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The effect of clinical simulations on student learning in the teaching of ethics in a physical therapy curriculum was examined in a study of the experiences of 54 physical therapy students enrolled in a course in ethics in physical therapy practice. During the three-semester-hour course, the students participated in two clinical simulations that were referred to as standardized patient interactions. The first focused on the ethical dilemma of honoring patient autonomy when it may be in direct tension with promoting beneficence or good for the patient, and the second focused on the issue of physical locus of authority. The study data sources were as follows: the two videotaped SP interactions; two post-standardized patient interaction debriefing/self-reflection instruments; student peer and self-assessments; pretest/posttest scores on a self-efficacy survey tool; and ethics committee case consultation reports. Based on the structured debriefing sessions and videotaped standardized patient interactions, the study's author concluded that the standardized patient interactions provided the students with a more realistic, authentic experience that mirrors clinical reality and enhances the clinical credibility of ethics. As structured learning experiences, the standardized patient interactions gave students opportunities to grapple with uncertainty in the context of performance. (The bibliography lists 18 references. A self-efficacy precourse/postcourse survey tool is appended.) (MN)

This study examined the perspectives of three graduates of a problem-based learning (PBL) physical therapy (PT) program about their clinical practice. Researchers used qualitative methods of observation, interview, and journaling to gather the data. Three sessions of audiotaped interviews and two observation sessions were conducted with the three graduates, and each participant also maintained a reflective journal. Content analysis showed that, from the participants' perspectives, they were practicing at typically expected levels as clinicians. The attributes that governed the perspectives of the participants about their physical therapy clinical practice included flexibility, reflection, analysis decision making, self-reliance, problem-solving, independent thinking, and critical thinking. Further, the findings indicated that the factors that influenced those attributes included the PBL process, parents' value system, self-reliant personality, innate personality traits, and deliberate choice. Finally, the findings indicated that the participants' perspectives, in general, appeared to support the espoused efficacy of the PBL educational approach. Among the many attributes they noted that governed these perspectives, problem solving, as postulated by Barrows (H. Barrows, 1983), was one of the most frequently mentioned benefits gained from their PBL PT training. (Contains 2 figures and 26 references.) (Author/SLD)

This final report discusses the activities and outcomes of an interdisciplinary graduate program designed to prepare already licensed or certified physical therapists and occupational therapists for the full inclusion of students with disabilities in educational settings and for the full participation of infants, toddlers, and young children in natural settings. The program resulted in: (1) the certification of 25 physical therapists and 10 occupational therapists; (2) the development and evaluation of a related services certificate model; (3) the completion of a school-based practicum by 19 students, during which the students created individualized action plans and were paired with a professional mentor with complementary expertise; (4) the development and evaluation of the early intervention certificate model focused on providing pediatric therapy intervention in natural environments; and (5) a workshop for families interested in serving as mentors for the practicums, and the pairing of these mentors with 17 therapists to develop an understanding of the ways early intervention therapists can assist families and children in accessing and using community resources. Charts illustrating the certificate programs for school-based services and for early intervention services are provided, along with an article describing the early intervention certificate program ("Physical Therapist Education for Service in Early Intervention" from Infants and Young Children, Aspen Publishers; April 2000; 12(4): 63-76). (CR)

The information-seeking activity (ISA) of 16 rural health practitioners (occupational, physical, and respiratory therapists; radiological technologists; speech/language pathologists; and nurses) was explored using qualitative methods of participant observation, document collection, and in-depth interviews. Field notes and documents were collected in two rural nursing homes. Participants described situations in which they needed information to solve clinical problems. Contextual differences appeared in how in-house and external contract practitioners used time and resources. In-house staff were more connected to their community, facility, and work space; external staff had connections outside the work setting. Making connections emerged as the core strategy used. Access to time and resources was a core condition influencing ISA. Barriers to ISA were classified as internal, intangible, and tangible. Preferences included technology access and continued learning close to home. Conclusions were as follows: ISA is regulated by a work environment that dictates demands and resources; practitioners are influenced by and play an active role in modifying their environment and can be empowered by their environments in seeking information; and investment in a community of practice can make it easier for rural practitioners to seek information and serve as information resources. (Contains 45 references.) (Author/YLB)

