scholarly journals The First Year of Practice: An Investigation of the Professional Learning and Development of Promising Novice Physical Therapists

2010 ◽  
Vol 90 (12) ◽  
pp. 1758-1773 ◽  
Author(s):  
Lisa L. Black ◽  
Gail M. Jensen ◽  
Elizabeth Mostrom ◽  
Jan Perkins ◽  
Pamela D. Ritzline ◽  
...  
Keyword(s):  
Identity Formation ◽  
Professional Learning ◽  
Clinical Education ◽  
Physical Therapists ◽  
Physical Therapist ◽  
The United States ◽  
First Year ◽  
Clinical Environment ◽  
Learning And Development ◽  
New Graduates

Background The goal in studying expertise is not merely to describe ways in which experts excel but also to understand how experts develop in order to better facilitate the development of novices. The study of novice progression helps us to understand what successful versus unsuccessful learning looks like. This understanding is critical, as autonomous practice places increased demands for advanced clinical judgments and the ability to assume professional responsibilities. Objectives The purpose of this study was to explore the experiences, learning, and development of promising novice therapists throughout their first year of practice in the United States. Design and Methods A longitudinal, multiple-site qualitative case study method was used for within-case and across-case analysis. A purposive sample of 11 promising new graduates from 4 physical therapist education programs participated. Investigators followed the graduates throughout their first year of practice. Data sources included: (1) semistructured interviews conducted at baseline and every 3 months thereafter for 1 year, (2) reflective journals completed at regular intervals, and (3) review of academic and clinical education records and résumés. Results Four themes emerged: (1) the clinical environment influenced the novice physical therapists' performance, (2) participants learned through experience and social interaction and learning was primarily directed toward self, (3) growing confidence was directly related to developing communication skills, and (4) therapists were engaged in professional identity formation and role transitions. Conclusions The findings suggest there are common experiences and themes that emerge as novice physical therapists develop. Although research has been conducted on expertise in physical therapy, few longitudinal investigations have explored the development of therapists across transitions from graduate to novice to expert practitioner. This study explored and described the learning and development of graduates during their first year of practice.

scholarly journals Physical Therapy Clinical Instructor Self-Reported Evidence-Based Practice Use

2015 ◽  
Author(s):  
Debra Bierwas ◽  
Joan Leafman ◽  
Lisa Wallace ◽  
Donald Shaw ◽  
Steven Fehrer
Keyword(s):  
Physical Therapy ◽  
Clinical Education ◽  
Evidence Based Practice ◽  
Physical Therapists ◽  
Physical Therapist ◽  
The United States ◽  
Clinical Instructor ◽  
Evidence Based ◽  
Clinical Instructors ◽  
Professional Characteristics

Introduction: Evidence-based practice is a required component of student physical therapist education. Practice applying the five steps of evidence-based practice to patient care (formulate question, retrieve evidence, appraise evidence, integrate evidence, evaluate outcomes), most effectively performed during clinical education, must occur for students to become proficient. Clinical instructor use of evidence-based practice is essential to assure that student physical therapist practice occurs during clinical education. Purpose: The purpose of this study was to assess self-reported evidence-based practice use by physical therapy clinical instructors and examine whether an association exists between professional characteristics and evidence-based practice use. Methods: This study was a cross-sectional, descriptive study using an electronic survey to collect data on clinical instructor professional characteristics and evidence-based practice use. Results: Respondents included 376 physical therapists who were clinical instructors in the United States. Participant responses for frequency evidence-based practice steps use ranged from never to frequently. Specifically, respondents reported integrating evidence into clinical instruction: never 2.1% (n = 8); rarely 6.4% (n = 24); occasionally 13.3% (n = 50); sometimes 28.7% (n = 108); and frequently 49.5% (n = 186). There was no difference in evidence-based practice use as the result of age or highest degree. Respondents who were American Physical Therapy Association members or held an American Board of Physical Therapy Specialties certification reported using some of the evidence-based practice steps more frequently than those who were not. Discussion and Conclusion: Although the majority of respondents in this study reported using evidence-based practice to some extent, there was great variability. Student physical therapists may be exposed to evidence-based practice during clinical education since the majority of respondents, considering their role as clinical instructors, reported evidence-based practice use. However, exposure cannot be guaranteed for every student because some respondents reported never using evidence-based practice. Educational program use of supplemental learning activities during clinical experiences may facilitate student practice of all five steps of evidence-based practice during clinical education.

