarching themes were developed: 'Attitudes, knowledge, and confidence', 'Benefits of experiential learning', and 'Experience and working with people with dementia'. Further, the benefits of virtual learning interventions, peer support, and communication strategies were explored. All experiential learning interventions had a positive impact on student's knowledge, confidence, and attitudes toward dementia. However, students need to be prepared with adequate knowledge prior to engaging in experiential learning interventions. Results from this study recommend the use of didactic teaching in conjunction with experiential learning within the healthcare curriculum. Peer support, communication strategies, and virtual dementia learning may be beneficial methods for educators to use and need to be explored in further detail concerning OT and PT curricula.

Prior to the COVID-19 pandemic, occupational therapy students at one university received all orthosis fabrication education through an in-person laboratory-based environment supported by clinicians and instructional videos. Due to the pandemic restrictions, orthosis fabrication labs for occupational therapy students were transitioned to a hybrid in-person and at-home supported lab. Presently, there is no research investigating how a hybrid in-person orthosis lab and at-home orthosis fabrication experience impacts the professional practice skill development of occupational therapy students entering the workforce. This research examined the learning outcomes of participation in a hybrid orthosis fabrication experience consisting of one in-person laboratory-based experience and one at-home supported experience (instructional videos, written instructions, without instructor supervision). The research also explored the implications of this hybrid learning experience for future curriculum development. This qualitative study included two components: (1) Interviews with six occupational therapy graduates; (2) 26 student reflections following the hybrid learning experience. The results of this study highlighted three overarching themes: orthosis skill development; transferable skills development; future considerations for implementing a hybrid learning method. A hybrid learning approach provided unique opportunities for the scaling of independence and productive struggle to develop student competence in orthosis fabrication. This research provided insights for occupational therapy curriculum developers to modify educational approaches and effectively support students as they develop into competent occupational therapists.

The literature identifying factors that influence learning, motivation, identity formation and participation, termed affordances, has focused primarily on face-to-face classrooms. However, literature about affordances within online synchronous classrooms at the graduate level is only just emerging. Therefore, the purpose of this study was to contribute to uncovering the affordances in online synchronous classrooms at a graduate level. Using a qualitative method with a phenomenological design, learners from a hybrid Doctor of Physical Therapy program using online synchronous classrooms participated in a semi-structured interview via video conference. Interviews were transcribed via Zoom software and then manually coded using NVivo 12 software. Additionally, two previously recorded synchronous classes were observed and manually coded. Inductive thematic analysis was used to identify and refine codes to construct themes and subthemes. Three major themes were identified from the coded data: teacher influence, learner positionality, and social connection are three major affordances that can change learner motivation, identity formation, and learning perceptions in the online synchronous graduate-level classroom. This study adds a new perspective to the existing literature on affordances affecting participation. Using interviews and observing online classes, this research provides a comprehensive analysis of affordances that influenced learning outcomes in an online synchronous classroom at the graduate level. By understanding the affordances that impact how learners participate, teachers can design classrooms that have the potential to improve learner outcomes.

Service-learning is a form of experiential-learning being incorporated into many academic programs to enable students to practice skills learned in class while providing a service to communities in need. Being able to justify the implementation of service-learning experiences can be a challenge. Some benefits include increased awareness of global health, development of comparing and compassion for the community and patients, development of critical and clinical thinking, and practice of skills learned. This study assessed Core Value Self-Assessment of students from a cohort of entry level Doctor of Physical Therapy students who had a mix of participation in service-learning (local, regional, and international). It was hypothesized that students who participated in international service-learning experiences would score higher on the Core Value Self-Assessment tool (total score and each individual core value). One-Way ANOVAs were used to assess the data. Results found that international service-learning participants scored highest in social responsibility. The results were not statistically significant. Participation in service-learning is an option to consider for experiential learning to help develop professional behavior. Future research could consider Core Value Self-Assessment pre and post service-learning experience to consider more causative relationship between service-learning and Core Value Self-Assessment changes.

This mixed-methods observational pilot study compared clinician-supervisor and student satisfaction (surveys and semi-structured interviews), and final placement scores for two different physiotherapy clinical placement models: hybrid (half-onsite, half-remote) and traditional (onsite). All supervisors and students involved were invited to participate; ten supervisors and seven students completed the survey, and nine supervisors and one student participated in interviews. Qualitative data were analyzed using reflexive thematic analysis. Students and supervisors reported similar levels of satisfaction for either model. Supervisors reported some reservations and higher workloads with the hybrid model. The interviews identified three themes for satisfying placements: it is structure, not location that matters; managing competing demands on clinician-supervisors; and learning requires psychologically safe relationships. Final scores for both placement models were comparable. This pilot study with a small sample found the hybrid model was acceptable and achieved comparable outcomes to the traditional model. Remote structured learning has potential to innovate and support sustainable clinical placements.

Service-learning in graduate education is commonly used but has limited studies on its effectiveness. Can service-learning be implemented in graduate education in a way that enhances the experience for the students? Most service-learning research has focused on service-learning at an undergraduate level in nursing, social work, public health, and occupational health (Lu & Lambright, 2010). This study replicates Lu and Lambright's study with Doctor of Physical Therapy program students to expand research on the impact of service-learning experiences on professional skills in graduate students. Our findings suggest "how integrated the project was into the curriculum" and "how much influence students have over how their project progressed" was significant and positively associated with improved professional skills.

Interdisciplinary service-learning (IDSL) has become a staple of healthcare education over the last two decades as a mechanism of training students to provide cohesive, team-based health care in a complicated and sometimes fragmented health care system. This case study describes the perceived learning of Doctor of Physical Therapy (DPT) students from [Blinded] University who attended a week-long interdisciplinary, interuniversity service-learning trip in rural [Blinded]. Qualitative data from two consecutive year teams (n = 26) were collected via surveys and focus groups and thematically analyzed for motivation to attend the trip and perceived learning. Intrinsic motivation to "give back" and desire to hone professional skills were the primary drivers for desiring to attend the trip. Three themes of perceived learning that emerged were: 1) impact on core values, 2) perceived improvement in para-clinical (soft) skills including interdisciplinary fluency and cultural competence, and 3) improvement of clinical (hard) skills. The dominant theme was the impact the trip had on students' core values. The learning occurred predominantly in Bloom's affective domain and aligned with the physical therapy profession's Core Values and Code of Ethics.

