scholarly journals Sex Differences in Career Expectations of Physical Therapist Students

2007 ◽  
Vol 87 (9) ◽  
pp. 1199-1211 ◽  
Author(s):  
Marie A Johanson
Keyword(s):  
Sex Differences ◽  
Response Rate ◽  
Physical Therapists ◽  
Physical Therapist ◽  
First Year ◽  
Career Expectations ◽  
Professional Journals ◽  
Physical Therapist Education ◽  
Physical Therapist Students ◽  
Therapist Education

Background and Purpose: There are some sex differences in the career activities of physical therapists. The purpose of this study was to determine whether these sex differences are reflected in the career expectations of physical therapist students.Subjects: Participants were 919 physical therapist students.Methods: Faculty at 34 physical therapist education programs distributed questionnaires to 1,172 of their students. The 919 returned questionnaires generated a response rate of 78.4%. Sex differences in career expectations were statistically analyzed with logistic regression.Results: Men showed statistically significantly higher odds than women of expecting to own a private practice, to become a faculty member, to become a physical therapist manager or administrator, to publish articles in professional journals, and to have a higher income in the first year of employment.Discussion and Conclusion: At the outset of physical therapist education, there are sex differences in the career expectations of physical therapist students.

Examining Demographic and Preadmission Factors Predictive of First Year and Overall Program Success in a Public Physical Therapist Education Program

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Katy Mitchell ◽  
Jennifer Ellison ◽  
Elke Schaumberg ◽  
Peggy Gleeson ◽  
Christina Bickley ◽  
...  
Keyword(s):  
Education Program ◽  
Physical Therapist ◽  
First Year ◽  
Program Success ◽  
Physical Therapist Education ◽  
Therapist Education

The Physiological and Psychological Effects of the First Year of an Entry-Level Physical Therapist Education Program on Students

2020 ◽  
Vol 34 (3) ◽  
pp. 186-191
Author(s):  
Peter C. Douris ◽  
Nick A. D'Agostino ◽  
Seena K. Mathew ◽  
Robert P. Anderson ◽  
Kevin M. Bauman ◽  
...  
Keyword(s):  
Education Program ◽  
Physical Therapist ◽  
Psychological Effects ◽  
First Year ◽  
Entry Level ◽  
Physical Therapist Education ◽  
Therapist Education

Creating a Computer Simulation with Ill-Structured Problems for Physical Therapists in the Acute Care Setting

2020 ◽  
pp. 104-127
Author(s):  
Benjamin Just ◽  
Kay K. Seo
Keyword(s):  
Computer Simulation ◽  
Acute Care ◽  
Education Program ◽  
Care Setting ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Acute Care Setting ◽  
Physical Therapist Education ◽  
Structured Problems ◽  
Therapist Education

The purpose of this phenomenological study is to identify the types of ill-structured problems physical therapists face in the acute care setting for a computer simulation to train students in a professional physical therapist education program. Ten physical therapists who practiced in the acute care setting in four large urban Midwestern hospitals participated in semi-structured interviews. Results show that acute care physical therapists experience complex, ill-structured problems that encompass all direct and indirect patient care activities and are complicated by system factors outside of their control. Solving the problems described by the participants requires clear and accurate communication and an awareness of the role of physical therapy in the acute care setting. The use of these authentic challenges for a computer simulation can allow students in a professional physical therapist education program to develop better problem-solving skills.

Impact of Faculty and Programmatic Resources on the Proportion of Academic Doctoral Degrees in Professional Physical Therapist Education Programs

2021 ◽  
Author(s):  
Tara Dickson ◽  
Beth Deschenes ◽  
Peggy Gleeson ◽  
Jason Zafereo
Keyword(s):  
Professional Education ◽  
Higher Education Policy ◽  
Fixed Effects ◽  
Physical Therapist ◽  
Doctoral Degree ◽  
Faculty Members ◽  
Doctoral Degrees ◽  
Physical Therapist Education ◽  
Core Faculty ◽  
Therapist Education

Abstract Objective The Commission on Accreditation in Physical Therapy Education has introduced a requirement that 50% of core faculty members in a physical therapist education program have an academic doctoral degree, which many programs are not currently meeting. Competition between programs for prestige and resources may explain the discrepancy of academic achievement among faculty despite accreditation standards. The purpose of this study was to identify faculty and program characteristics that are predictive of programs having a higher percentage of faculty with academic doctoral degrees. Methods Yearly accreditation data from 231 programs for a 10-year period were used in a fixed-effects panel analysis. Results For a 1 percentage point increase in the number of core faculty members, a program can expect a decline in academic doctoral degrees by 14% with all other variables held constant. For a 1% increase in either reported total cost or expenses per student, a program could expect a 7% decline in academic doctoral degrees with all other variables held constant. Programs that have been accredited for a longer period of time could expect to have proportionately more faculty members with academic doctoral degrees. Conclusions Programs may be increasing their core faculty size to allow faculty with academic doctoral degrees to focus on scholarly productivity. The percentage of faculty with academic doctoral degrees declines as programs increase tuition and expenditures, but this may be due to programs’ tendency to stratify individuals (including part-time core faculty) into teaching- and research-focused efforts to maximize their research prowess and status. Impact This study illuminates existing relationships between physical therapist faculty staffing, time spent in research versus teaching, and program finances. The results of this study should be used to inform higher education policy initiatives aimed to lower competitive pressures and the costs of professional education.

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