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Context: The hamstrings are the most commonly injured muscle in sports and are especially injury prone in lengthened positions. Measuring knee muscle strength in such positions could be relevant to establish injury risk. Handheld dynamometry has been shown to be a valid, reliable, and practical tool to measure isometric muscle strength clinically. The aim of this study was to assess the validity and reliability of the assessment of isometric knee muscle strength with a handheld dynamometer (HHD) at various muscle lengths, by modifying the hip and knee angles during testing. Design: Concurrent validity and test--retest reliability. Methods: Thirty young healthy participants were recruited. Hamstring and quadriceps isometric strength was measured with a HHD and with an isokinetic dynamometer, over 2 testing sessions, in a randomized order. Isometric strength was measured on the right lower limb in 6 different positions, with the hip at either 0° or 80° of flexion and the knee at either 30°, 60°, or 90° of flexion. Pearson and Spearman correlations were used to assess the validity, and intraclass correlation coefficients were calculated to establish the test--retest reliability of the HHD. Results: Good to excellent reliability and moderate to high validity were found in all the tested muscle length positions, except for the hamstrings in a seated position with the knee extended at 30°. Conclusions: The use of a HHD is supported in the clinical setting to measure knee muscle strength at varying muscle lengths in healthy adults, but not for the hamstrings in a lengthened position (hip flexed and knee extended). These results will have to be confirmed in sport-specific populations. [ABSTRACT FROM AUTHOR]

Background: Clinician bias contributes to health disparities; therefore, educational standards and professional expectations incorporate cultural humility. Vague standards and numerous pedagogical methods make implementing an effective and uniform curriculum challenging. Classroom and clinical faculty's attitudes and behaviors are pivotal; however, evidence on roles beyond instruction is lacking. Purpose: This study explored physical therapy (PT) students' perceptions of faculty's role in improving their cultural humility. Methods: This study was rooted in a phenomenological approach that incorporated elements of both descriptive and interpretive phenomenology. Thirteen first-year PT students participated in one-on-one interviews which underwent reflexive thematic analysis. Results: Reflexive thematic analysis generated two hundred-ninety codes, six categories, and one overarching theme. Dissonance emerged between students' perceptions of faculty's role and the explicit and implicit curriculum. Conclusion: Explicit messaging from classroom instruction and implicit messaging from clinical encounters and unspoken attitudes, values, and behaviors were disparate. Faculty role modeling, diversity, cultural awareness, and perceived comfort interacting with a diverse patient population improved students' self-confidence and cultural humility. Professional development including field experience with a cognitive apprenticeship approach, and standardized, discipline-specific cultural humility competencies may provide uniform and clear guidelines. [ABSTRACT FROM AUTHOR]

Background: With increased emphasis on self-management in healthcare, clinicians need outstanding skills in offering advice and empowering patients to attain an optimal outcome. Objectives: This study explores how undergraduate physiotherapists acquire knowledge, skills, and confidence to offer advice to patients in clinical practice. Methods: Convenience sampling was used to recruit 50 BSc and MSc pre-registration physiotherapy students across all years of study in one university in southern England, UK. Semi-structured interviews were conducted for first year BSc students (n = 13). Six focus groups of mixed BSc and MSc students were conducted, three groups (n = 15 students) were mid-training, and three groups (n = 22 students) were in their final year. Results: Thematic analysis identified 6 themes: advice content; a patient-centered approach; delivery; acquisitions; perceptions; and uptake of advice. Students placed high value on advice-giving, drawing upon multiple learning opportunities, however they felt under-prepared to deliver this skill in practice. Furthermore, perceptions of their student status, and pressures to perform on graded placements were reported to influence the advice they offered to patients. Conclusions: Developing high-level skills in promoting self-management is essential in physiotherapy, this study highlights the challenges for students to develop these skills. Academic and practice educators must explicitly enable and support students to develop the knowledge and skills to confidently offer high-quality advice to patients. [ABSTRACT FROM AUTHOR]

Introduction: There has been a call for healthcare to consider more explicitly the needs of the individual patient by adopting a person-centered approach to practice. Consideration needs to be given to how this is taught to pre-registration physiotherapy students. Purpose: To understand how first-year pre-registration physiotherapy students envision their philosophy of practice and how person-centered aspects of that philosophy might be implemented in a clinical setting. Methods: Semi-structured interviews were carried out with 10 first-year physiotherapy students. Data were analyzed using thematic analysis. Results: Five themes were identified: 1) understanding the person and their direction of travel; 2) contextual factors that impact on the delivery of person-centered practice; 3) awareness of personality traits; 4) doing the small things; and 5) the person-centered learning curve. Conclusion: Understanding the person and knowing what is important to them is central to the participant's philosophy of practice. They drew on specific personality traits such as listening, being patient, or using small talk to develop rapport to better understand the person they were working with. Despite the challenge of high-pressured, under resourced healthcare contexts, student physiotherapists would strive to do the small things for each person they were working with. Practice-based learning settings presented a steep learning curve and appeared to be important in developing person-centered skills which were introduced in the university setting. [ABSTRACT FROM AUTHOR]

Research on feedback literacy continues to highlight how students deliver, receive and act upon feedback and how performing these actions inform how they learn. Feedback literacy, as a multidimensional concept, is often composed of seeking feedback, understanding feedback, using feedback, providing feedback, and managing emotions around feedback. What remains largely unexplored is how digital platforms, involving cycles of asynchronous feedback, can enhance the development of peer-to-peer feedback literacy for students in higher education. This article draws on preliminary findings from research comprising surveys, focus groups and semi-structured interviews with observation of digital interaction, capturing how students in the caring professions (n = 21) engaged in feedback literacy on a digital platform. The selected case studies encapsulate both the development of feedback literacy as well as some of its different dimensions such as critical thinking, problem-solving skills and the affective aspect of taking onboard feedback. While each participant in each case study experienced a similar cycle, each experienced it differently in terms of the development of their feedback literacy. [ABSTRACT FROM AUTHOR]

What are physiotherapy students' attitudes and beliefs towards providing care for lesbian, gay, bisexual, transgender, queer, intersex, asexual and other related identities (LGBTQIA+) individuals? What education have students received on LGBTQIA+ healthcare needs? What are students' preferences for receiving this content? Mixed-methods design using a purpose-built online survey. Australian undergraduate and postgraduate physiotherapy students. Participants were invited to complete an online survey. Data were collected on: personal, clinical, professional and educational exposure to LGBTQIA+ identities and topics; heteronormative attitudes and beliefs via the modified Heteronormative Attitudes and Beliefs Scale (mHABS); and perspectives about LGBTQIA+ care. Welch's t-test and analysis of variance were used to analyse differences in mHABS and subscale scores between groups based on personal, clinical, professional and educational exposure. Open text responses were analysed thematically. Quantitative and qualitative data were first analysed separately and then cross-validated for integration in the results. The survey was completed by 324 eligible students. Cross-comparison of data generated four key themes pertaining to students' perspectives about working with the LGBTQIA+ community and education about LGBTQIA+ health: students with closer personal relationships to the LGBTQIA+ community demonstrated more inclusive attitudes and beliefs about LGBTQIA+ care and education; there are cis/heteronormativity and negative views towards LGBTQIA+ health; students who are ambivalent about LGBTQIA+ care hold egalitarian beliefs; and integrated education on LGTBQIA+ health delivered by members of the community is important. Physiotherapy students' attitudes and beliefs about the LGBTQIA+ community were diverse, with cis/heteronormativity prevalent in respondents. Students with closer relationships to the LGBTQIA+ community demonstrated more inclusive attitudes and beliefs. The lack of understanding of LGBTQIA+ needs and relevance to physiotherapy highlights the need for improved LGBTQIA+ education in physiotherapy curricula. [ABSTRACT FROM AUTHOR]