To achieve better quality and efficiency of care and services for clients, social and health care professionals should be educated to adopt an interprofessional way of working and thinking. This requires the development of an interprofessional identity alongside a professional identity. The process must be facilitated comprehensively in social and health care operations. The aim of this observational and cross-sectional mixed-method study was to investigate readiness and perceived development needs concerning interprofessional work among social and health care students and professionals. Furthermore, the aim was to examine the formation of an interprofessional identity in relation to the theoretical framework of interprofessional socialization. In our results, development needs, expressed by the respondents, were categorized at the system, profession, and individual levels of social and health care. Although, positive attitudes were established among students and professionals, our findings demonstrate that the formation of an interprofessional identity requires comprehensive support from social and health care operations. Interprofessional identity can be enhanced especially by applying and developing interprofessional education and lifelong learning.

The purpose of this study was to: 1) examine existing interprofessional pain management curricula in a DPT and MOT program by mapping pain subject matter to the IASP interprofessional content to determine gaps, vertical and horizontal coherence and integration 2) evaluate pain knowledge and attitudes early and late curriculum within the current pre-licensure Doctor of Physical Therapy (DPT) and Master of Occupational Therapy (MOT) students, and 3) to define changes needed within the existing interprofessional pain management curricula to better prepare students for clinical experiences and professional practice. Pain content was mapped to the IASP core competencies to identify gaps in content and coherence. Students were evaluated on existing pain knowledge and attitudes using the City of Boston's Rehabilitation Professional's Knowledge and Attitudes Survey Regarding Pain (COBS). Two hundred and forty physical and occupational therapy students completed the study. The mean percentage of correct responses of 70.6% +/-25.6% did not significantly change across didactic terms. Curricular mapping can inform planning, design, implementation, and evaluation of the curriculum and alignment with IASP guidelines.

Background: Evidence-based practice (EBP) is supported by the appropriate use of standardized outcome measures (OMs). Continuing education (CE) is a common method for translation of OMs knowledge to practice. However, little is known about the attitudes and behaviors of physical therapists regarding CE and knowledge translation (KT) of OMs. Purpose: To determine physical therapists' practice style traits (PSTs) and compare these to attitudes, knowledge, behaviors, and barriers for KT. Subjects and Methods: Seventy-nine physical therapists who attended a CE course on OMs completed two standardized surveys. The Practice Style Questionnaire (PSQ) categorizes responses on three theoretical constructs: 1. how clinician weighs research evidence versus experience, 2. their degree of comfort in clinical practice, and 3. how evidence impacts their workload. The EBP Questionnaire (EBPQ) items are grouped into four domains: attitude, knowledge, behavior, and barriers. Results: On the PSQ, 28% of subjects were categorized as "seekers" of evidence, 49% were "pragmatists," and 23% were "receptives." PSTs scores were compared to the four domains of the EBPQ. Behavior was the only domain found to be significant between traits (p = 0.00). Seekers were significantly different from both the pragmatists and receptives in their behaviors, however pragmatists and receptives did not differ. Discussion and Conclusion: Assessing PSTs may help tailor KT interventions. Since nearly half of clinicians are pragmatists, it may be helpful to target KT interventions to this group, while considering the needs of other styles.

The purpose of this project was to determine the extent to which physiotherapists affiliated to occupational health services undertake the full clinical audit cycle. A sample of convenience was used to select physiotherapists that were in attendance over two conference days. Those who verbally consented to take part were asked to complete a survey and place it in an envelope which was immediately sealed to maintain confidentiality of responses. The majority of physiotherapists undertook clinical audit practice (94%). The common frequency of clinical audits was annually (77%). Most physiotherapists did not contribute their clinical audit outcomes into any quality improvement initiatives (42%). Occupational health services should encourage physiotherapists affiliated to them to identify and link their outcomes into broader quality improvement initiatives so that the full audit cycle can be completed.

This study was designed to increase our understanding about characteristics and the impact of sensory symptoms (SS) and signs of hyperarousal (HA) in individuals with fragile X syndrome (FXS) from childhood through early adulthood and by gender. Data derived from the Fragile X Online Registry With Accessible Research Database (FORWARD), a natural history study of FXS, were analyzed using descriptive statistics and multivariate linear and logistic regression models to examine SS and signs of HA, their impact on behavioral regulation and limitations on the subject/family. The sample (N = 933) consisted of 720 males and 213 females. More males were affected with SS (87% vs. 68%) and signs of HA (92% vs. 79%). Subjects who were endorsed as having a strong sensory response had more comorbidities, including behavioral problems. The predominant SS was difficulty with eye gaze that increased with age in both genders. As individuals age, there was less use of non-medication therapies, such as occupational therapy (OT)/physical therapy (PT), but there was more use of psychopharmacological medications and investigational drugs for behaviors. Multiple regression models suggested that endorsing SS and signs of HA was associated with statistically significantly increased ABC-C-I subscale scores and limited participation in everyday activities. This study improves our understanding of SS and signs of HA as well as their impact in FXS. It supports the need for more research regarding these clinical symptoms, especially to understand how they contribute to well-known behavioral concerns.

Anatomy with human dissection may help to develop respect for the human body and professionalism; however, dissection may worsen students' attitudes about body weight and adiposity. The purpose of this study was to measure weight bias among Doctor of Physical Therapy (DPT) students enrolled in gross anatomy and determine if, and how the experience of dissection impacts weight bias. Ninety-seven DPT students (70 University of Colorado [CU], 27 Moravian University [MU]) were invited to complete a survey during the first and final weeks of their anatomy course. The survey included demographic items, two measures of weight bias--the Modified Weight Bias Internalized Scale (M-WBIS) and the Attitudes Towards Obese Persons (ATOP) Scale--and open-ended questions for the students who participated in dissection (CU students) that explored attitudes about body weight and adiposity. At baseline, there were no significant differences (p > 0.202) in ATOP, M-WBIS, or BMI between the two universities. The mean scores on both the ATOP and M-WBIS indicated a moderate degree of both internalized and externalized weight bias. There were no significant changes in ATOP (p = 0.566) or M-WBIS scores (p = 0.428). BMI had a low correlation with initial M-WBIS scores ([rho] = 0.294, p = 0.038) and a high correlation with change scores in CU students ([rho] = 0.530, p = 0.011). Future studies should utilize the same measures of weight bias in other healthcare trainees to facilitate comparison and incorporate larger populations of DPT students.

