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Objective. Current guidelines recommend management of musculoskeletal pain conditions from a biopsychosocial approach; however, biopsychosocial interventions delivered by physical therapists vary considerably in effectiveness. It is unknown whether the differences are explained by the intervention itself, the training and/or competency of physical therapists delivering the intervention, or fidelity of the intervention. The aim was to investigate and map the training, competency assessments, and fidelity checking of individualized biopsychosocial interventions delivered by physical therapists to treat musculoskeletal pain conditions. Methods. A scoping review methodology was employed, using Arksey and O'Malley's framework. Seven electronic databases were searched between January and March 2019, with a bridge search completed in January 2020. Full-text peer-reviewed articles, with an individualized biopsychosocial intervention were considered, and 35 studies were included. Results: Reporting overall was sparse and highly variable. There was a broad spectrum of training. More sophisticated training involved workshops combining didactic and experiential learning over longer durations with supervision and feedback. Less sophisticated training was brief, involving lectures or seminars, with no supervision or feedback. Competency assessments and fidelity testing were underperformed. Conclusions. Training in some interventions might not have facilitated the implementation of skills or techniques to enable the paradigm shift and behavior change required for physical therapists to effectively deliver a biopsychosocial intervention. Lack of competency assessments and fidelity checking could have impacted the methodological quality of biopsychosocial interventions. Impact. This study highlighted problematic reporting, training, assessment of competency, and fidelity checking of physical therapist--delivered individualized biopsychosocial interventions. Findings here highlight why previous interventions could have shown small effect sizes and point to areas for improvement in future interventions. These findings can help inform future research and facilitate more widespread implementation of physical therapist--delivered biopsychosocial interventions for people with musculoskeletal pain and thereby improve their quality of life. Keywords: Behavior Therapy, Education: Professional, Education: Postprofessional, Musculoskeletal Pain, Pain Management, Physical Therapists, Introduction Musculoskeletal pain conditions are a leading contributor to the global health burden. (1) Traditionally, musculoskeletal pain has been treated under a biomedical model of care; however, there is now [...]

Objective. Following graduation from professional education, the development of clinical expertise requires career-long participation in learning activities. The purpose of this study was to evaluate which learning activities enhanced physical therapist practice. Methods. Eight databases were searched for studies published from inception through December 2018. Articles reporting quantitative data evaluating the effectiveness of learning activities completed by qualified physical therapists were included. Study characteristics and results were extracted from the 26 randomized controlled trials that met the inclusion criteria. Clinician (knowledge, affective attributes, and behavior) and patient-related outcomes were extracted. Results. There was limited evidence that professional development courses improved physical therapist knowledge. There was low-level evidence that peer assessment and feedback were more effective than case discussion at improving knowledge (standardized mean difference = 0.35, 95% CI = 0.09-0.62). Results were inconsistent for the effect of learning activities on affective attributes. Courses with active learning components appeared more effective at changing physical therapist behavior. The completion of courses by physical therapists did not improve patient outcomes; however, the addition of a mentored patient interaction appeared impactful. Conclusion. Current evidence suggests active approaches, such as peer assessment and mentored patient interactions, should be used when designing learning activities for physical therapists. Further high-quality research focused on evaluating the impact of active learning interventions on physical therapist practice and patient outcomes is now needed. Impact. This study is a first step in determining which learning activities enhance clinical expertise and practice would enable the physical therapy profession to make informed decisions about the allocation of professional development resources., The development of expertise requires physical therapists to be adaptive learners with a career-long commitment to identifying and addressing gaps in knowledge and skills through the use of meta-cognitive reflection [...]