Background: A significant growth has been associated with ST & conditioning practices over past few decades among the physiotherapist all across India whether they are confident & education perceived help in adequate implementation within ST practices, yet very little article has been reported about the ST attitudes, behavior & knowledge among physiotherapists of India. The purpose of this study aimed at assessing the ST attitude, behavior & knowledge among physiotherapist Method: An online survey conducted using Google forms among participants includes practicing physiotherapist & students. Participants were asked to answer 25 questionnaire of attitude, behavior & knowledge via online survey Results: The study shows, majorly strong agreement of ST practices among the participants in all the questions & less shown disagreement. Similarly, it shows no significant relationship among the professional variables Conclusion: The study concluded that all the physiotherapy participants have major ST attitude, behavior & knowledge & are confident in their ability & the education perceived prepare them to adequately apply ST in their practices [ABSTRACT FROM AUTHOR]

Background: Physiotherapy plays a crucial role in the rehabilitation of long COVID. Objectives: This study aimed to assess the knowledge, attitudes, and experiences of the physiotherapy community in the United Arab Emirates (UAE) regarding the management of long-term COVID-19. Methods: Conducted as a cross-sectional study utilizing convenient sampling through an online survey, it involved physiotherapists and physiotherapy students throughout the United Arab Emirates, achieving a response rate of 434 (93.13%). Results: Fatigue (76%) and shortness of breath (56.2%) were the most commonly reported symptoms, with the Generic PROMIS (51.6%) and Post-COVID-19 Functional Status Scale (41.7%) being the most utilized outcome tools. Sixty-eight percent of participants felt confident in differentiating between COVID-19 complications and long COVID symptoms, whereas 18.7% were unsure, and 13% admitted difficulty in differentiation. The approaches reported for managing long COVID included graded exercise, symptom-titrated physical activity, and pacing exercise principles (63.21%, 37.79%, and 31.8%, respectively), alongside exercise capacity tests like the 1-minute sit-to-stand and 10MWT (71.9%) for screening and recommending physical activity. A significant majority (87.3%) expressed a desire for more information on long COVID rehabilitation, and 87.8% showed interest in specialized training. However, gaps were identified in screening and prescribing exercise or physical activity for long-term COVID-19 rehabilitation. Conclusions: There is a need for regular updates on long-term COVID science and education, emphasizing the spectrum of long-term COVID symptoms versus emerging complications, and skill training in advanced respiratory physiotherapy care or exercise training specifically for long-term COVID. This will aid in integrating recent clinical practice guidelines more effectively. [ABSTRACT FROM AUTHOR]

In 2002, the Institute of Medicine's recommendations emphasized diversifying the health care workforce to reduce racial and ethnic health disparities. Despite these efforts, the physical therapist profession remains predominantly White. The College of Saint Mary Doctor of Physical Therapy (DPT) program employs deliberate strategies through 2 committees, faculty search and admissions, to foster diversity in both faculty and student populations. The DPT Program Faculty Search Committee, in collaboration with the human resource department, devised a comprehensive 3-phase recruitment process aimed at attracting qualified candidates from diverse backgrounds. Through purposeful mission-driven and equity-focused strategies, this approach has yielded a faculty body characterized by diversity, with 80% of faculty members self-identifying as belonging to historically excluded groups. Similarly, the Admissions Committee has adopted proactive measures to ensure a diverse student body. By implementing a holistic admissions process recommended by the Association of American Medical Colleges, including evaluating prerequisite courses and eliminating the Graduate Record Examination requirement, the committee has facilitated more equitable access to the program. Virtual interviews and thorough candidate assessments are conducted to mitigate potential biases in the selection process. As a result, these efforts have allowed us to maintain diverse cohorts, with 20% to 30% of our student body identifying as members of historically excluded groups. Impact Developing and sustaining a physical therapist workforce that reflects the communities it serves necessitates purposeful, mission-driven, and equitable strategies. These strategies aim to broaden the diversity of both faculty and student populations. Through such initiatives, we aim to foster an inclusive environment that reflects our society's richness, enabling us to better understand society's complex needs and mitigate health disparities. [ABSTRACT FROM AUTHOR]

Objective The aim of this study was to explore the instruction of social determinants of health (SDOH) for people with disabilities (PWD) in doctor of physical therapy (DPT) education programs. Methods A sequential mixed methods study informed by a five-member disability community advisory panel was conducted. Qualitative semi-structured interviews with educators (n  = 10) across 4 DPT programs in the Midwest were conducted and analyzed thematically. The qualitative findings formed the basis of the quantitative phase. An online survey was conducted with faculty of DPT programs in the United States (n  = 254) with the most knowledge of instruction of SDOH and health equity for PWD (n  = 74; 29% response rate). Quantitative data were analyzed with descriptive statistics and triangulated with qualitative data. Results SDOH for PWD is an emerging component of instruction in DPT curricula. Five themes included: emerging instruction of SDOH for PWD; conceptual frameworks informing instruction; instructional strategies; barriers to integration of SDOH for PWD; and facilitators to integration of SDOH for PWD. Quantitative analysis revealed that 71 respondents (95.9%) included disability in health equity discussions primarily focused on health care access. Limited time (n  = 49; 66.2%) was the most frequently reported barrier, and educator interest in disability health equity was the most frequently reported facilitator (n  = 62; 83.7%) to inclusion of the SDOH for PWD in health equity discussions. Conclusion Opportunities exist in DPT curricula to build on instructional strategies, integrate SDOH frameworks, and amplify facilitators to integration of SDOH for PWD. Impact To meet the needs of the 67 million Americans living with disabilities, students must have the knowledge and skills to address the complex needs of this historically marginalized population. Understanding the DPT education landscape around SDOH for PWD can guide DPT educators to more fully prepare their students to recognize and ameliorate health disparities faced by PWD. [ABSTRACT FROM AUTHOR]

Physical therapy students must learn about heart transplantation. They need to know how to care for these patients' emotions and needs. The study aimed to compare the effectiveness of a narrative photography (NP) program and a traditional learning (TL) program in physical therapy students' knowledge, satisfaction, empathy, and moral sensitivity. A two‐armed assessor‐blinded randomized controlled trial was carried out. One hundred and seventeen physical therapy students participated in the study. They were divided into two groups: (i) NP group (n = 56) and (ii) TL group (n = 61). At the end of the program, NP group's knowledge increased when compared with the TL group (p = 0.02). 90.57% of the sample was very satisfied/satisfied with the NP method, and 88.68% felt that NP helped them to understand the importance of considering subjective realities. In conclusion, NP improved knowledge and satisfaction compared with the TL group. These results suggest that NP may be a useful method to improve the academic outcomes of physical therapy students in the heart transplantation field; thus, NP may be considered a teaching–learning methodology of choice in physical therapy students. [ABSTRACT FROM AUTHOR]

Introduction: Cadaveric dissection shapes the ways in which healthcare students understand the human body and the attitudes, identities and behaviors they exhibit as health professionals. There is however a paucity of related research with physiotherapy (PT) students. Purpose: The purpose of this interpretivist study was to investigate PT students' conceptions of the human body in relation to experiences with human cadavers in anatomy education. Methods: Ten semi-structured interviews were conducted with PT students along with four optional written reflections completed. Data was thematically analyzed. Results: Students engaged in a continuous process of habituation involving oscillation between "humanization" and "dehumanization" of cadavers in the anatomy lab. We describe the contextual mediators that shaped the process, the multi-sensory and emotional experience of the students, and the "interruptions" that contributed to the variability in their conceptions over time and contexts. Students ultimately habituated toward dehumanization which had multiple effects on learning and professionalization. Conclusion: Study findings highlight the complexity of PT students' experiences and learning within the cadaver lab outside of the formal goals of anatomy education. We discuss the implications for anatomy curricula, including the potential advantages of incorporating a biopsychosocial approach. [ABSTRACT FROM AUTHOR]