A study examined the career progression of individuals in the following occupations: registered nurse; physical therapist; medical laboratory technologist; paramedic; ranked corrections officer; dental hygienist; electronic technician; pipefitter/plumber; social worker; and auto body shop manager. Researchers conducted face-to-face interviews in the Austin, Texas, metropolitan area with 5-10 individuals in each occupation. Participants were identified and recruited through professional or employer associations, training or educational providers, and personal referrals. One half of the respondents entered their occupation directly at the apex position. Little more than one-third began their careers at the identified entry occupation. Success appeared to be associated with continuous education and training, persistence in the occupational field, and hard work. Persistence was associated with truly enjoying the work, income opportunities, and employment benefits. Higher degree expectations appeared to be becoming the norm for most of the occupations studied. Employers commonly provided continuous training opportunities on the job to keep their work force viable and/or maintain licensure. Seniority played virtually no role in promotions. Career advancement was associated with ability, experience, and education. The study confirmed the importance of continuous training and higher education in today's labor market. (The interview guide and contact strategies for the Career Pathways Project are appended.) (MN)

This manual offers information regarding provision of related services to Vermont students with disabilities that is consistent with the Individuals with Disabilities Education Act and with Vermont law and regulations. It also describes promising or exemplary practices in education, special education, and related services. Section 1, "Legislative Context for and Approaches to Providing Related Services," discusses state and federal definitions of related services, related services and Vermont's special education process, modes of service delivery, and collaborative teamwork. Section 2, "Vermont's Guidelines for Related Services," addresses access to knowledge and information, roles of related service providers in determining eligibility for special education, determination of related services, and evaluation of related services. Section 3, "Funding for Related Services," discusses local education agency responsibility and potential sources of funding for related services. Section 4, "Frequently Asked Questions about Related Services," addresses key concerns surrounding related services. Section 5, "Information about Related Service Disciplines," provides a basic description of twelve related services in order to acquaint providers with various disciplines that may be required to support a students' special education program. The manual includes a voluntary registry of related service providers. (Contains 126 references.) (CR)

This report, covering 882 physical therapy faculty, is part of an annual national survey of faculty salaries. The survey is in two parts: one covering public and one covering private four-year colleges and universities. Data for the baseline year 1995-96 and the trend year 1998-99 were collected for full-time teaching faculty in 53 selected academic disciplines from 279 public and 386 private institutions. The first section of the report defines the methodology and terms used; this is followed by a data page listing average salaries for both public and private participating institutions by faculty rank (including a new assistant professor rank), faculty mix percent, and salary factors. A concluding section compares salary trend information for both public and private institutions for the 2 study years with trend information for all fields and with the Consumer Price Index. It notes that, for both public and private institutions, average physical therapy faculty salaries in 1995-96 were about 1.0 percent below those for all ranks in all major fields; in 1998-99, salaries in public institutions were 0.02 below the average, while those in private institutions were 5.0 percent lower than the average in all fields. Appended is a list of the 53 selected academic disciplines, as well as lists of the participating public and private colleges. (CH)

External, employment, and personal factors which influence teacher decisions to stay, leave, or transfer from teaching assignments are discussed, with emphasis on special education teachers. Factors attributed to teacher attrition in urban and rural environments also are briefly reviewed, along with attrition of related services professionals. External factors affecting teachers include economic trends, societal factors such as changing birth rates, and institutional factors. Employment-related variables include professional qualifications, work conditions, work rewards, and commitment. Personal factors encompass demographic, family, and cognitive/affective variables. The following aspects of district or school environments have been found to be associated with teacher attrition: lack of administrative support, lack of collegial and parent support, and insufficient involvement in decision-making. Factors linked to job dissatisfaction among related service professionals (including speech/language pathologists, occupational and physical therapists, and school psychologists) in school settings include salary, inadequate work and/or office space, inadequate equipment or materials, excessive caseloads, limited staff development, and isolation from colleagues. (Contains 17 references.) (SW)