Objective. Post-professional physical therapy expertise requires career-long participation in learning activities. Understanding physical therapists' lived experience of learning activities provides novel insight into how best to enhance physical therapist practice from the perspective of the learner. The purpose of this study was to explore qualified physical therapists' experiences, beliefs, and perspectives with regard to learning activities and professional development. Methods. Eight databases were searched for studies published from inception through December 2018. Study selection included mixed-methods and qualitative studies exploring physical therapists' experiences, perspectives, beliefs, and attitudes. Thematic synthesis was performed, and the GRADE-Confidence in the Evidence from Reviews of Qualitative research was used to assess the level of confidence in the findings. A total 41 studies with 719 participants were included. Results. The key findings include physical therapists' perceptions that worthwhile post-professional learning requires more than attendance at professional development courses. Physical therapists perceived that worthwhile learning requires connection with others and being 'taken out of one's comfort zone.' Sufficient time and accessible, trustworthy resources were also valued. Conclusions. Moderate- to low-level evidence suggests that the choice of professional development activities and education design for qualified physical therapists should consider the inclusion of connected activities, activities that take participants out of comfort zones, time to practice, and trustworthy resources that are easily accessible. Future research should evaluate the effectiveness of learning activities encompassing these factors, prioritizing those that minimize the barriers of time and distance. Impact. This study adds to the profession's understanding of physical therapists' lived experience of learning activities, providing novel insight into how best to enhance physical therapist practice from the perspective of the learner., Following graduation from a physical therapy entry-level program, a commitment to ongoing career-long learning is essential for the development of clinical expertise. (1) Researchers and registration boards have identified a [...]

The phase before a surgical procedure is said to be the ideal time to prepare patients for an optimal surgical outcome by carrying out prehabilitation. (1) Prehabilitation, a term introduced [...]

Background. Provider training programs are frequently underevaluated, leading to ambiguity surrounding effective intervention components. Objective. The purpose of this study was to assess the effectiveness of a training program in [...]

2021 JAN 2 (NewsRx) -- By a News Reporter-Staff News Editor at Obesity, Fitness & Wellness Week -- According to news reporting based on a preprint abstract, our journalists obtained [...]

The Army Physical Fitness Test (APFT) is a semiannual training requirement for all Soldiers of the US Army. It consists of 3 events: the 2 minute push-up event, the 2 [...]

JOINT BASE SAN ANTONIO-FORT SAM HOUSTON, Texas -- Researchers from the U.S. Army Medical Center of Excellence, or MEDCoE, and Brook Army Medical Center, or BAMC, were awarded a medical [...]

Background. The incidence of stroke and subsequent level of disability will increase, as age is the greatest risk factor for stroke and the world's population is aging. Hospital admissions are too brief for patients to regain necessary function. Research to examine therapy delivered within the home environment has the potential to expedite relearning of function and reduce health care expenditures. Purpose. This case report describes the use of the knowledge-to-action cycle (KTA) to develop and evaluate an evidence-based approach for rehabilitation in the home that incorporates self-management and task-oriented functional training (TOFT) for people with stroke. Case Description. The KTA cycle was used to guide adaptation of evidence from self-management and TOFT into an approach titled START (Self-Management and Task-Oriented Approach to Rehabilitation Training). Three stakeholder symposiums identified barriers and supports to implementation. Clinical practice leaders were engaged as partners in the development of the intervention. An online learning management system housed the resources to support therapist training. Therapist focus groups were conducted and stroke outcomes were used to assess patient response. Outcomes. Eight therapists completed 4 workshops and applied the home intervention in 12 people with stroke. A mentoring process for therapists included feedback from peers and experts after viewing treatment videos. Therapist response was determined from the focus groups; patient response was measured by standardized assessments. The therapists noted that the intervention was easier to implement with patients who were motivated and had minimal cognitive impairment. Discussion. The KTA cycle provided a structure for the development of this evidence-based rehabilitation intervention, which was feasible to implement in the home. Further evaluation needs to be undertaken to assess the effectiveness of START., The disability associated with stroke will increase, as age is the strongest predictive risk factor for stroke and the segment of the population ≥ 65 years of age in North [...]