Background: Social media offer opportunities for informal learning and are increasingly adopted by health professionals as learning tools. However, little is known of how new graduate physiotherapists engage with social media for learning. Purpose: This study aimed to explore new graduate physiotherapists' perceptions and use of social media as learning tools during their transition into professional practice. Methods: This study used a qualitative general inductive approach. New graduate physiotherapists (n = 16) were recruited through purposive snowball sampling and participated in semi-structured interviews. Data were subjected to a general inductive analytical method. Results: Four themes were generated: 1) social media as tools for learning; 2) navigating and engaging with social media as a learner; 3) thinking critically about social media; and 4) relevance to practice. Conclusion: New graduate physiotherapists use social media as adjunct learning tools which can be positioned within several frameworks, including the Situated Learning Theory. However, new graduates voice uncertainties regarding information credibility, the importance of critical thinking skills in navigating information, and concerns regarding blurred work-life boundaries. Recommendations are made for research to further understand social media as emerging learning tools, especially for new graduates who are experiencing insufficient workplace support. [ABSTRACT FROM AUTHOR]

Background: Despite Australia's multiculturalism, physiotherapists from minority ethnic groups, including Muslim women, may experience social exclusion in physiotherapy training based on research in other countries. Objective: Explore Muslim women's experiences of physiotherapy education in Australia and how these experiences could be improved (if needed). Methods: Qualitative research approach. Data were produced through semi-structured interviews and analyzed with reflexive thematic analysis. Results: Eleven participants were interviewed. Four main themes were produced: 1) omnipresent concerns about disrobing, physical proximity and touch in mixed-gender settings; 2) physiotherapy seen as a culturally inappropriate profession for Muslim women; 3) prevalence of an "Aussie" student environment; and 4) lack of systemic inclusivity. Suggestions to improve inclusivity, involved: systemically embedding measures such as alternatives for disrobing and proximity between genders; and promoting diverse social activities. Conclusion: Results suggest Australian physiotherapy education lacks systemic cultural sensitivity for Muslim women. To reduce the burden for change being placed on Muslim women students, culturally responsive institutional protocols and staff training could be established. [ABSTRACT FROM AUTHOR]

Background: The demand for physiotherapy student clinical placements is increasing in many countries, including Australia, and there is continued reliance on physiotherapists to assume the student clinical educator role. Exploring factors influencing physiotherapists' decision to be involved in clinical education is essential to maintaining and building clinical education capacity for the future. Objective: To explore factors influencing Australian physiotherapists' decision to be involved in student clinical education. Methods: A qualitative study using data collected from a valid and reliable online survey tool. Respondents were physiotherapists representing public and private workplaces across varied geographical settings in Australia. Data were thematically analyzed. Results: Surveys were completed by 170 physiotherapists. Most respondents were employed in hospital (81/170, 48%) and private (53/170, 31%) settings in metropolitan locations (105/170, 62%). Six themes representing factors influencing physiotherapists' involvement in student clinical education were identified, including perceptions of: professional duty, personal benefits or gains, suitability of workplace, support requirements, role related challenges, and readiness to be a clinical educator. Conclusion: Many factors influence physiotherapists' decisions to assume the clinical educator role. This study could assist clinical education stakeholders to provide practical and targeted strategies to overcome challenges, and optimize support, for physiotherapists in the clinical educator role. [ABSTRACT FROM AUTHOR]

Interprofessional collaboration (IPC) in stroke care is accepted as best practice and necessary given the multi-system challenges and array of professionals involved. Our two-part stroke team simulations offer an intentional interprofessional educational experience (IPE) embedded in pre-licensure occupational therapy, physical therapy, pharmacy, medicine, nursing and speech-language pathology curricula. This six-year mixed method program evaluation aimed to determine if simulation delivery differences necessitated by COVID-19 impacted students' IPC perception, ratings, and reported learning. Following both simulations, the Interprofessional Collaborative Competency Assessment Scale (ICCAS) and free-text self-reported learning was voluntarily and anonymously collected. A factorial ANOVA using the ICCAS interprofessional competency factors compared scores across delivery methods. Content and category analysis was done for free-text responses. Overall, delivery formats did not affect positive changes in pre-post ICCAS scores. However, pre and post ICCAS scores were significantly different for interprofessional competencies of roles/responsibilities and collaborative patient/family centered approach. Analysis of over 10,000 written response to four open-ended questions revealed the simulation designs evoked better understanding of others' and own scope of practice, how roles and shared leadership change based on context and client need, and the value of each team member's expertise. Virtual-experience-only students noted preference for an in-person stroke clinic simulation opportunity. [ABSTRACT FROM AUTHOR]

Undertaking an authentic interprofessional simulation experience may be a useful and consistent strategy for healthcare professional students to build competencies required for a rural healthcare context. An observational comparative study design was adopted to evaluate a clinical simulation experience created to develop the interprofessional competencies of a sample of healthcare professional students at a regional university situated on multiple campuses in New South Wales (NSW), Australia. Over 200 students across three campuses of the university were involved in a simulation experience that included four interprofessional activities. Of these students, 189 (89%) agreed to participate in the study. The healthcare professional students who participated in the study were from second year occupational therapy, physiotherapy, and podiatry, and third year speech pathology programs. Retrospective pre and post self-assessed interprofessional collaborative competencies were compared for all students using the revised Interprofessional Collaborative Attainment Survey (ICCAS). Results demonstrated a statistically significant improvement in self-perceived scores using the validated revised ICCAS survey. The findings of this study suggest that carefully designed and authentic interprofessional simulation experiences can facilitate the development of competencies required for effective interprofessional practice, which are necessary for successful rural practice. [ABSTRACT FROM AUTHOR]

Purpose: To explore student and tutor perspectives on the learning efficacy of virtual, compared to in-person, problem-based tutorial (PBT) in occupational therapy, physiotherapy, and speech-language pathology health professional programs. Materials and Methods: This was a quality improvement study using a cross sectional survey at a single institution. Separate student and tutor surveys were disseminated online. Students received the survey at two timepoints, tutors received the survey at one timepoint. Descriptive statistics summarized quantitative survey questions. Chi-squared or Fischer's Exact analyses explored differences between in-person and virtual PBT. Exploratory analyses determined if associations amongst programs and/or between cohorts existed on variables of interest. Open-ended survey questions were analyzed using content analysis. Results: A total of 241 students and 85 tutors completed the survey. Results demonstrate most students and tutors were satisfied with the use of virtual tutorials (77%; 89% respectively) and felt that they were effective in exploring content within the PBT course. However, students in the most recent cohort rated virtual tutorials more highly (p = 0.01). Conclusions: Virtual modes of PBT were successful in achieving course objectives and led to high satisfaction in users. Health professional programs can use this information when designing virtual problem-based tutorial courses in the post-pandemic era. IMPLICATIONS FOR REHABILITATION: Problem-based learning (PBL) involves the active engagement of students in self-directed learning where learning gaps are identified, and information is retrieved and critically appraised to apply clinical reasoning to healthcare decisions. Traditionally, the PBL process has been implemented in-person through the use of small group tutorial with six to eight students and a tutor, however, the COVID-19 pandemic led to a quick transition to virtual tutorials. This study found that virtual modes of conducting PBL tutorial were successful in achieving course objectives and both students and tutors were satisfied with using virtual means to achieve course objectives in three professional rehabilitation programs (Occupational Therapy, Physiotherapy, Speech Language Pathology). Health professional programs in rehabilitation can use this information when designing courses using PBL processes in the future, and clinicians can use this information when considering the use of virtual means for care and for collaboration between professionals in various healthcare settings. [ABSTRACT FROM AUTHOR]