Scholarly practice (SP) is considered a key competency of occupational therapy and physiotherapy. To date, the three sectors--education/research, practice, and policy/regulation--that support SP have been working relatively independently. The goals of this project were to (a) understand how representatives of the three sectors conceptualize SP; (b) define each sector's individual and collective roles in supporting SP; (c) identify factors influencing the enactment of SP and the specific needs of how best to support SP; and (d) co-develop goals and strategies to support SP across all sectors. We used interpretive description methodology. Consistent with an integrated knowledge translation approach, partners representing the three sectors across Canada recruited individuals from each sector, developed the content and questions for three focus groups, and collected and analyzed the data. Inspired by the Consolidated Framework for Implementation Research, we developed the questions for the second focus group. We analyzed the data using an inductive thematic analysis method. Thirty-nine participants from the three sectors participated. Themes related to participants' conceptualization of SP included (a) ongoing process, (b) reflective process, (c) broad concept, and (d) collective effort. Themes describing factors influencing and supporting SP were (a) recognition, (b) appropriate conceptualization, (c) social network, (d) accessibility to resources, and (e) forces outside of practitioners' effort. Goals to support SP included (a) further recognizing SP, (b) sustaining SP competency, and (c) ensuring access to information. SP requires collaborative and integrated intersectoral support and further recognition of its importance through the collaboration of multiple stakeholders.

For this pilot study, the use of the digital 3D anatomy application Complete Anatomy was evaluated as a non-mandatory additional study tool throughout the semester. The aim of the study was to investigate if the Complete Anatomy usage time had an effect on final exam grades and how the app was used post-COVID-19. This cross-sectional study asked first year bachelor/freshman university students of Physical Therapy and Rehabilitation Sciences to fill out a questionnaire to gauge Complete Anatomy usage time, the student's exam results, and how the app was used, for example, in relation to other study tools. A positive correlation was found between the proportion of students that passed the final exam and the number of hours of Complete Anatomy usage (r[subscript s] (4) = 0.94, p = 0.016). Compared to students who didn't use Complete Anatomy, these positive effects were observed when students used Complete Anatomy for at least 10 h (p = 0.04). The app was well-used with almost half of the respondents reporting >10 h of usage time. The results from this study provide a good overview of how and how often Complete Anatomy is used. Although a positive correlation between the hours of use and the number of passing grades was found in this pilot study, a future study to prove the causality between these two factors is warranted to further investigate the effect of Complete Anatomy as an additional non-mandatory study tool.

Research shows many positive effects from physical exercise. The present study examined the impact of a structured physical exercise program compared to treatment as usual on the gross motor skills of children diagnosed with autism spectrum disorder (ASD). Participants included 20 children, from 4 to 7 years old, who were assigned to two groups; an experimental group (n = 10) who received a structured physical exercise program for 60-min sessions, three times a week for eight weeks, and a control group (n = 10) who received conventional physiotherapy. Gross motor skills were assessed with the Abbreviated Development Scale -3 before and after the physical exercise program. The experimental group exhibited significant improvements in gross motor skills compared to the control group. This study suggests that structured physical exercise programs can improve gross motor skills in children with ASD.

Perfectionism is a personality orientation associated with mental health and adjustment problems. Recent evidence demonstrates that perfectionism is widespread among students and on the rise, with recent generations of students placing increasingly more importance on perfection. Whilst the extant literature is vast, it tends to focus on psychopathology and identification of perfectionism correlates rather than the experience of student perfectionism. Furthermore, the education literature is scant and there is a need to understand the deeper processes and nuances of perfectionism, particularly within health professions education where intense study demands, competition to gain entry to educational programmes, and professional cultures may nurture the problem. This phenomenological study explored the lived experiences of ten physiotherapy students as they wrestled with perfectionism in the various facets of their studies. Semi-structured interviews were undertaken, and participants completed log sheets to document perfectionism-related experiences. Idiographic profiles were composed and interview transcripts were analysed, drawing upon features of both phenomenological and thematic analysis. Perfectionism was found to have toxic consequences for the learning experience. Harmful phenomenological experiences included perpetual and excessive achievement striving, punitive self-criticism and health and wellbeing difficulties. A range of sabotaging learning behaviours such as self-handicapping and feedback avoidance was also illuminated, and cultural and organisational influences perceived to foster perfectionism emerged. Findings are discussed in relation to underlying processes and implications for educators. The prospect of findings transferring to other educational contexts is highlighted.

The present retrospective, descriptive, and quasi-experimental study aimed to explore students' perceptions of traditional teaching combined with gamified and nongamified e-tests for postlecture reinforcement. Midterm knowledge retention and academic performance were also analyzed. The study was conducted from February 2021 to May 2022, involving a single group of first-year medical and physiotherapy students enrolled in equivalent core subjects on human histology at the University of Las Palmas de Gran Canaria (ULPGC). Lectures were supplemented with gamified Quizizz (QQ) or nongamified Moodle questionnaires (MQ) after lecture (t0) and 30 days later (t30). From 171 attendees, 162 volunteers were surveyed on their perceptions on the experience. Furthermore, 97 volunteers participated in the DOCENTIA-ULPGC survey on the students' satisfaction, and 123 participants individually answered 20 QQ and 20 MQ. Data were analyzed using the program Jamovi 2.3.24. The survey on volunteers' perception comprised 11 Likert items and 3 numerical scale items. The former showed acceptable internal consistency (?-McDonald, 0.70) and validity (KMO, 0.58). Both types of e-questionnaires facilitated learning and motivated pre-reading contents but QQs were preferred. Reinforced lectures were rated higher than those unreinforced. Volunteers expressed higher overall satisfaction though DOCENTIA-ULPGC survey than the prepandemic control group. Average scores peaked at t0 with higher MQ rates. At t30, MQ and QQ scores were acceptable and similar. Participants' outcomes in the final exam tended to improve compared to the prepandemic control group, but without statistical significance. In summary, gamified and nongamified e-quizzes enhanced the student satisfaction and motivation and facilitated midterm knowledge retention.