The usefulness of portfolios for professional development and reflection was studied in the disciplines of physical therapy and nursing. The student sample may not represent the larger population of professional students, but data are presented as useful in understanding more about the general phenomenon of use of portfolios in professional education. Subjects were 32 entry-level master's degree physical therapy students in a research course, 12 baccalaureate nursing students in a community health practicum, and 5 master's degree nursing students in a clinical teaching practicum. Portfolios were prepared by students and used in combination with student self-evaluations and instructor assessments. Data suggest that the use of portfolios promoted student reflection on professional development. Identified portfolio components and implementation benefits and barriers are relevant findings for educators wishing to facilitate reflection. One table lists some example guidelines for portfolio development. (SLD)

This report contains information from a fall 1991 health occupations assessment of 1,021 health-related employers in Eastern Iowa and the Illinois Quad Cities area. Twelve chapters present comprehensive results of all surveys; results of 10 labor market survey instruments developed for chiropractic offices, dentists' offices, emergency medical services, home health care organizations, hospitals, laboratories, long-term health care facilities, physicians' offices/clinics, veterinary offices, and weight control services; and results of another instrument for certified/licensed health professionals. Information is provided from 350 respondents regarding these broad personnel classifications: chiropractic, clinical laboratory, dental, emergency medical, medical records, nursing, occupational therapy, pharmacy, physical therapy, and radiology. Chapters 2-12 are in two parts. The first part discusses target markets, survey design, and data collection, tabulation, and analysis. Results presented in narrative and table formats provide information on number of present full-time and part-time employees, entry-level hourly wage paid to employees in each of the personnel classifications, and immediate and projected employment needs through 1994. Responses regarding emerging trends and educational needs are then provided. The second part of each chapter is the instrument. (YLB)

Support services provided for special education in the Des Moines (Iowa) Independent Community School District (DMICSD) were evaluated. The context evaluation, input evaluation, process evaluation, product evaluation, and future planning of the support services are described. The DMICSD employs physical therapists, occupational therapists, adaptive physical education and itinerant vision teachers, speech-language pathologists, school social workers, and school psychologists through a contractual arrangement with Heartland Area Education Agency 11. These personnel provide services to students identified as needing special education, as well as to regular education students if needs arise. There are 3,610 special education students in the DMICSD, and an additional 837 not in special education programs receive services. The primary services include: (1) consultation; (2) assessment; (3) counseling; (4) direct or indirect therapy; (5) educational or behavioral interventions; (6) follow-up assessment; (7) parent/teacher education; and (8) referrals to community agencies. Staffs submit monthly reports, and annual summaries are sent to the State Department of Education. The use of district norms for curriculum based assessment and the Behavior Rating Scale has resulted in better monitoring and more integration of students in regular education. Plans are underway to improve and expand services while increasing collaboration with regular education and community agencies. (SLD)

This report presents results of a project to assess the adequacy of existing data sources on the supply of 21 allied health occupations in order to develop improved data collection strategies and improved procedures for estimation of manpower needs. Following an introduction, chapter 2 provides a discussion of the general phases of the project and makes general recommendations for procedures to improve supply estimates and to improve estimations of requirements for allied health personnel. Chapters 3 to 11 contain individual reports and recommendations for each of the 21 occupations within the nine occupational clusters in this study. For each occupation, the discussion includes an overview of the occupation, definition of the population within the occupation, a description and assessment of data sources, and recommendations for estimating the supply within each occupation, current requirements, and future requirements. Each chapter also contains a summary of findings of the interviews conducted with individuals knowledgeable of the cluster and personnel-to-population ratios for each occupation for which data were available. (YLB)

This document provides descriptive profiles of the current and past supply of health manpower and projections of manpower supply to 1990. It presents detailed descriptions of the methodology and techniques used to derive the profiles and projections, and provides interpretations and evaluations of the adequacy and comparability of existing statistics, with descriptions of the more conspicuous gaps in the current health manpower information system. The health manpower occupations covered are the major health professional categories, including a number of specialities within these categories, and selected groups of allied health professions and occupations. The report was developed to provide a wide range of users of health manpower statistics with a comprehensive reference compendium of basic information on major health occupations. It was prepared in 1972 and 1973 as part of a major manpower study within the Bureau of Health Resources Development. The chapters are divided into two main parts. The first part provides an overview of the concepts, methodology, and assumptions underlying the estimates and projections. It also presents summary highlights of the study in both tabular and narrative form. The second part presents detailed statistical material on the current manpower profile and projected supply in specific health fields. These two parts are followed by appendixes that include detailed projection tables presenting information not shown separately in individual chapters. (Author/KE)