Purpose: Person-centred care is widely accepted as being central to high quality care, but little is known about how physiotherapists implement person centred rehabilitation in Intensive Care. This study explores the self-reported experiences and interpretations of physiotherapists delivering person-centred rehabilitation in this setting. Methods: A qualitative study using Interpretative Phenomenological Analysis explored the lived experiences of physiotherapists and students who have worked in Intensive Care. Three focus groups, with four participants in each, were conducted. Data were fully transcribed, analysed and managed using NVivo software. Results: Participants shared similar interpretations about the principles of person-centred care. Operationalising person-centred rehabilitation during early recovery was not easily achievable. As the person's clinical condition improved, participants moved away from routine physiotherapy and their practice became more person-centred through the development of a partnership. Participants connected as humans to understand the person and respond to their needs within a culture that valued person-centred care. Conclusions: Physiotherapists aspire to develop a partnership with their patients by connecting on a human level with them and addressing their biopsychosocial needs. Physiotherapists with experience of developing patient partnerships influence the culture of the Intensive Care team and are role-models to facilitate collaborative person-centred activity in others. IMPLICATIONS FOR REHABILITATION: Physiotherapists can move from a biomedical approach towards becoming partners with patients in an Intensive Care Unit (ICU) as they become cognitively aware. Physiotherapists become person-centred by connecting as humans to the patient and moving towards a biopsychosocial approach that addresses the physical, psychological and instrumental needs of the patient in ICU. When aiming towards a person-centred approach on ICU, physiotherapists contribute to a culture that nurtures the unique patient and works collaboratively with the family and the health care team. Experience working with patients in ICU, allows physiotherapists to identify opportunities to be person-centred and facilitate other team members in becoming so. [ABSTRACT FROM AUTHOR]

Background and purpose: Personal and profession-related factors affect graduate transition to practice. Social supports and a sense of belonging are recognized as critical factors affecting success. The need for a professional to postprofessional continuum of learning has been identified. Development of a process to effectively move learners through this continuum are affected by conflicts such as economic issues, varied educational and practice philosophies, and capacity demands for clinical sites and instructors. The purpose of this article was to discuss professional formation as an individual experience that needs environmental support. If we look to the intrinsic needs of the individual to develop effective systems, both individuals and the profession will thrive. Position and rationale: The changing demographics of students and factors affecting health care and education offer compelling reasons to reconsider the pathway for early professional development. Education and practice must collaborate to cocreate the foundation for professional formation. Basic needs such as economic security and social belonging must be met to create optimal conditions for learning and growth. Discussion and conclusion: The profession has not adopted an intentional pathway for new graduates to meet foundational practice needs. Some new graduates seek residencies, but residencies are focused on specialization and supply does not meet the demand. Strategies to promote success of early career professionals include a professional to postprofessional curriculum with intentional mentorship, changes in the regulatory environment, and formation of effective partnerships to support education and practice. [ABSTRACT FROM AUTHOR]

Introduction/review of literature: There is wide variability in the length of full-time clinical education experiences (CEEs) among Doctor of Physical Therapy (DPT) programs. We investigated academic and clinical faculty perspectives on the optimal length and level of agreement on the length, timing, and offering of full-time CEEs. Subjects: A survey assessing perspectives on the optimal length and level of agreement for the length, timing, and offering of full-time CEEs was completed by 100 academic and 240 clinical faculty. Methods: Differences between academic and clinical faculty responses on the optimal length and level of agreement were assessed with a 2-sample test of proportions and 2-sample t -test. Results: Participants believed that the length of full-time CEEs (in weeks) should be single CEE 10.6 (SD 2.3); first CEE 7.8 (SD 2.1); terminal CEE 12.5 (SD 5.4); integrated CEE 9.6 (SD 1.9); and total CEEs 37.2 (SD 6.9). There were significant differences (MD = -3.0; 95% confidence interval [CI] -4.6 to -1.6) between academic and clinical faculty perspectives for the total length of CEEs. No significant differences between academic and clinical faculty perspectives for the length of single, first, terminal, or integrated CEEs. There were significant differences between academic and clinical faculty perspectives for the optimal length of inpatient (MD = 1.1; 95% CI 0.6-1.6) and specialty (MD = 0.8; 95% CI 0.2-1.3) settings. There were significant differences between academic and clinical faculty level of agreement for 8 of 15 items. Discussion and conclusion: There was consistency between academic and clinical faculty regarding the perceived optimal length of full-time CEEs. Academic and clinical faculty perspectives for the optimal length of terminal full-time CEEs (12.5 weeks) were different than those for the national average (21.8 weeks) length of terminal full-time CEEs. Our study provides evidence to support DPT programs' clinical education curriculum decisions regarding the length of full-time CEEs to optimize students learning and maturation. [ABSTRACT FROM AUTHOR]

Introduction: Uncertainty exists regarding the best method for teaching thrust joint manipulation (TJM) to student physical therapists. The purpose of this study was to compare the effectiveness of Peyton's 4-step (P4) approach with the "see one, do one" (S1D1) approach for teaching students to perform a lumbar spine TJM task in an academic setting. Secondary objectives were to compare the effects of each instructional approach on students' attitudes and beliefs toward spinal TJM and on their motivation to learn to perform lumbar spine TJM. Review of literature: The S1D1 approach is used in the health care professions for teaching clinical tasks to students. It is unclear whether the P4 approach may better prepare students to practice TJM. Subjects: Student physical therapists. Methods: Using a factorial quasi-experimental design, an equal number of students were assigned to a P4 or S1D1 instruction group for the TJM task. Students' performance accuracy, time, and outcome performing TJM in an academic setting were measured. Paper surveys were used to collect data about students' attitudes and beliefs toward spinal TJM and their motivation to learn TJM. A generalized estimating equations approach was used for data analysis. Results: Fifty-eight students (29 per group) completed the study. There was an interaction between the instruction group and time on task performance accuracy favoring the P4 approach (P = .03). There was no interaction between the instruction group and task performance time, task performance outcome, attitudes and beliefs toward spinal TJM, or motivation to learn TJM (all P > .19). Discussion and conclusion: The P4 approach more effectively improved student accuracy when performing the TJM task in an academic setting than the S1D1 approach. However, no differences between instruction were found for performance time or outcome. Students reported a favorable perception of learning lumbar spine TJM. These preliminary results suggest that instructors may use the P4 approach to improve students' TJM procedural knowledge before task practice. However, limitations of the study may affect the internal validity and generalizability of results. [ABSTRACT FROM AUTHOR]

Background and purpose: Diversity within the physical therapy profession lags in comparison to the United States population. As the profession strives to diversify, faculty must pay attention to diversity, equity, inclusion, and belonging (DEI-B) in curricular approaches, including classroom materials, instruction, and assessment. With critical application, students from equity-deserving groups (EDGs) can provide unique perspectives to faculty about curricular approaches. Case study purposes were to 1) enable students from EDGs to partner with faculty, as student pedagogical consultants (SPCs), in 2 courses in a Doctor of Physical Therapy program to provide feedback on DEI-B efforts related to curricular approaches and 2) describe the outcomes of SPCs experience. Case description: Eight female students from EDGs partnered with 3 White, female, faculty members in 2 courses: pediatrics and neurorehabilitation. Two SPCs teams observed the classrooms, met with faculty, and administered two-minute papers to classmates to gather feedback on DEI-B curricular approaches. Faculty and student SPCs wrote reflective papers, postproject, documenting their experiences. Outcomes: Themes informed a conceptual framework describing SPCs: 1) motivation for engaging in partnership; 2) creation of a pedagogical partnership space to promote dialogue and problem-solve barriers to DEI-B; 3) deeper understanding of teaching; 4) transfer of learning from the SPC experience to future work locations; and 5) faculty modification of teaching. Discussion and conclusion: Students raised awareness regarding the pain of exclusion and provided suggestions for modifying curricular approaches to consider DEI-B. Curriculum redesign using innovative strategies can meet the contemporary needs of students from EDGs. [ABSTRACT FROM AUTHOR]

Background: Undergraduate students from all fields of study are under constant perceived stress due to workload, and their perceptions about academic success. Determining the difference in the perception of Academic stress to cope with it. Objective: To determine the differences in perceptions of academic stress among medical and non-medical undergraduates. Materials and Methods: In this comparative cross-sectional study, data was collected through a stratified sampling technique from undergraduate medical (n=200) and non-medical (n=200) students. This research included male and female undergraduate students with a minimum of 50% attendance. Data was collected through the Perception of Academic Stress Scale (PASS) to measure the perception of academic stress. An online structured questionnaire was shared through a communication media platform and data analysis was made through SPSS version 27. Results: There were n=179 male undergraduates and n=221 female undergraduate students. The overall PASS score showed no significant difference (p≥0.05) in Perceived Academic stress in Medical and Non-Medical Undergraduate students and between male and female students. Conclusions: This study found moderate level of Perceived academic stress to be the most prevalent with no significant difference in the perception of academic stress between medical and non-medical students. Additionally, it showed that male and female students experienced similar levels of academic stress.