Preparing students for the transition to graduate-level education with greater learning demands in a condensed time frame is a challenging process for health professions educators and incoming students. Prematriculation programs offer a solution for exposing students to the foundational sciences in preparation for the academic rigor of a doctoral program. This retrospective study assessed whether incoming students enrolled across 3 yr of a 2-day online anatomy workshop, offered in July and August before the start of their first semester resulted in improved anatomy knowledge. Whether this acquired knowledge translated to improved anatomy outcomes in the first semester of a Doctor of Physical Therapy program was also assessed, while also accounting for variables of gender, ethnicity, and grade-point average. Knowledge acquired during both days of the workshop resulted in statistically significant improvements in anatomy postquiz scores compared to the baseline prequiz (P < 0.001). Multivariate regression analyses demonstrated statistically significant relationships between the first-semester anatomy practical score and workshop participation (P = 0.04) as well as a predictive value of gender (P = 0.01). Evaluating a timing effect on the predictive value of the online anatomy workshop demonstrated statistically significant effects of the prematriculation workshop on both first-semester anatomy practicals for August (P = 0.03 for practical 1; P = 0.04 for "practical" 2) but not July workshop participants. Findings from this study support the utility of an online prematriculation anatomy workshop to prepare students for graduate-level anatomy learning expectations in a doctoral allied health program.

Approximately 85% of children with autism spectrum disorder from the SPARK study receiving standard interventions such as speech-language and occupational therapies. In contrast, only 32%-13% of children with autism spectrum disorder received movement therapies such as physical and recreational therapies, respectively. Little is known about how service receipt changes as a function of children's motor difficulties. Parents of children with autism spectrum disorder completed online surveys to provide a report of their child's motor difficulties using the Developmental Coordination Disorder-Questionnaire as well as the various therapies their child received (speech-language therapy, occupational therapy, physical therapy, applied behavioral analysis, social skill interventions, recreational therapy) by location (at school, privately/in community, or both). While movement therapies (occupational therapy, physical therapy, recreational therapy) increased with increasing motor risk and severity, there continued to be large disparities in physical therapy (37%-55%) and recreational therapy (15%-19%) compared to occupational therapy (85%-92%) across various settings indicating clear unmet needs for specific motor services given that 88.3% of this sample of children with autism spectrum disorder is at risk for motor difficulties/Developmental Coordination Disorder. Developmental Coordination Disorder-Questionnaire fine- and gross-motor subscale scores were fairly comparably affected yet physical therapy/recreational therapy were less received versus occupational therapy. These findings explain the paucity of physical therapy/recreational therapy and physical activity programs for individuals with autism spectrum disorder and the need for movement experts to receive appropriate access and training to work with individuals with autism spectrum disorder.

The lesson described in this article was developed and taught by a team of mathematics educators and physical therapists, with the shared goal of broadening students' perception of how mathematics concepts are applied in the real world. This lesson gives students authentic experience with the Gait Speed Test as a physical therapist would administer it. In the lesson, sixth- graders generate walking speed data using a fixed distance and measuring time in seconds, convert that to an appropriate unit rate, and interpret that unit rate in the context of health and physical function.

Podcasts have increased in popularity in the last decade, but description of their use in academic settings is lacking. The purposes of this study were to (1) investigate the difference in student performance on course examinations based on podcast usage and satisfaction and (2) examine the perceptions of educational benefits, usage preferences, and accessibility of podcasts in a clinical examination course in a hybrid Doctor of Physical Therapy (DPT) curriculum. This was a mixed-methods study that utilized a retrospective non-experimental correlational design, and data were collected and analyzed via self-report survey. Participants adopted five podcasts into learning and studying activities. An ANOVA indicated that there was a statistically significant (p = 0.01) difference in examination performance for podcast usage in the fourth episode, with those who listened more performing better. Level of agreement in podcast satisfaction had little impact on academic performance on examinations. A total of six themes emerged from qualitative analysis: podcasts provided listeners a supplementary study tool, connected the learner to the real world, and allowed convenient listening and multitasking. Listeners noted the experience could be enhanced by an improved streaming platform, preferred shorter-duration podcasts, and recommended podcasts to future cohorts. In a sample of 27 first-year hybrid DPT participants, 100% reported overall satisfaction with podcast content and would recommend them to future cohorts.

Digital anatomy programs such as the Primal Program™, BodyViz™, Complete Anatomy™, or Cengage™, provide rich learning opportunities with the ability to remove anatomical layers, highlight specific structures, and rotate images. However, supporting the diverse learning styles of today's anatomy students requires more than access to digital learning tools. This article describes sequential changes made in an anatomy course for a doctor of physical therapy (DPT) program. The DPT program moved from cadaver dissection to digital anatomy in the years 2020-2023. The most significant change was moving from the cadaver table, where there was rich student engagement during dissection, to a robust digital program with less student interaction and more screen learning. Throughout this transition, additional learning modalities were added. Tutorial stations were the most effective learning modality developed. At each station, faculty taught a focused topic (e.g. rotator cuff muscles), using multiple modalities such as a mounted skeleton, digital program, and Therabands™ to simulate muscles. Students learned how to integrate modalities and benefited from active engagement as faculty asked questions. These tutorial stations reinstated the learning environment of the cadaver tables and were optimal when students were allowed as much time as needed to gain confidence at each station. A post-survey sent to all enrolled students in the course each year identified the tutorial stations as the most preferred learning modality in 2023. To summarize, moving to a digital learning paradigm benefits from creative problem solving and persistent effort to support diverse student learning styles and student engagement.

Purpose: This study aims to examine the anticipated and actual challenges encountered by occupational therapy and physiotherapy students during their first full-time professional placement and to understand the strategies they implemented to manage their multiple life roles. Design/methodology/approach: Longitudinal qualitative research examined students' anticipated and reported challenges with their first block professional placement and the strategies they implemented during it. In total, 22 occupational therapy and physiotherapy students were interviewed at two time points (pre- and post-placement), producing 44 interview data points. Transcribed interviews were analysed thematically using a hybrid approach. Findings: Pre-placement, students perceived potential challenges related to the distance between their placement location and where they resided and their ability to maintain balance in their multiple roles. Post-placement, the main reported challenge was maintaining role balance, due to unexpected challenges and students' unanticipated tiredness. Students implemented strategies to assist with managing multiple roles and reflected on the benefits and drawbacks of placements. They also considered the necessary future adjustments. Practical implications: This study highlighted the importance of social support and the need for proactive recovery strategies to negate the tiredness that students experienced on placement. Originality/value: This is the first study, to our knowledge, to investigate how allied health students, on their first block of professional placement, balanced their multiple roles over time.