scholarly journals Student and new graduate perception of hospital versus institutional clinic for clinical educational experience

2019 ◽  
Vol 33 (2) ◽  
pp. 125-132
Author(s):  
Navine G. Haworth ◽  
Linda K. Jones
Keyword(s):  
Clinical Education ◽  
Private Practice ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Learning Experience ◽  
Hospital Setting ◽  
Educational Experience ◽  
Clinical Environment ◽  
New Graduates ◽  
Advantages And Disadvantages

Objective: To explore final-year students and new graduates from 2 North American chiropractic colleges regarding perceptions of the clinical educational experience in a hospital vs the institutional clinical setting. Methods: A qualitative exploratory descriptive design was used for this research. Students and new graduates were invited to participate from a United States and Canadian chiropractic college. Semistructured interviews were conducted with 49 students and 14 new graduates lasting 60 minutes. Content analysis of the transcribed interviews was undertaken. Results: The data identified that there were advantages and disadvantages to having clinical education in both settings. For instance, the hospital setting had a more varied patient case mix (making it more complex and challenging for their clinical skills development), the pace was faster, and there was more evidence-based practice. This compared to the college clinics, which tended to be slower paced and had less variation, students were required to build a patient base, and patient demographics resembled that expected in private practice. Each environment was considered a unique clinical learning experience. Conclusion: Access and opportunity in both clinical environments is considered optimal in regards to providing a broad and varied student clinical experience. Exclusivity to one may not provide the best preparation for the professional context. As most graduate opportunities are private practice, the institutional clinical environment will provide a sufficient clinical teaching and learning environment to support the professional needs. A combination of these environments is considered ideal for the graduate.

scholarly journals Students’ Retention of Biophysical Agents Curriculum from First to Third Year of Study

2021 ◽  
Author(s):  
Jamie Greco ◽  
Eric Lamberg
Keyword(s):  
Clinical Practice ◽  
Clinical Education ◽  
Test Scores ◽  
Physical Therapist ◽  
Knowledge Retention ◽  
Significant Loss ◽  
T Test ◽  
Future Research ◽  
First Year ◽  
Significant Difference

Purpose: Biophysical agents (BPA) are widely used in physical therapy clinical practice and is a content area included in entry level physical therapist education programs. Retention of this content is critical for clinical practice. The purpose of this study was to measure to what extent 3rd year physical therapist students (PTS) were able to recall knowledge of BPA content after a 2 -year gap by repeating an examination that was given during the first year. Specifically, 1) Is there a significant difference in retention of BPA content/material between the 1st and 3rd year of curriculum, and 2) Does exposure/use of BPA during a clinical education experience (CEE) affect retention of material? Methods: A sample of convenience of 22 current 3rd year PTS who completed a BPA course during their 1st year participated. The comprehensive written examination for the BPA course served as the test instrument to determine knowledge retention. The PTS re-took this exam in their 3rd year of study, after completing their 2nd CEE. The PTS also completed a questionnaire soliciting information about demographics and degree of exposure to BPA during their CEE. A paired t-test was used to compare 1st year and 3rd year total test scores. The PTS were divided based on BPA exposure during their CEE, and test scores were compared using an independent samples t-test. Results: There was a significant decrease in test score from 1st to 3rd year (first year was 89.5% (range: 97.0% - 80.0%) while the 3rd year was 52.1% (range: 39.0% – 67.0%). There was no significant difference (p=0.561) in mean test scores on the 3rd year test for PTS with BPA exposure during CEEs (52.6%) vs those that did not (50.4%). Conclusions: Like other health professions, there was a decrement in knowledge retention. Results indicate a significant loss of retention of BPA knowledge when provided a 2-year gap, which was unaffected by exposure to BPA during CEEs. Exploring methods to improve knowledge retention in BPA curriculum may be needed. Future research should investigate retention with other methods of instruction including those that incorporate more active learning methods.