Background This study aimed to examine the prevalence of burnout, determine burnout-related factors, investigate resilience levels, and assess the relationship between burnout and resilience among physical therapy (PT) students at King Saud University (KSU) in Saudi Arabia. Material and Methods This cross-sectional study involved 153 PT students studying at KSU between January and March 2023. The participants completed an online questionnaire, a Maslach Burnout Inventory , and a Brief Resilience Scale . Results Low-to-moderate levels of Emotional Exhaustion (EE) were observed in 85% of the participants and high Depersonalization (DP) levels were reported by 34.2%. Female participants reported higher levels of EE and DP, whereas males had a greater prevalence of low Personal Achievement (PA) levels. Approximately 6.5% of the study participants reported high burnout levels (a combination of high DP, high EE, and low PA). Academic stress, followed by sleeping difficulties and changes in the academic year structure, were the most important factors contributing to higher levels of burnout (75.2%, 56.9%, and 43.8%, respectively). Most study participants around (66.0%) reported normal resilience levels. A significant correlation was detected between resilience and 2 domains of burnout (DP and PA), with the correlation being negative and weak for DP and positive and moderate for PA. Conclusions Overall, low-to-moderate levels of burnout were observed among the PT students who took part. Related factors that contributed to burnout were academic stress, sleeping difficulties, and academic year structure. A normal level of resilience was found to be significantly related to DP and PA but not to EE on the burnout subscales. Higher levels of resilience can be considered to play a protective role against burnout among PT students. Med Pr Work Health Saf. 2024;75(4):343–354

Background: The addition of hybrid accelerated Doctor of Physical Therapy (DPT) Education programs has raised some doubts surrounding the quality of DPT education. While objective graduate outcomes suggest that graduates from a hybrid, 2-year DPT program are comparable with the national average in terms of licensure pass rates, there remains concern that students/graduates from these programs would have less knowledge, skill, and clinical expertise and threaten to damage the reputation and credibility of the DPT degree. Objectives: The purpose of this study was to evaluate clinical instructor perception of hybrid, 2-year educated DPT students in comparison to traditionally trained DPT students in terms of quality of clinical performance. Methods: For this study, data was extracted from the Clinical Internship Evaluation Tool (CIET) for analysis of student competency regarding patient management and clinical instructor perception of student performance compared to traditionally, non-hybrid educated students. Results: Student outcomes on the CIET indicated that students were performing at the level of a competent clinician for familiar patient cases and performing at an appropriate level for their current education. Students were also rated by clinical instructors as equally prepared as traditionally based students for the clinical experience. Conclusions: The results of this study suggest that clinical instructors' perceptions describe no differences of student preparedness in the clinical environment between students in this hybrid accelerated cohort and traditionally prepared students. Implications for Physiotherapy Practice: Hybrid-educated DPT students can be as prepared in the clinical environment as traditionally trained students. [ABSTRACT FROM AUTHOR]

Compared to other health professions, physiotherapy is a relatively new profession in Malawi and the United States, yet in both countries, past colonialism has influenced current physiotherapy education and research. The authors of this article are from Malawi and the United States, and they worked collaboratively to explore the impact of colonialization on physiotherapy education and research in their respective locations, and to discuss the similarities and contextual differences. Decolonializing physiotherapy education and research must begin by identifying how colonialization currently manifests within the profession. The purpose of this article is to spark discussion about colonialization in physiotherapy education and research. Although decolonialization literature specific to physiotherapy is limited, the literature gathered about physiotherapy and other health professions prompted generative discussion and reflection among the authors. These discussions and reflections led to student-driven recommendations that are outlined in this article and could be included in the decolonialization efforts in physiotherapy. We propose that reflecting on how colonialism has influenced physiotherapy education and research could lead to international collaborations that support decolonialization in physiotherapy. [ABSTRACT FROM AUTHOR]

Evidence supports direct referral for imaging by physical therapists. Accuracy and self-efficacy for imaging decisions have not been investigated in entry-level doctor of physical therapy (DPT) students. The purpose of this study was to understand the relationship between entry-level DPT instruction and accuracy and self-efficacy for imaging referral due to acute knee trauma. A second purpose was to identify relationships between accuracy and self-efficacy. An online survey was sent via e-mail to program directors in accredited DPT programs in the United States with an invitation to forward the survey to DPT students. The survey captured demographic information and included five questions that assessed the respondent's ability to apply the Ottawa Knee Rules (OKR). Self-efficacy was assessed using the Physiotherapist Student Self-Efficacy (PSE) questionnaire, a self-rated 5-point Likert scaled tool. Of 240 surveys, DPT students who completed imaging coursework had greater accuracy and higher self-efficacy (68.0% correct (95% CI, 63.6–72.5), PSE = 3.67, P <.001) compared to students who had not (45.8% correct (95% CI, 40.8–50.7), PSE = 2.67, P <.001). Conclusion: Accuracy by DPT students who completed imaging coursework was significantly improved and comparable to values from autonomous providers. [ABSTRACT FROM AUTHOR]

Spinal and extremity thrust joint manipulation (TJM) has been shown to be an effective intervention when treating patients with various musculoskeletal conditions. Learning skilled TJM requires the proper execution of many discrete tasks. If any of these are missing, effectiveness and safety may be limited. While it is accepted that practice and feedback are important when physical therapists are learning clinical tasks, the best type of practice has not been identified for learning to perform TJM tasks. In this paper, we propose an educational model for instruction of joint manipulation that: 1) standardizes feedback terminology and 2) describes a core set of four discrete tasks (lift, drop, pull, and combination-rotation) that apply to most TJM tasks. The model includes instructing TJM tasks followed by identifying key errors related to the components of setup and thrust. Once these key errors have been identified, intentional practice activities are provided to address the noted positional and movement errors. Finally, reassessment is performed to determine if errors have diminished. This model is similar to the test–retest approach that is commonly used when treating patients. We hope this educational model will provide a framework for teaching TJM and will also foster future research. [ABSTRACT FROM AUTHOR]