Background. The US Public Health Service (USPHS) recommends tobacco cessation counseling (TCC) training for all health care professionals. Within physical therapist practice, smoking can have adverse effects on treatment outcomes in all body systems. In addition, people with physical disabilities have a higher smoking prevalence than the general population, creating a strong need for tobacco cessation among physical therapy clientele. Therefore, TCC training is an important component of entry-level physical therapist education. Objective. The aims of this study were: (1) to determine need for TCC training within entry-level physical therapist education and (2) to identify potential barriers to implementation of USPHS guidelines in the academic environment. Design. A descriptive cross-sectional survey was conducted. Methods. Directors or academic coordinators of clinical education from entrylevel physical therapist programs (N=204) were surveyed using an online instrument designed specifically for this study. Data regarding program and faculty characteristics, tobacco-related training content, and faculty opinions toward TCC in both physical therapist practice and education were analyzed descriptively. Results. The response rate was 71%. A majority (60%) of programs indicated inclusion of tobacco-related training, most commonly 1 to 2 hours in duration, and of these programs, 40% trained students in the implementation of USPHS clinical guidelines for TCC. Limitations. Data analyses were constrained by limited or missing data in some areas. A single faculty member completed the survey for each program. Conclusions. There is a need for TCC training in entry-level physical therapist education. Inclusion may be facilitated by addressing perceived barriers toward TCC as a component of physical therapist practice and promoting the relevance of TCC as it relates to intended outcomes of physical therapy interventions., Smoking is the leading preventable cause of chronic disease and premature mortality. (1,2) As vital providers of rehabilitation, prevention, and risk reduction services, (3) physical therapists are uniquely positioned to [...]

Lindsay Walston, PT, DPT, took many interesting classes en route to earning, last spring, her doctor of physical therapy degree from Emory University. But one class, she says, really stood [...]

Background. Physical therapist students are increasingly engaging in international clinical education (ICE). The growth of international engagement has been accompanied by appeals to ensure that these experiences are conducted in an ethical manner. Although detailed guidelines have been developed to guide global health training in general, they do not specifically address all aspects relevant to ICE in physical therapist education. Objective. The purpose of this study was to systematically develop recommendations for the implementation of ICE in physical therapist education to promote ethical practice. Methods. An initial virtual focus group of 5 physical therapist faculty with expertise in ICE provided input to review and revise global health training guidelines previously developed by non-physical therapists. The revised guidelines were distributed to a pool of 19 physical therapist faculty with ICE experience for additional review and revision through 3 online Delphi survey rounds. Results. The participants accepted 31 of the original guidelines with or without revisions, rejected 2 guidelines, and developed 10 new guidelines or subguidelines. Most notably, they rejected a guideline related to students pursuing training outside of a structured program, stressing that ICE should never be done outside of a formal program. Limitations. The primary limitation is that the study included only faculty from sending institutions and thus lacked the voices of the host institutions, students, partner organizations, or funders. Conclusions. This study systematically produced guidelines for ICE in physical therapist education using a range of ICE experts from sending institutions. The recommendations may be used by educators and other decision makers to optimally design new ICE opportunities or to improve existing ones. Additional validation should be done to ensure relevance for all stakeholders., Clinicians, faculty, and students across the health professions are increasingly engaging in various educational and professional activities outside of their home countries. (1-10) These include clinicians and faculty serving with [...]

Core competencies in pain management for prelicensure health professional education were recently established. (1) These competencies represent the expectation of minimal capabilities for graduating health care students for pain management [...]

Background. Physical therapists are uniquely positioned in health care to initiate or support smoking cessation (SC). Little is known, however, about their knowledge and views of SC as part of their practices. Objective. The purpose of this study was to assess Canadian physical therapists' knowledge about the health effects of smoking, their views about addressing SC in practice, and their self-efficacy in enabling patients to quit smoking. Design. This study was a cross-sectional survey. Methods. Licensed physical therapists in Canada were surveyed with postal methods. Results. A total of 738 survey questionnaires were returned. The mean age and years of clinical experience of the respondents were 41.9 (SD=10.8) years and 17.4 (SD = 11.0), respectively. Most respondents (78.6%) were women. Canadian physical therapists are largely informed about the negative effects of smoking on health. Although 76.9% of the physical therapists agreed or strongly agreed that the profession should be more involved in helping people who smoke quit, only 56.8% of the physical therapists agreed or strongly agreed that they should receive training on SC. More than 70% of the physical therapists reported that they were not prepared to provide counseling and, overall, the level of self-efficacy regarding counseling about SC was low. Lack of resources and time were reported to be key barriers to counseling patients to quit smoking. Limitations. The findings of this study are limited to Canadian physical therapists. Response bias and social desirability bias also are potential limiters in this study. Conclusions. Overall, the majority of physical therapists expressed the view that advising people who smoke to quit is a clinical responsibility and endorsed greater involvement of the profession in helping people who smoke quit. Discordance existed, however, between these views and the physical therapists' interest in receiving training on counseling about SC. This is a benchmark study that has practical implications for targeting training consistent with the profession's mission to improve health by increasing physical therapists' preparedness and self-efficacy regarding counseling about SC., In Canada, approximately 88% of people who smoke visited a health care professional in 2005. (1) Given this proportion, primary care is an ideal setting in which tobacco use can [...]