scholarly journals Editorial

2014 ◽  
Vol 11 (3) ◽  
pp. 2-3
Author(s):  
Romy Lawson ◽  
Keyword(s):  
Professional Learning ◽  
Peer Assessment ◽  
Health Sector ◽  
Authentic Assessment ◽  
The United States ◽  
First Year ◽  
Academic Literacies ◽  
Authentic Self ◽  
Convincing Argument ◽  
Digital Era

In the final issue of 2014 I am delighted to be welcoming papers from across the world, with contributions from Australia, New Zealand, the United States and Europe. The papers cover a range of contemporary topics including learning in the digital era; supporting students in their academic literacies; first year experiences and an area close to my heart – authentic assessment. In the first paper by Kearney and Perkins, we look at engaging students in their assessments. They have developed a model to foster Authentic Self and Peer Assessment for Learning (ASPAL) which has shown success in both the design and facilitation of assessments. They acknowledge the complexities of adopting authentic assessment but provide a convincing argument that the effort is worthwhile. The second paper, by De Jong and colleagues, also keeps the authentic practice theme going. These authors investigate lifelong learning in the public health sector finding that a blended approach to professional learning that is based on authentic problem based learning is a highly effective way to encourage learning.

scholarly journals Perspective for change: establishing the need for clinical instructor competencies in physical therapist education

2021 ◽  
Vol 3 ◽  
Author(s):  
Catherine Bilyeu ◽  
Amanda Sharp ◽  
Katherine Myers
Keyword(s):  
Clinical Education ◽  
Clinical Teaching ◽  
Assessment Tool ◽  
Physical Therapist ◽  
Teaching Behaviors ◽  
Teaching Excellence ◽  
Entry Level ◽  
New Graduates ◽  
Physical Therapist Education ◽  
Therapist Education

Current issue: Clinical instructors (CIs) are instrumental in the development of competent, entry-level physical therapist graduates. Despite this key role, CIs are often deficient in formal knowledge of the learning sciences that influence quality of clinical education experiences. Clinical education stakeholders also lack a standardized and consistent approach to defining and assessing clinical teaching skills, resulting in an inability to provide adequate feedback and growth opportunities for CIs. Perspective: A gap exists between qualitative descriptions of clinical teaching behaviors and the ability to objectively assess those behaviors in CIs. Grounded in the Model of Excellence in Physical Therapist Education, this perspective calls attention to and proposes steps toward excellence in clinical education. Defining essential competencies of clinical teaching in the physical therapy profession requires a systematic approach. The competencies established through this approach then become the foundation for creating a meaningful assessment tool of CI performance. Implications for clinical education: Developing educator competencies and a related assessment tool for CIs allows for the provision of meaningful feedback, the creation of targeted professional development programs, and opportunities for recognition of clinical teaching excellence. Without effective CIs, new graduates may be inadequately equipped to contribute to the profession’s vision of educational excellence.

Video-Based Motion Analysis Use: A National Survey of Orthopedic Physical Therapists

2020 ◽  
Vol 100 (10) ◽  
pp. 1759-1770
Author(s):  
Craig P Hensley ◽  
Devyn Millican ◽  
Nida Hamilton ◽  
Amy Yang ◽  
Jungwha Lee ◽  
...  
Keyword(s):  
United States ◽  
Clinical Practice ◽  
Treatment Outcomes ◽  
Motion Analysis ◽  
Online Survey ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Reliability And Validity ◽  
The United States ◽  
Future Research