Objectives: Current literature remains inconclusive regarding the best methodology to accurately palpate lumbar spinous processes (SP). Body painting (BP) uses markers to draw anatomical structures on the skin's surface. While BP can be a useful tool for engaging learners, it is unknown whether it improves palpation accuracy. The purpose of this study was to investigate whether the addition of body painting to palpation education improves lumbar spinous process palpation accuracy in first-year Doctor of Physical Therapy (DPT) students. Methods: Thirty-eight DPT students were randomized into a traditional palpation group and a body painting (BP) group. Each group received identical instruction on palpating the lumbar spine, with the BP group additionally drawing lumbar SPs on their laboratory partner with a marker. Students were then assessed on their ability to accurately palpate the L4 SP on randomly assigned subjects. Two Certified Registered Nurse Anesthetists (CRNAs) used ultrasound imaging to confirm the location of each student's palpation. Palpation time was also recorded. The BP group also completed a survey on the learning experience. Results: Forty-five percent of students were able to accurately palpate the L4 SP. There was no significant difference (p = 0.78) in palpation accuracy between the traditional and BP group, although students in the BP group were randomly assigned subjects with a significantly (p = 0.005) higher BMI. Ninety-five percent of students were able to palpate within one spinal level of the L4 SP. Students in the BP group reported that the BP activity facilitated learning and active participation. There was no significant difference in palpation time (p = 0.98) between groups. There was a fair correlation (r=-0.41) between palpation accuracy and subject BMI. Discussion/Conclusion: While body painting was an enjoyable activity to incorporate into palpation laboratory, it is unclear whether it enhanced lumbar SP palpation accuracy in first-year DPT students. [ABSTRACT FROM AUTHOR]

To understand the perspectives of physiotherapists on the contribution of students to the delivery of health services during clinical placements. Focus groups with a semi-structured interview guide were completed separately with new graduate physiotherapists reflecting on their student experience and experienced physiotherapists from five Queensland public health-sector hospitals. Interviews were transcribed verbatim in preparation for thematic analysis. Interview manuscripts were read independently and initially coding completed. Codes were compared and further refinement of themes occurred. Themes were reviewed by two investigators. There were 38 new graduate participants across nine focus groups and 35 experienced physiotherapists across six focus groups who participated in this study. Students participate in a range of activities during clinical placements some of which contribute to delivery of health services and others which support student learning. Three major themes were identified: 1) tangible student contribution; 2) non-tangible student contribution; and 3) factors that influence the student contribution. Overwhelmingly, both new graduate and experienced physiotherapists felt that students do contribute to the delivery of health services however careful consideration of a variety of factors is necessary to maximize the student contribution. [ABSTRACT FROM AUTHOR]

Pain might be approached from a biomedical or biopsychosocial perspective. There is a lack of research on the attitudes and beliefs about pain among physiotherapy students. In this context, the Pain Attitudes and Belief Scale for Physiotherapists (PABS-PT) is an instrument widely used from a clinical and educational perspective, but its psychometric properties have not yet been tested in a student-based population. To develop the Spanish version of the PABS-PT scale and to assess its psychometric properties among students in physiotherapy. The study was carried out among 103 students in their final years of academic studies in the Degree in Physiotherapy in the University of Murcia (Spain). Sociodemographic and PABS-PT related variables were collected. The instrument was translated into Spanish and tested through factor analysis, internal consistency, test-retest reliability, and known-groups validity. The 95% minimal detectable change of the instrument was also calculated. The factor analysis revealed two factors within the instrument: Biomedical (9 items) and Biopsychosocial (7 items) factors, with Cronbach's alpha values of 0.730 and 0.708, respectively. The Intraclass Correlation Coefficient (3,2) was 0.851 for the Biomedical factor and 0.699 for the Biopsychosocial factor. The minimal detectable changes (95% CI) for the Biomedical and Biopsychosocial factors were 6.01 and 5.56, respectively. The pre-specified hypothesis for the known-groups validity test was met and revealed large effect sizes (d = 1.24). The Spanish version of the instrument PABS-PT-SP covers two factors. It shows satisfactory psychometric properties and it is therefore an effective framework to discriminate between the biomedical and/or biopsychosocial thoughts and attitudes toward pain in physiotherapy. [ABSTRACT FROM AUTHOR]

To identify physiotherapy students' preferences about their prospective area of practice and the reasons for their choices. Tel-Aviv University physiotherapy students participated in a cross-sectional survey and three open-ended questions that comprise the qualitative component of the study. At the very beginning of their studies, and at the end of the first to fourth years, participants were asked about their area of preference, the factors that shaped their choice, and the reasons for prospective changes in their preference. In total, 289 students filled out the survey. Response rate was 68%. Interest in some areas of practice such as pediatrics remained stable throughout years of physiotherapy studies. In contrast, interest in other areas such as sports declined and interest in others such as rehabilitation increased. The open-ended questions yielded 1,616 codes sorted into five categories that shaped the students' preferences: "I/Me /My" the largest category, followed by "the physiotherapy studies program" and then the relational focused "physiotherapy practice." The number of codes for "working conditions" and "work-life balance" increased steeply with the progression of the studies and the age of the students. The choice for areas of practice of physiotherapy students vary during their professional formation. During their professional development, their preferences are shaped by their personal feelings, interest in and past experience with the specific areas of practice, as well as their practical exposure, experiences in practicums, and theoretical studies. Millennial physiotherapists prefer areas of practice in which personal as well as relational considerations are core. [ABSTRACT FROM AUTHOR]

Objective The aim of this study was to systematically review physical therapists' and physical therapist students' attitudes toward working with older adults. Methods CINAHL, EMBASE, ERIC, MEDLINE, Scopus, PsycINFO, and SocIndex databases were searched in duplicate (from inception to March 2023). Studies that assessed knowledge on aging, intention to work with older adults or attitudes toward older adults for physical therapist students and/or clinicians, and that were written in English, Finnish, Spanish, or Swedish were included. Grey literature, qualitative studies, or articles of people with a specific diagnosis (eg, dementia) were excluded. All articles were reviewed by 2 authors independently, and consensus was required for inclusion. Data extraction was completed using a standardized data extraction sheet. Results Of 2755 articles screened, 34 met the inclusion criteria. Twenty-five studies recruited only physical therapist students, 6 recruited only physical therapist clinicians, and 3 involved mixed samples of both. Ten intervention studies were included, all of which recruited physical therapist students. Overall, physical therapist students were observed to have predominantly positive attitudes toward older adults, while clinicians had neutral to weak positive attitudes toward older adults. Both physical therapist students and clinicians were observed to have low knowledge on aging and low intentions to work with older adults. Results from intervention studies suggest that education combined with clinical experience with older adults improves attitudes toward older adults. Conclusion A discrepancy is observed in physical therapists in that although attitudes toward older adults are positive, a lack of knowledge on aging and a disinterest in working with older adults exists. Intervention studies suggest that clinical experience may improve attitudes toward older adults in physical therapist students. Impact Predominantly positive attitudes toward older adults are reported by physical therapist students, while for clinicians mixed results are observed. Education coupled with clinical experiences appears to be effective interventions to improve attitudes toward older adults, but such research has only been explored in student samples. [ABSTRACT FROM AUTHOR]

This study determined rates of perfectionism among graduate rehabilitation students and compared rates of depression and anxiety between perfectionists and non-perfectionists. Fifty-four students completed an emailed survey, Almost-Perfect Scale-Revised, the Clinically Useful Depression Outcome Scale, and the Clinically Useful Anxiety Outcome Scale. High levels of perfectionism, anxiety, and depression were found. No significant differences in psychosocial outcomes for perfectionism were identified. Trends emerged: (1) higher numbers of moderate to severe anxiety and depression among perfectionistic students, and (2) higher numbers of moderate to severe anxiety among maladaptive perfectionistic students. Programming and resources are needed to promote mental health in OT students. [ABSTRACT FROM AUTHOR]