A few years ago, Jerre van den Bent, PT, had what he calls a 'life-changing' experience. The founder of Therapy 2000, a pediatric home health agency based in Dallas, Texas, [...]

[ILLUSTRATION OMITTED] Jason Gillam has been a physical therapist for more than five years and works for the Mat-Su Regional Medical Center in Palmer at its Outpatient Center in Wasilla. […]

Peggy Gleeson, head of the physical therapy department is of the opinion that an effective attitude towards the students from different generations in managing and motivating them can be attained by recognizing the peculiarity of each generation and having managerial flexibility. She is very much intrigued by the variety of students in the physical therapy class as they indicate not only different generations but also have different values, beliefs, work ethics and ideals.

This article examines how physical therapists deal with injuries that require physical therapy, focusing on how the time spent as a patient can help improve the therapist's own skills. Topics include patient advocacy, patient education, and communication between therapist and patient.

This article evaluates the benefits of interdisciplinary education for students of physical therapy, focusing on specific programs in higher education. This approach allows students to apply a broader range of knowledge and be able to effectively work in teams and real-life work situations.

Background and Purpose. The nature of managerial work in the commercial sector has not been studied since the 1970s, and little is known about the work of managers in the health care sector. In this study, the perceived importance of managerial role and skill categories among 3 groups of physical therapists were studied to better understand the work priorities of physical therapist managers. Subjects. Two groups of subjects were physical therapist managers in hospitals or private practices. A third group consisted of faculty members in professional physical therapist education programs. Methods. Respondents (n = 343) rated the importance of 75 managerial activities. Responses related to 16 predetermined work categories were placed in rank order by group. A multivariate analysis of variance (MANOVA) was used to identify differences among groups. Results. All groups identified communication, financial control, entrepreneur, resource allocator, and leader as the 5 most important categories and rated technical expert and figurehead as least important. The MANOVA showed differences between faculty members and private practice managers in 15 work categories, between hospital-based managers and private practice managers in 9 categories, and between faculty members and hospital-based managers in 8 categories. Discussion and Conclusion. Work setting appears to have an impact on level of importance placed on managerial work categories. The strongest candidates for "universal" physical therapist managerial work categories were communication, financial control, and resource allocator. [Schafer DS. Three perspectives on physical therapist managerial work. Phys Ther. 2002;82:228-236.] Key Words: Managerial roles, Managerial skills, Managerial work, Physical therapy., As physical therapy practice evolves, the roles and skills of physical therapist managers who oversee clinical work must keep pace. Efforts to accurately describe physical therapy clinical practice are well [...]

This article examines a program run by the American Physical Therapy Association that certifies physical therapists and physical therapy assistants to be clinical instructors. Topics include the benefits of the credential for the careers of physical therapists.

ALABAMA A3, D2, F1, PU Bishop State Community College Mobile, AL A3, D2, F1, PU George C Wallace Community College Dothan, AL A3, D2, F1, PU Jefferson State Community College [...]

Background and Purpose. The purpose of this study was to investigate processes used by students in developing conceptual knowledge in physical therapy. Subjects. The subJects were 10 first-year physical therapist students enrolled in a professional Master of Physical Therapy degree program. Methods. Qualitative methods were used to collect data during a 15-week kinesiology course. Data were collected using open-ended interviews, observation, and journals kept by the students throughout the course. Results. Several major themes emerged, including use of discussion, use of visualization, and use of experience by the students as they learned concepts in kinesiology. Conclusion and Discussion. The type of learning processes used by students in this study may be enhanced by educational methods such as collaboration and group learning, situated cognition and use of authentic contexts, cognitive apprenticeship, and whole-part-whole learning. Further research is needed to explore the relationship between student learning processes and teaching methods used in physical therapy education. [Graham CL. Conceptual learning processes in physical therapy students. Phys Ther. 1996;76:856-865.] Key Words: Concept formation; Education: physical therapist, teaching methods; Learning., As the health care environment continues to change, increased pressure is being placed on physical therapy education programs to graduate clinicians who are prepared to adapt to the evolving nature [...]