Healthcare requires practitioners to successfully negotiate boundaries between communities of practice (CoP) in a clinical landscape of practice (LoP), with development of interprofessional identity important in promoting successful interprofessional collaboration. Interprofessional education (IPE) centered around acute hospital inpatients offers a potential pathway to encourage boundary negotiation and interprofessional identity development. This study aimed to explore interprofessional student teams and their interactions with patients in an acute hospital setting, while investigating if such interactions encouraged interprofessional collaboration and the development of an interprofessional identity. Pivoting around acute hospital inpatients, four interprofessional workshops occurred involving senior medicine, nursing and physiotherapy students. We utilized a concurrent mixed methods design, with qualitative predominating. Qualitative reflexive thematic analysis of post-workshop semi-structured focus groups was supported by quantitative investigation using a validated pre-test post-test international socialisation and valuing scale. Using the landscapes of practice theory lens, we noted that the central role of acute hospital inpatients in the IPE workshops enabled healthcare students to develop knowledgeability of the clinical LoP, in line with the three modes of identification of LoP, namely Engagement, Imagination and Alignment. Following the IPE workshops, where acute inpatients played the pivotal role, students demonstrated a statistically significant increase in interprofessional collaborative practice in terms of the overall interprofessional socialisation and valuing scale and its subscales of value, ability, and comfort in working with each other. Our findings indicate that IPE centered around acute hospital inpatients is a beneficial and effective way to successfully implement IPE in the undergraduate curriculum.

This article presents a controlled case study focused on implementing and using generative artificial intelligence, specifically large language models (LLMs), in physiotherapy education to assist instructors with formulating effective technology-mediated feedback for students. It outlines how these advanced technologies have been integrated into an existing feedback-oriented platform to guide instructors in providing feedback inputs and establish a reference framework for future innovations in practical skills training for health professions education. Specifically, the proposed solution uses LLMs to automatically evaluate feedback inputs made by instructors based on predefined and literature-based quality criteria and generates actionable textual explanations for reformulation. In addition, if the instructor requires, the tool supports summary generation for large sets of text inputs to achieve better student reception and understanding. The case study describes how these features were integrated into the feedback-oriented platform, how their effectiveness was evaluated in a controlled setting with documented feedback inputs, and the results of its implementation with real users through cognitive walkthroughs. Initial results indicate that this innovative implementation holds great potential to enhance learning and performance in physiotherapy education and has the potential to expand to other health disciplines where the development of procedural skills is critical, offering a valuable tool to assess and improve feedback based on quality standards for effective feedback processes. The cognitive walkthroughs allowed us to determine participants' usability decisions in the face of these new features and to evaluate the perceived usefulness, how this would integrate into their workload, and their opinion regarding the potential for the future within this teaching strategy. This article concludes with a discussion of the implications of these findings for practice and future research directions in this developing field.

Background: The social, cultural, and ethnic diversity of healthcare workers should match that of the U.S. population to improve health outcomes and decrease health disparities. The population's diversity is increasing, though many health care professions lack diversity in their academic programs. The holistic admissions (HA) process considers an applicant's unique experiences, achievements, and traits in addition to academic metrics when making admission decisions. HA has been shown to be an effective strategy to increase cohort diversity by considering the whole person instead of focusing on academic metrics. Purpose: This study explored the extent to which U.S. Doctor of Physical Therapy (DPT) programs are implementing HA in their admissions process to diversify their admitted cohorts. The study further examined how programs defined "diversity." Methods: Using a cross-sectional, descriptive research design, 272 accredited DPT programs were invited to complete an online survey to collect data on admissions practices. Cross-tabulation was used to analyze coded responses. Inductive thematic analysis was used for open-ended responses. Results: Thirty-five (71.4%) of the 52 respondents reported they were currently or were planning to use HA in their respective DPT program. Most respondents (88.6%) reported a positive experience, including an increase in student cohort diversity without a decrease in graduation rate. Four themes emerged as the definition of "diversity": ethnicity (i.e., under-represented minorities), other demographics, life experiences, and challenges overcome. Conclusion: Although this study represents a sample of DPT programs, the data show most programs using HA and have experienced increased diversity without a risk to academic performance.

In this methodological discussion, a critical and reflective account of the process and use of online photo-elicitation interviews is given. The role and importance of a well-structured pre-interview task are discussed with a working example aiming to capture physiotherapy students' professional doctorate journey. It is argued that photo-elicitation techniques can increase active participation and enhance participants' storytelling by encouraging the use of abstract thinking. This article also offers unique insights through the researcher's reflective diary and direct quotes from the participants. Key considerations and practical recommendations are provided, such as the online application of photo-elicitation, the nature of the observed topic and working with and not alongside the pictures. Overall, this article is intended to further contribute to the literature on the evaluation and implementation of photo-elicitation techniques, especially in an online setting.

All students have the right to be safe at school. Regulations mandate that schools must establish procedures to ensure the safety of all students during emergency situations. Twenty years ago, a Midwestern school district created Individualized Emergency Evacuation Plans (IEEPs) to address unique safety needs of students with disabilities. A mixed methods design program evaluation was conducted to study its effectiveness. It examined the extent to which these practices align with the needs of students with disabilities, and what changes might be implemented to improve the program. Participants were multiple levels of District personnel. Data were collected using a quantitative online survey and qualitative individual semi-structured interviews and two focus groups. Most survey participants felt that current plans meet needs of students with disabilities; however, the plans could be updated to better support student safety. Interview analyses produced three emergent themes: We will do whatever it takes; There is always room for improvement; and "It might be helpful to … ." District Q continues to implement some practices from the original framework of the Individualized Emergency Evacuation Plans. The program evaluation produced suggestions for more effectively and efficiently meeting the safety needs of students with disabilities in emergency situations.