Purpose: Experiential learning using high-fidelity simulation is a valuable tool for teaching Doctor of Physical Therapy (DPT) students the cardiopulmonary examination. There are currently no standardized assessment tools to evaluate student performance and provide feedback on these skills. The cardiovascular and pulmonary section of the American Physical Therapy Association recently published recommended competency levels for entry-level physical therapists including examination skills. The primary aim of this study was to create and assess inter-rater reliability of a cardiopulmonary examination skills checklist that aligns with these recommendations and can be used in the simulation environment. Methods: A skills checklist with 6 sections was developed to assess student performance on the cardiopulmonary examination within a high-fidelity simulation experience. Training videos on the cardiopulmonary examination and checklist use were created and given to 3 graders. Seventy-three DPT students performed the cardiopulmonary examination within simulation while being recorded. Three graders then assessed the same 25 randomly selected videos using the checklist. Inter-rater reliability, item % agreement and student performance were analyzed. Results: The overall interclass correlation coefficient (ICC) of the checklist was calculated to be 0.858, demonstrating strong agreement between graders. The ICC for individualized checklist sections ranged from 0.659 to 0.960, demonstrating good to near perfect agreement. The average percent correct achieved by students was 80.48 (6.91%), R = 65% to 93.33%. There were >80% agreement for 55/60 items and .90% agreement for 44/60 items. Conclusion: The checklist provided an effective tool to assess student performance on the cardiopulmonary examination and demonstrated consistent scoring between graders. [ABSTRACT FROM AUTHOR]

Copyright of Turkiye Klinikleri Journal of Health Sciences / Türkiye Klinikleri Sağlık Bilimleri Dergisi is the property of Turkiye Klinikleri and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkiye Klinikleri Journal of Health Sciences / Türkiye Klinikleri Sağlık Bilimleri Dergisi is the property of Turkiye Klinikleri and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: This study explores how the COVID-19 pandemic impacts sleep, fatigue, and academic performance in graduate students, including those in physical therapy programs, to guide support strategies during these challenging times. Methods: A cross-sectional survey was conducted at Russell Sage College. Participants provided demographic information and reported their COVID-19 infection status, sleep quality, fatigue levels, and self-reported GPA. Sleep quality was evaluated using the Pittsburgh Sleep Quality Index (PSQI), fatigue was measured with the Fatigue Assessment Scale (FAS), and academic performance was assessed via grade point average (GPA). Given the limited sample size, data analysis utilized non-parametric tests, including the Mann-Whitney and Spearman's Rho tests. Results: Sixty-two graduate students participated in the study, with 31 reporting a history of COVID-19 infection. Results showed no significant difference in sleep quality, fatigue, or GPA between students with and without a COVID-19 diagnosis. However, students with a COVID-19 diagnosis reported slightly higher scores than those without on the PSQI (7.39 vs. 6.91) and FAS general fatigue (26.17 vs. 24.17), and slightly lower GPA (3.67 vs. 3.7), although these differences were not statistically significant. The study also found a negative association between GPA and overall fatigue (r=-0.449; P=0.028) and mental fatigue (r=-0.422; P=0.04) in students with a COVID-19 infection. Conclusion: This study suggests COVID-19 may affect fatigue levels in grad students, possibly impacting academic performance. Larger studies are needed for confirmation. Physical therapy students face challenges like disrupted sleep, heightened fatigue, and academic setbacks. Educators can adjust teaching methods to support students better. [ABSTRACT FROM AUTHOR]

IntroductionObjectiveMethodsResultsConclusionRecent literature in physical therapy education suggests learners’ non-cognitive skills, such as grit and reflection, may be predictors of success. Little is known about the relationship of these constructs to each other or success during the first year of entry level physical therapist education.The purpose of this study was to assess the relationship between Reflection-In- Learning Scale (RLS), grit, and grade point average (GPA) of entry-level physical therapy students during the first year of didactic instruction.One hundred and fourteen entry-level doctor of physical therapy students enrolled in a private university completed the original 12-item Grit Scale (Grit 1) and the RLS (RLS 1) during the first term and again at the end of the third trimester (Grit 2 and RLS 2).The relationship between Grit 1 and RLS 1 demonstrated a fair, positive, significant correlation (r = .380, p < .001). No relationship was found between Grit 1 and GPA (r = .066, p = .485), or Grit 2 and GPA (r = .064, p = .500), or between RLS 1 and GPA (r = .017, p = .857), or RLS 2 and GPA (r = .171, p = .069). Fifty-three percent of students demonstrated a decrease in grit and 56% decreased RLS scores at the end of the first year of the program.The fair correlation between these variables indicates they may measure different constructs. Findings suggest that doctor of physical therapy programs should be cautious when using these non-cognitive factors in making admission decisions. Future research should explore changes in grit and RLS throughout the curricula and impact on student success. [ABSTRACT FROM AUTHOR]

Background: 'Telehealth' online delivery of physiotherapy was the only option during the Covid 19 pandemic in many areas. This was a challenge for physiotherapy training in student clinics where students, clinical educators (CEs) and clients were in three separate locations. The aim of this study was to determine the usability and acceptability of online delivery in a physiotherapy student clinic. Methods: An observational cross‐sectional design was used. Clients (adult clients or carers of paediatric clients), students and CEs participated in telehealth physiotherapy appointments over a Telehealth platform called NeoRehab. The three groups were then invited to complete the Telehealth Usability Questionnaire (TUQ). The 21 item TUQ uses a 7‐point Likert scale and covers six constructs (Usefulness, Ease of Use, Interface quality, Interaction quality, Reliability, Satisfaction). Results: Data were analysed from 39 clients, 15 students, and seven CEs. The respective domain scores (SD) for Usefulness [(5.3 (1.5), 5.4 (0.7), 5.1 (0.7)] and Satisfaction [5.1 (1.6), 5.0 (1.0), 5.4 (0.7)] were similarly high across groups, while scores for Reliability [3.7 (1.5), 3.6 (1.0), 3.0 (0.5)] were similarly low across groups. Interface Quality [5.0 (1.5), 4.5 (1.2), 4.1 (0.8)] scores were similarly moderate. Ease of Use [5.6 (1.5), 5.3 (1.0), 4.1 (1.1)] scores were significantly higher in clients than CEs (p = 0.043). Interaction Quality [5.0 (1.4), 3.9 (1.3), 4.2 (0.9)] scores were significantly higher in clients compared with students (p = 0.03). Conclusions: All groups agreed that the delivery format was useful, easy to use and provided a satisfactory service but was not reliable. [ABSTRACT FROM AUTHOR]

Provision of information and advice from a physiotherapist is often assumed to be translated into action by a patient with low back pain (LBP). However, this assumption is questionable. The aim of this study is to explore physiotherapy students' individual experiences with managing persistent low back pain. This is a qualitative interview study using individual semi-structured interviews based on a phenomenological approach to explore physiotherapy students' management of their own low back pain. Participants had to have non-specific low back pain for more than three months. Interviews were audio recorded, transcribed and analysed using thematic text analysis. Ten participants with a median age of 25 years were included. The analysis revealed three themes important for the participants' management of their own persistent LBP: impact on everyday life, knowledge about LBP and ability to self-manage. Self-managing persistent low back pain can still be a challenge even when possessing professional knowledge about pain. This indicates that only providing patients with information and advice does not lead to the expected behaviours, but that healthcare professionals need to listen to their patients and tailor advice and strategies to meet physical, psychological and social challenges. [ABSTRACT FROM AUTHOR]

A novel entry-level collaborative clinical learning experience (CLE) in pediatric physical therapy (PT) delivered via telehealth was implemented involving 12 families, 54 DPT students, and 12 clinical instructors (CIs). Children of various ages, a wide range of home environments, and diagnoses received individualized PT via telehealth during a four-week CLE. Retrospective quantitative and qualitative analyses of student documentation, video recordings of sessions, and CI, student, and caregiver survey responses were performed. All children demonstrated qualitative improvements and 73% demonstrated quantitative improvements. CIs, students, and caregivers believed the children benefited from the experience and 98% believed the children were able to work toward their goals. Most students (95%) and CIs (100%) felt that it was a valuable and effective learning experience. Most (>71%) CIs and students believed students were able to learn in all relevant domains of the clinical performance instrument. This model provides a unique CLE for students in both pediatric PT and telehealth. [ABSTRACT FROM AUTHOR]