Background and Purpose. Acute care physical therapists have experienced the effects of dramatic changes in health care reimbursement systems and population demographics. Acute care hospitals now serve a patient population of much older, chronically ill patients who are hospitalized for shorter periods of time in a practice environment in which physical therapy staffing resources are often inadequate. The purposes of this study were to document common experiences in the practice of acute care physical therapy and to identify differences in the perceptions of physical therapists with varying levels of experience and in various sizes of acute care facilities. Subjects and Methods. A survey questionnaire was mailed to 500 randomly selected physical therapists employed in acute care facilities. The therapists answered questions regarding the frequency of various physical therapy evaluation and treatment practices, problems encountered in delivering physical therapy services, coordination of the discharge planning process, and perceptions of staffing trends in the acute care setting. The responses of 188 physical therapists who completed the survey were compared by their experience levels and the size of the institutions in which they practiced. Results. Subjects reported that patient factors, such as medical complications and cooperation; organizational factors, such as staffing shortages and large caseloads; and health care system constraints, such as difficulty changing orders and limited time in which to work with the patient interfered with patients reaching physical therapy goals. Conclusion and Discussion. Inadequate skills for successful acute care practice and maladaptive therapist beliefs about acute care career possibilities may adversely affect physical therapist career longevity in the acute care setting. [Curtis KA Martin T. Preceptions of acute care physical therapy practice: issues for physical therapist preparation., The changing economics and organization of health care systems in the United States has led to shorter hospital stays, demanding greater efficiency in the care of both medical and surgical [...]

Background and Purpose. Health care financing for teaching hospitals has undergone significant change in the past decade. This report describes changes in physical therapy practice and clinical education in three New England hospitals from 1984 to 1988 Subjects. Hospital administrators, physical therapy managers, and clinical educators (N=18) from the three teaching hospitals participated in this descriptive study. Methods Demographic, environmental, and participant interview data were gathered and examined to identify changes during this period. Results. Perceived changes in practice include growth in specialized knowledge; increased emphasis on health care quality, efficiency, and accountability; new ethical dilemmas for practitioners, and a changing physical therapy role with new professional development opportunities. Perceived changes associated with clinical education were increased student performance expectations, unchanged resources for clinical education, greater emphasis on student self-directedness, and continued high valuing of this setting for physical therapy clinical education. Conclusion and Discussion. These results indicate significant change in the role of the physical therapist within these settings and suggest bow these changes influence the clinical education of physical therapy students in these teaching hospitals [Emery MJ. The impact of the prospective payment system: perceived changes in the nature of practice and clinical education. Phys Ther. 1993;73:11-25.], Teaching hospitals have undergone significant change in recent years as a result of new health care reimbursement policy. Beginning in 1984, Medicare adopted a prospective system of health services payment [...]

Background and purpose. The aim of this study was to evaluate whether postgraduate physical therapy students studying manipulation could learn to accurately produce specific forces during palpation of an intervertebral joint. Subjects. The 12 subjects (7female, 5 male), aged 26 to 36 years ([bar] X=29.5, SD=29), bad each completed a 4-year degree course in physical therapy and had worked between 3 and 10 years in clinical practice. All subjects were enrolled in a 12-month postgraduate manipulative therapy diploma course. Methods. Subjects in the experimental group (n = 6) trained to apply specific forces of 1, 5, 10, 15, 20, and 25 kiloponds using bathroom scales They practiced for 10 minutes per day for 30 days. Their ability to produce these forces on command was measured using a force platform as they applied posteroanterior passive accessory intervertebral joint movements to the lumbar spine of the healthy subjects. This testing was done prior to training (pretest), immediately after training (posttest), and 1 month following cessation of training (retention test). The control group subjects (n = 6) bad no training with scales but were also students of the postgraduate manipulative physical therapy course. Results. In comparison with the control group, the experimentally trained group showed reduced error in force production both immediately after training and 1 month later. This improvement was significant for the retention test. For the retention test, the experimental group subjects were also tested on the trained task (ie, their ability to apply specific forces to the scales). They developed higher levels of accuracy than did the control group. Conclusion and Discussions. Experimental training, therefore, was an effective addition to normal training, suggesting that therapists can learn to quantify applied forces, with significant implications for communication and evaluation of joint behavior [Keating J. Matyas TA, Bach TM. The effect of training on physical therapists' ability to apply specified forces of palpation. Phys Ther. 1993; 73.38-461, Key Words: Force platform testing, Lumbar intervertebral joint, Palpation skills, Scale training. The aim of this study was to evaluate whether physical therapists who were students in a 12-month postgraduate [...]