Abstract Objectives Motion analysis is performed by physical therapists to assess and improve movement. Two-dimensional video-based motion analysis (VBMA) is available for smartphones/tablets and requires little to no equipment or cost. Research on VBMA use in clinical practice is limited. The purpose of this study was to examine the current use of VBMA in orthopedic physical therapist practice. Methods Members of the Academy of Orthopaedic Physical Therapy completed an online survey. Questions examined frequency of VBMA use, reasons for use, facilitators/barriers, device/apps used, practice patterns, other certificates/degrees, and demographic information. Results Among the final analysis sample of 477 respondents, 228 (47.8%) use VBMA. Of 228 VBMA users, 91.2% reported using it for ≤25% of their caseload, and 57.9% reported using their personal device to capture movement. Reasons for using VBMA included visual feedback for patient education (91.7%), analysis of movement (91.2%), and assessment of progress (51.8%). Barriers to use included lack of device/equipment (48.8%), lack of space (48.6%), and time restraint (32.1%). Those with ≤20 years of clinical experience (odds ratio [OR] = 1.83, 95% CI = 1.21–2.76), residency training (OR = 2.49, 95% CI = 1.14–5.43), and fellowship training (OR = 2.97, 95% CI = 1.32–6.66), and those from the West region of the United States (OR = 1.66, 95% CI = 1.07–2.56) were more likely to use VBMA. Conclusions More than 50% of surveyed orthopedic physical therapists do not use VBMA in clinical practice. Future research should be directed toward assessing reliability and validity of VBMA use by smartphones, tablets, and apps and examining whether VBMA use enhances treatment outcomes. Data security, patient confidentiality, and integration into the electronic medical record should be addressed. Impact This study is the first to our knowledge to describe the use of VBMA in orthopedic physical therapist practice in the United States. It is the first step in understanding how VBMA is used and might be used to enhance clinical assessment and treatment outcomes.

Which Learning Activities Enhance Physical Therapist Practice? Part 2: Systematic Review of Qualitative Studies and Thematic Synthesis

2020 ◽  
Vol 100 (9) ◽  
pp. 1484-1501 ◽  
Author(s):  
Edmund Leahy ◽  
Lucy Chipchase ◽  
Marlena Calo ◽  
Felicity C Blackstock
Keyword(s):  
Professional Development ◽  
Lived Experience ◽  
Professional Learning ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Qualitative Studies ◽  
Learning Activities ◽  
Future Research ◽  
Thematic Synthesis ◽  
Insight Into

Abstract 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.

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.

scholarly journals External mentoring for new teachers: mentor learning for a change agenda

2017 ◽  
Vol 6 (3) ◽  
pp. 178-195 ◽  
Author(s):  
Caroline Daly ◽  
Emmajane Milton
Keyword(s):  
School Improvement ◽  
Professional Learning ◽  
New Teachers ◽  
Early Career ◽  
First Year ◽  
Early Career Teachers ◽  
Learning And Development ◽  
High Stakes ◽  
Content Type ◽  
Career Teachers

Purpose The purpose of this paper is to report on a qualitative study of the learning and development of 70 external mentors during the first year of their deployment to support early career teachers’ professional learning as part of a national initiative aimed at school improvement in Wales. Design/methodology/approach The study adopted a narrative methodology that elicited accounts of external mentors’ learning experiences that were captured as textual data and analysed using an inductive approach to identify: first, the manifest themes that appeared at declarative level, and second, the latent (sub-textual) themes of external mentor learning and development. Findings Four key themes emerged that indicate the complexity of transition to the role of external mentor in high-stakes contexts. From these, eight theoretically-informed principles were derived which support mentors to embrace uncertainty as essential to their learning and development, and to harness the potential they bring as boundary-crossers to support the development of new teachers. Research limitations/implications The study investigated the first year of a three-year programme and worked with one form of qualitative data collection. The research results may lack generalisability and a longitudinal study is necessary to further explore the validity of the findings. Practical implications The eight principles provide a foundation for mentor development programmes that can support ambitious goals for mentoring early career teachers. Originality/value The study addresses the under-researched area of the learning and development of external mentors at a national scale.

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