Physical therapy education has significantly evolved over the past few decades. While gross anatomy is integral to physical therapy education curricula, the current state of anatomy education within these programs is not well understood. The primary purpose of this report was to provide an update on the current state of anatomy education across United States (US) Doctor of Physical Therapy (DPT) programs. A survey was disseminated to all 261 accredited US physical therapy programs. The survey was deployed in November 2020 with a deadline to respond by January 15, 2021. The response rate was 32.6% (85/261). When teaching anatomy, 90.5% of the responding programs used dissection, 71.4% used didactic lectures, 60.7% used computer-assisted technology, 58% used prosections, 23.8% used plastinated models, and 31% reported using other methods. DPT programs have experienced declines in PhD faculty (15.7%) and Master of Physical Therapy faculty (15.3%) and notable increases in DPT (16.5%) and physician faculty (8.2%) teaching anatomy within DPT programs. Despite greater use of computer-assisted technologies, these technologies have not replaced donor-based dissection in DPT programs.

Many countries, including Australia, have established a national scheme that supports the recognition of a single ethical review for multi-centre research conducted in publicly funded health services. However, local site-specific governance review processes remain decentralised and highly variable. This short report describes the ethics and governance processes required for a negligible risk national survey of physiotherapy-led airway clearance services in Australia. We detail inconsistencies in research governance document preparation and submission (platforms, processes, forms and signatories) and report the time cost and likely impact of these inconsistencies on health services research outcomes. Processes and strategies that facilitated success in this project are identified and summarised as helpful hints to other researchers looking to embark on negligible risk research in public health facilities.

While many university health science programs include physics courses to raise knowledge and understanding of physical science concepts, they are still far from addressing the needs of that science health profession. This study aimed to investigate the effect of an introductory physics course on first-year physiotherapy and rehabilitation (PR) students' conceptual understanding of simple electric circuits. The study participants were students enrolled in the Physics II course. Eighty-two students registered for the course. Sixty students (73%) took the pretest, and 67 (81%) completed the posttest. 53 students (64%) took the pretest and posttest. This study adopts an exploratory research methodology that includes a one-group pretest-posttest design. The Simple Electric Circuits Diagnostic Test (SECDT) was used to assess students' conceptual understanding. The prevalence of misconceptions was relatively low (before and after instruction), and very few students developed sound conceptual understanding after instruction. The local reasoning model was the most frequent misconception PR students held. After instruction, students' overall confidence in their SECDT responses increased significantly. Interestingly, when the students were grouped into three achievement groups, the medium-achievement group fell into more misconceptions as their achievement increased compared to low- and high-achievement groups. These findings suggested that students' low SECDT scores were due to a lack of knowledge rather than misconceptions.

Research on inclusive education focus shows that one barrier which occurs worldwide is a lack of early training among teachers. However, little is known about the professional training of healthcare professionals who are incorporated into schools to support teachers. For the first time, we explore the perceptions of speech therapists, psychologists, physical therapists, and occupational therapists about the professional training they receive to work within schools with School Integration Programmes in Chile. Via a sequential exploratory mixed research method, semi-structured interviews were done (n = 52) and an online survey was applied (n = 474) with a respondent-driven sampling method. The results converge, indicating that professional training is insufficient to fulfil its educational role. We also observed a dichotomy between the role defined by policy and professional training, and how post-graduate training reconciles professional identity with the educational role. We hope that these findings contribute to opening a reflection space about the development, disciplinary connection, and research of health professionals working in schools. These results have practical implications for universities which provide training and formation, as well as for policymakers and researchers who promote an inclusive focus worldwide.

Purpose: Work readiness is an important aspect of the transition from higher education to professional practice. The purpose of this study was to explore the perceptions of work readiness of individuals transitioning into physiotherapy practice in Australia and identify any association with personal, education and work factors. Design/methodology/approach: Purpose-built surveys were distributed to final-year students and graduates of physiotherapy programmes nationally. Work readiness was measured using the recently validated Work Readiness Scale for Allied Health Professionals 32 (WRS-AH32), which captures the following four domains: "Practical Wisdom," "Interpersonal Capabilities," "Personal Attributes" and "Organisational Acumen." The surveys also included personal, education and work data. Work readiness was expressed as percentages for total work readiness and within each domain. Independent t-tests were used to examine the influence of personal, education and work factors on work readiness. Findings: 176 participant responses were analysed (84 students and 92 graduates). Total work readiness was 80% [standard deviation (SD)8], with "Practical Wisdom" the highest scoring domain (91%, SD8) and "Personal Attributes" the lowest scoring domain (65%, SD14). Considering overall work readiness, individuals reporting some psychological symptoms scored lower than asymptomatic individuals [mean difference 7% (95% confidence interval (CI) 4 to 9)] and final-year students scored less than graduates [mean difference 3% (95% CI 0 to 5)]. Practical implications: All stakeholders, including individuals, universities and employers, need to consider further strategies to develop aspects of work readiness, particularly within the domain of "Personal Attributes" and those with psychological symptoms. Originality/value: This study demonstrates that physiotherapy students and graduates perceive themselves to be well prepared to transition to the workforce.

Background: To investigate the safety and feasibility of six sessions of Hybrid Assistive Limb (HAL) robot-assisted gait training (RAGT) integrated into an inpatient therapy concept and their influence on walking speed and gait parameters in adult CP patients. Methods: Eleven subjects (male = 8, female = 3, mean age: 23 years and 2 months, ± 4.5 years) with spastic CP underwent six 20-minute RAGT sessions with the HAL during an 11-day hospital stay. Additionally, physiotherapy, physician-performed manual medicine, massage and exercise therapy were provided. Pre- (T1) and post- (T2) intervention assessments were: 10-metre walking test (10MWT), 6-minute walking test (6MWT), Gross Motor Function Measure (GMFM-88) and lower extremities passive range of motion (pROM). Results: All subjects completed the study. No adverse events were noted. Walking speed in the 10MWT test increased from 32.5 s (± 24.5 s) at T1 to 27.5 s (± 21.4 s) at T2, without significance. Slight, but non-significant improvements were detected in the 6MWT, GMFM and pROM. Confounding factors did not significantly affect the results. Conclusion: Intensive therapy including HAL training leads to non-significant improvements. Further studies with more patients and longer intervention time could provide further insights into the RAGT therapy of adult patients with CP. Registration DRKS-ID: DRKS00020275.