Interest in manual therapy appears to continue to grow among physical therapy clinicians and educators throughout the world even though the underlying concepts and techniques have not been justified by a knowledge base. The purposes of this article are to critically assess the role of manual therapy within the physical therapy profession and to provide an introduction to the other articles in this special issue. Eisner's model of explicit, implicit, and null curricula is used as a framework for our analysis and our discussion of manual therapy. The explicit area of manual therapy includes discussions of the definition and the role of manual therapy, the scientific rationale for manual therapy, and manual therapy in education and a comparison of manual therapy evaluative frameworks. The implicit area deals with the role of clinical decision making and critical thinking in manual therapy in education and rehabilitation. In the null (unaddressed) area of manual therapy, we suggest directions for future development and research. [Farrell JP, Jensen GM Manual therapy: a critical assessment of role in the profession of physical therapy Phys Ther 1992;72:843-852.], Mennell stated, Beyond all doubt the use of the human hand, as a method of reducing human suffering, is the oldest remedy known to man; historically no date can be [...]

Empathy has been defined in various ways by psychologists and researchers. There is disagreement as to whether empathy is an emotion or experience that can be taught as a skill and thus can be made to happen or, alternately, that cannot be taught. Empathy is frequently confused with sympathy, pity, identification, and self-transposal, which are related but not identical concepts. Interviews with 10 physical therapists who each could recount at least three experiences of empathy were used to identify three stages during that process. In the first stage, there was an active listening or self-transposal in an attempt to understand the patient. The second stage was a kind of crossing over or merging of self with the other person, representing an emotional deepening. The third step was a strong feeling of sympathy, and feeling "at one" with the person. Empathy has been thought to be unique in that awareness of it occurs only after the fact. Self-transposal and sympathy, the first and third stages, can be taught to and developed in health care students. However, crossing-over can only occur in a person who has developed mentally to the stage of abstract thought and who also has a secure sense of self and can allow the coming outside of self experience to occur. The teaching experience can best foster this personal development in health care students by providing learning experiences for self-awareness, self-confidence, good listening skills, and nonjudgmental attitudes. Teachers should aim to provide a model of the therapeutic use of self with patients and colleagues, and then should reflect on these experiences with students. (Consumer Summary produced by Reliance Medical Information, Inc.), What is Empathy, and Can Empathy Be Taught? Distinguishing between empathy and similar interpersonal actions such as sympathy, pity, identification, and self-transposal is a difficult task. To further add to [...]