This final report on guidelines for staff development and educational effectiveness in physical-therapy clinical education contains data concerning the selection and use of clinical facilities, selection and roles of clinical faculty, the process of clinical education, and the evaluation process in clinical education. Issues include: manpower distribution; curriculum development; faculty development; educational objectives; program evaluation; site selection and facility planning; educational costs; student-faculty relationship; professional organizations; and program development. Appendixes contain a list of references; standards for clinical education site; maps; supplementary tables; and evaluation examples. (Author/KE)

The Classroom Centers for Multiple Handicapped Children were designed to provide profoundly retarded children with instructional programs meeting individual needs. In addition to the educational and training components of the program, speech and physical therapy services were also included. Seven classroom centers served approximately 56 children in 7 schools. Results from classroom observations, together with teacher and physical and occupational therapists' ratings found that students showed improvement in the following areas: Self-care, perceptual and motor development, self identification, language development and socialization. Parental participation and inservice training components of the project were of limited success due to a lack of direction and coordination of activities in these areas. (Author)

The role of the physical therapist as a member of the educational team working with mainstreamed physically handicapped students is explored. The physical therapist serves as a consultant who participates in planning meetings, develops and prescribes adopted equipment, trains teachers and other team members in transdisciplinary physical therapy skills, and designs treatment for home use. The therapist is also responsible for screening, referral, and for assessment and reevaluation of student progress. The physical therapist instructs teachers on such skills as manuevering wheelchairs and other mobility equipment and utilization of body mechanics principles. When teachers lack these skills they often feel inadequate which often affects a teacher's attitude toward a handicapped child. (PHR)

A 1981-1982 final evaluation report of the Child Find/Serve Project and related services required by P.L. 94-142 in San Antonio, Texas, is presented. The contents of the report are as follows: the evaluator's interpretive summary, summaries of the accomplishment of objectives, additional findings, and substantiating documentation. The brief interpretive summary presents the evaluator's judgment of the important issues for the program. For each of the following program components, strengths, weaknesses, and opportunities are addressed: student referral, resource identification, public awareness, special education management system, and interagency coordination for the Child Find/Serve project. In the 20-page section on the accomplishment of objectives, the following information is provided for each objective: evaluation findings, responses of program staff, and evaluator comments. Additional program components include: Project ACES, information on daycare and tutoring services, and workshops/inservice education and technical assistance to teachers and occupational and physical therapists. The approximately 120 pages of substantiating documentation/attachments pertain to the program components, and include the following: attendance and credit hours for each workshop title, workshop learner objectives, workshop evaluations, a report on related services in Texas Education Service Centers--Region 20, and brief case studies of 19 severely handicapped students needing communication devices. (SEW)

The philosophy and mission statements of both the American Physical Therapy Association and Nova Southeastern University's physical therapy program state that holders of a Master's Degree in physical therapy will be reflective practitioners with the ability to assess and reflect on their own performances. This research project is being proposed to develop and validate self-assessment criteria, beginning with the development of an interview guide to determine the self-assessment needs of students and graduates. At Nova Southeastern University, a problem-based learning approach is used with the intention to promote reflective practice. Three phases of the study have been designed: (1) the development of the interview guide; (2) data gathering through semi-structured interviews; and (3) plan development for implementation and evaluation of the project. Faculty members will be asked to recommend students with some self-assessment abilities. The sample will be adequate to obtain comprehensive descriptors, but the additional number cannot be specified at this proposal phase. Once the semistructured interviews are completed, data will be transcribed and verified by participants before an analysis to develop a plan. The plan will be validated with summative committee review by a committee of physical therapy educators. It is expected that this qualitative methodology will provide unique insight into the self-assessment of students and graduates of the Master's program in physical therapy. Nine appendixes present supplemental information and some cover letters and questionnaires from the initial stages of the research. (Contains 262 references.) (SLD)