Health science graduate programs are intensive experiences in students' lives which can contribute to perceived symptoms of anxiety and/or depression. The consequent impact of these symptoms can have an overall effect on the graduate students' ability to participate in their daily lives, along with their program of study. The purpose of this study was to understand the lived experiences of health science graduate students who experience perceived signs and symptoms of anxiety and/or depression. An open-ended, qualitative phenomenological survey was used to understand the experiences of 56 Doctor of Occupational Therapy, Doctor of Physical Therapy, and Doctor of Pharmacy students at a university in the southeastern United States. Three themes were identified from the data: the cyclic effect of symptoms and triggers; the importance of support systems; and the benefit of coping skill utilization. Future research is needed to understand the effects of preventive and rehabilitative measures to address health science graduate students' mental health.

The incorporation of health professionals into inclusive schools is increasingly necessary. However, the work of these professionals has not yet been studied globally. This qualitative research analyses the perceptions of speech therapists, psychologists, physical therapists and occupational therapists on the role that educational policy defines for working in schools with School Integration Programmes in Chile. Through chain sampling, 52 professionals were interviewed. The data were analysed inductively through thematic analysis. The results show that the role defined by policies for professionals is not in line with the needs of schools and the aspirations of the inclusive approach. The exercise of the role emerges as a distinct entity from the defined role that seems to be more responsive to the needs of schools and students. Interviewees described tensions related to the role in schools, professional training, working conditions and contextual features that would permeate the role that the policy mandates them to play. The findings of the study promote new research horizons related to the role of professional assistants, where research is still incipient worldwide, and invite reflection on the importance of designing education policies with a bottom-up approach to capture the needs presented by learners and professional teams.

Hybrid learning is expanding in physical therapy education; however, a limited empirical understanding of the psychomotor domain exists in this context. Moreover, the current literature presents conflicting results. Psychomotor skill instruction traditionally uses live demonstration followed by student practice. This study compared student learning outcomes between the traditional approach and learning management system multimedia instruction in Doctor of Physical Therapy students. Using a cross-over design, half of the psychomotor techniques were instructed using each instructional strategy for cohort one and switched for cohort two. A practical examination compared student performance. Live demonstration scores were slightly higher than the LMS-embedded multimedia scores for the upper extremity techniques. While the differences were statistically significant, the partial eta squared value is small. This pattern was reversed for the lower extremity with slightly lower live demonstration scores compared to the LMS-embedded multimedia instruction. However, the difference between means was not statistically significant, revealing similar outcomes for both instructional strategies.

Driven by the need to understand placement quality indicators in action, the Clinical Placement Quality Survey--Student (CPQS-S) is a psychometrically robust survey designed to evaluate allied health students' perception of placement. The CPQS-S was developed and validity established through the consensus of an interprofessional expert panel (n = 9). To determine test-retest reliability and internal consistency, students (n = 39) completed the CPQS-S twice. Construct validity was then determined by factor analysis (n = 719). The factor analysis identified four discrete themes relating to the students' perception of what constitutes a quality clinical placement experience, furthermore, these quality indicators demonstrated excellent test-retest reliability. The CPQS-S is a valid and reliable tool for evaluating allied health students' perception of a quality clinical placement experience, underpinned by current best practice frameworks. The CPQS-S provides all stakeholders with an easily scalable and objective method for evaluating placement quality to engage in quality improvement processes.

This study explores the perceived effect of a virtual service-learning (SL) experience upon the development of professional skills among physical therapist students. A qualitative case study approach was used to analyze reflection papers through the lens of the constructivist learning theory. Data revealed that virtual SL strengthens communication, fosters adaptability, and cultivates leadership practices. Findings suggest that virtual SL may be less likely to enhance certain affective skills that are crucial to patient-centered care.

While cadaver dissection and prosection are deemed quintessential methods for studying anatomy, these methods are attenuated by the flat, 2-D structures incorporated into didactic segments of the anatomy courses that minimize students' ability to comprehend anatomy, leading to constraints in the teaching and learning experience. Several tools, such as 3-D virtual anatomy apps and anatomical models, enhance teaching and students' understanding of gross human anatomy. The Anatomage, a virtual anatomy dissection table (VDT), is a compelling technological development with dissection capabilities and a prosection of the human body and its segments. This study intends to explore incorporating a VDT into a physical therapy anatomy course as an enhanced anatomical learning technique. The methods encompass the inclusion of the VDT as an extra dissection table within the cadaver lab setting. Each group of scholars was required to locate the anatomical configurations and dissections assigned to the topic on the VDT. The anatomy course included four examinations covering the entire human body. The results suggest advancements in knowledge retention following the incorporation of VDT in the cadaver dissection portion of the course. Therefore, we ascertained that the VDT is an exemplary tool to adopt in anatomy courses to aid in the comprehension of complex anatomical structures. Integrating VDT is paramount to the assimilation and application of human anatomy in students' future health careers.

The focus of attention literature has shown robust findings for the benefits of providing statements that focus on the movement effect or outcome (external focus of attention [EFOA]) as opposed to focusing on the movement kinematics (internal focus of attention). Observational studies, however, have revealed that physiotherapists use fewer EFOA statements than internal focus of attention statements in their practice. Most evidence in this regard has been from non-Canadian physiotherapists working in stroke rehabilitation; consequently, we sought to examine whether Canadian physiotherapists working with various rehabilitation populations also use EFOA statements to a lesser extent than internal focus of attention statements. The "Therapists' Perceptions of Motor Learning Principles Questionnaire (TPMLPQ)" was thus designed and data from 121 Canadian physiotherapists showed low relative frequencies of EFOA use (31.3% ± 14%) averaged across six hypothetical scenarios. A higher EFOA was reported, however, for two of the six scenarios: a functional reaching scenario (55.5% ± 37.0%) and pelvic floor task (65.6% ± 32.9%). This data suggest that the findings of EFOA benefits have not been widely translated into Canadian physiotherapy settings; furthermore, the findings of the scenario-dependency warrant future investigation into factors, such as task characteristics, that may influence physiotherapists' FOA use.