Early intervention programs provide therapy and educational services to handicapped infants and toddlers. These programs have proliferated and will continue to do so, since the Education of the Handicapped Act has been amended (Public Law 99-457) to extend school services to handicapped three and four year olds. Accredited physical therapy programs have provided limited training to physical therapy students concerning developmental activities for young children. However, early intervention programs are evolving from discipline-specific (such as physical, occupational, or speech therapies), child-centered services to a family-oriented setting in which trans-disciplinary services are utilized. Appropriate education of physical therapists thus should include instruction in not only patient care but also effective cooperation with other professionals and with families. Physical therapy programs (baccalaureate, master's, and doctorate) at 73 institutions were surveyed by telephone, with 76 percent responding, and 14 programs with infant specialization options answered questionnaires to characterize the educational programs. The quantity of instruction in topics related to infants, although difficult to accurately estimate, varied widely among programs, and the quality of instruction is likely to be as variable. Minimal exposure to family-related topics was reported, and minimal clinical experience with families of handicapped infants was taking place. When such opportunities were optionally available, few students chose to participate in them. Time constraints, related to complex and wide-ranging course content, probably prevent provision of infant- and family-related concentrations. The results suggest a substantial need for entry-level training and curricula in infant and family topics. Videotape and self-instructional computer materials are likely to be most useful, particularly for demonstrating aspects of family dynamics and effective communication. Increased competency in these areas as part of accreditation, awareness of these requirements by educators, incorporation of child and family topics throughout the curriculum, and increased requirements for interactions with families (such as interviews) are changes that would improve the effectiveness of physical therapists in early intervention programs. (Consumer Summary produced by Reliance Medical Information, Inc.), The purposes of this study were to determine the current status of physical therapists' preparation to work with handicapped and at-risk infants and their families and to identify needs for infant- and family-focused training materials and curricula. Results of a telephone survey of 73 physical theraphy programs and a follow-up mail survey of 14 physical therapy programs with infancy specialization options are presented. Students in entry-level programs and postprofessional master's degree programs with infancy specializations commonly received instruction in infancy-related topics. Many students received minimal or no exposure to family-related content. Family assessment and intervention were identified as the areas of highest priority for development of training materials and curricula. The results of this study provide direction for the design of infant- and family-focused training materials and curricula in physical therapy. [Cochrane CG, Farley BG, Wilhelm IJ. Preparation of physical therapists to work with handicapped infants and their families: current status and training needs. Phys Ther. 1990;70:372-380] Key Words: Education: physical therapist, professional/teaching methods; Handicapped; Infant; Pediatrics, general., Preparation of Physical Therapists to Work with Handicapped Infants and Their Families: Current Status and Training Needs The need for physical therapists prepared to work with handicapped infants and their [...]

A particularly important part of the training of physical therapists is clinical instruction that occurs while the students are treating actual patients. This instruction is provided by a clinical instructor, who supervises the activities of the student. In order to improve this type of training, the authors wished to identify the teaching behaviors perceived by students to be most effective, and those considered most hindering, and to compare teacher ratings made by bachelor's degree and master's degree students. A questionnaire was developed that addressed four main areas of clinical education: communication skills, professional skills, interpersonal skills; and adult education skills. Both students and clinical instructors (CI) responded to the questionnaire. The results of the study indicated that adult education skills, particularly the ability to provide information through feedback or through discussion and answering questions, were perceived to be the most helpful. Also important were interpersonal skills, such as friendliness toward students, enthusiasm for teaching, and sensitivity to patient needs. Professional skill was not considered to be as significant. The most hindering behaviors consisted of questioning students in an intimidating manner and correcting a student error in front of a patient. The greatest difference between student and CI responses was that students felt that being left alone until they requested the CI's assistance was helpful; CIs considered this to be hindering. Master's degree students considered as more hindering than bachelor's degree students the practice by CIs of discussing medical cases in the presence of patients, having their errors corrected in the presence of patients, and having judgments made about them based on indirect evidence. (Consumer Summary produced by Reliance Medical Information, Inc.), Many practicing physical therapists participate in the most crucial phase of a student's education by serving as Clinical Instructors. The purposes of th& study were to identify the clinical teaching behaviors perceived as most effective and most hindering by students and CIs and to compare the response rates of students in bachelor's and master's degree programs A published 58-item questionnaire was completed by 172 participants from eight physical therapy education programs. The results were analyzed by multivariate analysis of variance. Theperceit)ed most helpful teaching behaviors pertained to providing information through feedback. The perceived most hindering behaviors were intimidating questioning and correcting student errors in the presence of patients The different student and CI ratings for the item "leaves student alone until asked to supervise" has important ethical and educational implications Master's and bachbelor's degree students' ratings differed significantly on four teaching behaviors Different institutional methods might be necessary for educating these students. [Jarski RW, Kulig K, Olson RE.Clinical teaching in physical therapy: Student and teacher perceptions. Phys Ther 70:173-178,19901 Key Words: Education: physical therapist, clinical education/teaching methods; Education, professional; Teaching, Clinical instruction constitutes a major portion of the physical therapy curriculum. Clinical teaching involves exposing a student to conditions, usually in an active patient setting, where the probability of learning [...]