In the 28th H.P. Maley Lecture, Stacey Dusing, PT, PhD, FAPTA, shares a perspective on the importance of clinician-scientists in bridging the chasm that currently exists between scholarship and clinical practice. Describing herself as a clinician-scientist, or a qualified health care professional who functions mainly as a career scientist with the other portion of time dedicated to clinical practice, Dusing highlights the potential impact of limited training for clinician-scientists in the physical therapist profession and its impact on the future of physical therapy. She challenges all physical therapists to consider the impact of Commission on Accreditation in Physical Therapy Education requirements on scholarship and the lack of requirement for clinical practice while also recognizing that training programs for clinician-scientists are quite limited. Reviewing some historical data and highlighting possible areas for growth, Dusing calls physical therapists to action in 4 areas. This paper calls all physical therapists, especially educators and administrators, to consider the role of clinician-scientist in promoting physical therapy and knowledge translation. The author challenges the profession to consider whether we are helping to train or embed clinician-scientists in our clinical workplaces to promote knowledge translation. Suggestions are made to improve research and clinical training programs to increase the number of clinician-scientists in physical therapy. [ABSTRACT FROM AUTHOR]

Introduction. The purpose of this study was to analyze and compare educational outcomes of Doctor of Physical Therapy (DPT) graduates before and during the COVID-19 pandemic. Review of Literature. Reports show increased stress, anxiety, and burnout during the COVID-19 pandemic, which may have negatively affected academic performance. Historically, academic performance is predictive of National Physical Therapy Examination (NPTE) scores. Yet, there is little evidence analyzing student outcomes during the pandemic. Subjects. Doctor of Physical Therapy graduate records (N = 1,897) were retrospectively collected from a multicenter convenience sample consisting of 5 blended programs. Records were sampled from existing "prepandemic" graduates of Fall 2018-2019 (n = 988) and "pandemic" graduates of Fall 2021-2022 (n = 909). Methods. A causal comparative and correlational study design was used. Grade point average (GPA) and NPTE scores were collected. A general linear model examined differences between groups, and a multiple linear regression examined predictors of NPTE performance. Results. Grade point average was a significant predictor of NPTE score (r² = 0.56; P < .01) for the overall sample and for the prepandemic and pandemic cohorts (r² = 0.38, P < .01; r² = 0.45, P < .01, respectively). Grade point average was not significantly different between the groups (P = .09), nor did it significantly influence differences in NPTE scores (P = .13). Pandemic graduates displayed a significantly lower NPTE pass rate (85.1%) compared with prepandemic graduates (89.7%; P < .01). Pandemic graduates experienced higher rates of academic difficulty (20%; P < .01) and had a approximately 5 times higher likelihood of not passing the NPTE. Discussion and Conclusion. This is the first study to report on DPT graduate outcomes spanning the COVID-19 pandemic. Similar to previous studies, GPA remained the most significant predictor of NPTE scores. Pandemic graduates demonstrated significantly lower NPTE scores and higher rates of academic difficulty (GPA < 3.0). Continued monitoring of NPTE performance is warranted between prepandemic, pandemic, and postpandemic cohorts across modes of program delivery. [ABSTRACT FROM AUTHOR]

Introduction. Despite a long history of using human donor dissection (HDD) for physical therapy (PT) anatomy education, there are no PT guidelines that require HDD. The purpose of this quantitative causal-comparative study was to determine if Doctor of Physical Therapy students who used HDD had different grades both within anatomy and within courses that require retention and application of anatomical knowledge (kinesiology and a foundational musculoskeletal course) compared with those who used virtual 3-dimensional anatomical software (VAS). Review of Literature. Numerous factors affect the decision to use HDD within PT anatomy, and few PT studies have compared the effectiveness of VAS to HDD. Subjects. All students who took anatomy in an entry-level PT program from 2018 to 2021 (232 total students, 115 who used HDD in 2018-2019 and 117 who used VAS in 2020-2021). Methods. Mann-Whitney tests were used to compare anatomy grades (course, written examination, and practical examination) and future grades in kinesiology and a foundational musculoskeletal course for students who used HDD or VAS. Results. Physical therapy students who used VAS had statistically significant higher anatomy course grades (VAS 93.81% 6 4.99% to HDD 92.20% 6 4.53%) and higher practical examination grades (VAS 97.43% 6 2.91% to HDD 93.55% 6 4.39%) compared with those who used HDD. However, there were no significant differences between groups on written anatomy examinations (VAS 89.42% 6 7.21% to HDD 90.40% 6 4.94%), kinesiology grades (VAS 91.86% 6 4.52% to HDD 92.80% 6 4.27%), or foundational musculoskeletal grades (VAS 89.50% 6 3.89% to HDD 89.77% 6 3.83%). Discussion and Conclusion. The causalcomparative study design prevents concluding that PT student grade differences were due exclusively to either anatomy laboratory method. It does provide preliminary evidence that the PT anatomy laboratory method did not practically affect anatomy performance or long-term application of anatomy knowledge in future coursework. [ABSTRACT FROM AUTHOR]

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. SelfEfficacy 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. [ABSTRACT FROM AUTHOR]

Introduction. Doctor of Physical Therapy (DPT) education programs have been charged with developing a culturally competent health care workforce to better meet the needs of diverse communities and reduce health inequities. The purpose of this longitudinal, quasi-experimental educational intervention study was to examine the effects of an integrated DPT program curriculum on student cultural competence at a public, midsize, midwestern university. Review of Literature. There is an abundance of research on conceptual models and frameworks for the development of cultural competence within health care education with many studies relying on self-perception to measure outcomes. Using the Model of Interculturalization as a theoretical framework, this study explored the development of cultural competence among DPT students using the Intercultural Development Inventory (IDI). Subjects. A purposeful convenience sample of DPT students (n = 177) was used. Methods. The IDI was administered to 3 student cohorts. One cohort had data at 4 different time points, including upon entry into the program (baseline) and at the end of the first, second, and third year. Two cohorts had data for 2 time points. IDI Developmental Orientation (DO) and Orientation Gap (OG) scores were used to measure cultural competence and accuracy of self-perception of cultural competence. Data analysis was performed using descriptive statistics, independent and dependent sample t-tests, and analysis of variances. Results. There were no differences between the cohorts. There were statistically significant improvements in both cultural competence (DO scores) and accuracy of self-perception of cultural competence (OG scores) for 2 cohorts. However, significant change only occurred during year 1. No other differences across time for any of the cohorts were significant. Discussion and Conclusion. Findings can be leveraged and incorporated into recommendations for curricular revision and program reform targeting cultural competence development among DPT students. [ABSTRACT FROM AUTHOR]

Objectives: Painful trigger points (PTP) may be caused or exacerbated by many factors, including abnormal spinal posture. This study compares PTP in the shoulder and scapular areas of mildly kyphotic subjects versus subjects with a normal spine among physiotherapy (PT) students enrolled at Shiraz University of Medical Sciences, Shiraz City, Iran. Methods: A total of 60 PT students, 30 with mild kyphosis and 30 with a normal spine, were randomly and voluntarily recruited. The data collection was planned based on the subjects' spinal posture, shoulder and scapular pain levels, and the intensity of pain evoked in response to pressure. The spinal posture was assessed using a flexible ruler, while the trigger points were evaluated as described previously by Travell and Simon. A digital pressure algometer assessed the subjects' pain thresholds, and the pain levels were quantified using a visual analog scale (VAS). Results: The data indicated significant differences between the mildly kyphotic subjects and individuals with a normal thoracic spine posture concerning their trigger points, pain scales, and pressure thresholds that caused pain. Despite the significant differences between both groups for their latent trigger points, the mean scores for the active trigger points were not significantly different. Discussion: There were more trigger points in students with mild kyphosis than in subjects with a normal spine posture. Meanwhile, mild thoracic kyphosis, likely from imbalanced paraspinal muscles, may be linked to the development and or severity of trigger point pain in mildly kyphotic students. [ABSTRACT FROM AUTHOR]