Purpose: Interprofessional practice within early intervention is underscored by policy, research, and recommended practices. The purpose of this study was to explore the impact of a brief interprofessional training on preservice speech-language pathology, early intervention/early childhood special education, physical therapy, and occupational therapy students' knowledge, beliefs, and attitudes about teaming and collaboration. Students' satisfaction with and perspectives of the training were also examined. Method: A one-group, pretest-posttest design was used to examine differences in 36 students' knowledge, attitudes, and beliefs around interprofessional practice after the training. Descriptive approaches were used to analyze student satisfaction data and focus group data in order to evaluate student perceptions of the interprofessional training. Results: A paired-samples t test showed preservice students demonstrated increased scores in self-perceived ability, value, and comfort in working with others after the training institute. Descriptive analyses illustrated students gained a richer knowledge and appreciation for other disciplines and perceived the practice of interprofessional collaboration as a valuable learning experience. Conclusion: The interprofessional training procedures, evaluation of impacts, and future directions are discussed.

Interprofessional education and practice (IPE/IPP) are important components for undergraduate and graduate students to experience during their programs of study in speech-language pathology and related health professions. The American Speech-Language Hearing Association (ASHA) is a member organization of the Interprofessional Education Collaborative (IPEC) which promotes four core competencies required for effective practice: values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork. The purpose of this study was to gather the lived experiences from eight pre-professional students, four from speech-language pathology (SLP) and four from recreational therapy(RT), during focus groups and discussion forums conducted before, during, and after a 14-week IPE/IPP clinical experience. Students shared perspectives about providing collaborative therapy services as part of a team supporting adults with stroke or other acquired neurological conditions. Thematic analysis conducted from pre and post focus group transcripts revealed six primary themes: roles and responsibilities; interprofessional communication; collaborative teamwork; values and mutual respect; challenges to IPE/IPP; and benefits & impact of IPE/IPP. Students shared their clinical experiences engaging with students from SLP and RT, but also working with students from physical and occupational therapy. The qualitative data from this study provides important information to assist future students, educators, and clinical supervisors how to effectively access and engage in IPE/IPP learning experiences with a specific focus in the areas of teamwork, leadership, and conflict resolution.

The American Physical Therapy Association promotes the Annual Physical Therapy Visit. Similar to an older adult who may see his/her medical provider annually, it is recommended that the aging adult see a physical therapist who will perform screening tests for strength, endurance, flexibility, balance, and gait. Early detection of physical decline in aging may result in referral for physical therapy, wellness programming, or medical care. Community members and students experience mutual benefits.

Practical classes are an integral part of learning human anatomy. The importance of utilising 3-dimensional resources (such as cadavers and skeletons) is only overshadowed by the teacher/student interactions when determining a positive learning experience. As student diversity in Higher Education increases, teaching approaches must also evolve. This study was developed in response to increased student diversity within an anatomy course. It aimed to compare allied health students' perceptions of anatomy practical classes delivered via two different formats. In 2018, a team-taught format (comprising a lead demonstrator (LD), clinical demonstrator (CD) and near-peer demonstrator (NPD)) was introduced at the large, metropolitan campus, while the smaller regional campus continued the sole-taught format. Student data were collected via anonymous online surveys and interviews. Quantitative data were analysed using ANOVA or appropriate non-parametric testing and qualitative data underwent thematic analysis. Satisfaction scores significantly increased at the team-taught metropolitan campus compared with 2017 when all practical classes were sole taught. Four key themes were realised with the team-taught format: "Improved student learning experience;" "Diverse perspectives;" "Demonstrator characteristics"(Nurturing expert (LD); inspiring clinical contextualiser (CD); relatable study advisor (NPD)); Confidence and approachability. Findings demonstrated that both sole- and team-taught anatomy practical classes can provide students with a positive learning experience; however, a team-taught format of practical classes may provide students with a richer learning experience. The multiple perspectives of different demonstrators were highly valued by students and should be considered as an important approach to teaching students with diverse academic credentials, backgrounds and learning experiences. The interaction between students and teachers is key to instilling motivation and active participation, especially during practical sessions. Stressing key pedagogical (andragogical) principles such as introducing clinical examples and sharing personal experiences can be enhanced if the background of the teaching staff is varied.

This study aims to determine the problems experienced by parents of children with special needs during the COVID-19 pandemic. The phenomenological patterns technique, which is a qualitative research method, was used in the study. Ten parents with children with special needs who were affected by different types of disabilities were included in the study. The data in the research were collected using interview forms consisting of open-ended questions and a semi-structured interview technique. After the data obtained from the interviews were decoded, they were analyzed with the descriptive analysis technique. At the end of the study, the findings of the problems experienced by parents of children with special needs during the epidemic, the problems they experienced with their children, and the problems and expectations related to the education of their children were discussed in detail within the framework of the literature.

The COVID-19 pandemic led to a global transition from in-person to online instruction leaving many higher education faculty with little time or training for this responsibility. Physical therapist education programs were especially impacted since a large part of the development of skills rely on face-to-face onsite practice. This phenomenological study explored the perceptions of physical therapist educators in three countries--Brazil, Cyprus, and the United States, who transitioned to an entirely virtual medium of teaching during the pandemic. Sixteen faculty participated in 1:1 semi-structured interviews. Trustworthiness of qualitative inquiry was ascertained using triangulation, thick descriptions, and peer reviews. Four major themes emerged from analysis of participants' interview data: adapting pedagogy in real-time, expected excellence, limitations of the medium, and informing future teaching practice. All participants described teaching during the pandemic as one of the most challenging experiences of their professional careers. Despite available resources, faculty noted challenges in making authentic connections with students, adapting to technological interruptions, assessment of student understanding of content, and managing work-life balance. Despite the challenges, faculty worked collaboratively with peers to innovate new approaches of creating social, cognitive, and teaching presence. Unique opportunities arose from the pandemic to enhance future teaching practice.

In March 2020, most physical therapy schools across the globe transitioned to online learning in response to the COVID-19 pandemic. This change posed unique challenges not only because it required adapting to new technology in a short period but, more importantly, it involved developing ways to teach hands-on psychomotor and clinical skills virtually while maintaining the quality of instruction. In response to the rapid transition, the physical therapy program at MGH Institute of Health Professions (IHP)designed and implemented a novel and effective coaching model to address the challenges. The model was developed based on experiential learning theory, constructivism, a coaching framework, and andragogical principles of feedback and reflection. Not only did the model meet its objectives of effectively teaching basic psychomotor skills in the virtual environment, but it may also have andragogical benefits that can be applied to traditional face-to-face methods. This case study describes the theoretical underpinning of the model, its development and implementation, the perceived effectiveness for learning psychomotor skills in a virtual environment, and the potential for broader relevance to future models of physical therapy education.