Journal of Educational Evaluation for Health Professions

Research articles

Priorities in updating training paradigms in orthopedic manual therapy: an international Delphi study: Damian Keter, David Griswold, Kenneth Learman, Chad Cook; J Educ Eval Health Prof. 2023;20:4. Published online January 27, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.4

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Purpose
Orthopedic manual therapy (OMT) education demonstrates significant variability between philosophies and while literature has offered a more comprehensive understanding of the contextual, patient specific, and technique factors which interact to influence outcome, most OMT training paradigms continue to emphasize the mechanical basis for OMT application. The purpose of this study was to establish consensus on modifications & adaptions to training paradigms which need to occur within OMT education to align with current evidence.
Methods
A 3-round Delphi survey instrument designed to identify foundational knowledge to include and omit from OMT education was completed by 28 educators working within high level manual therapy education programs internationally. Round 1 consisted of open-ended questions to identify content in each area. Round 2 and Round 3 allowed participants to rank the themes identified in Round 1.
Results
Consensus was reached on 25 content areas to include within OMT education, 1 content area to omit from OMT education, and 34 knowledge components which should be present in those providing OMT. Support was seen for education promoting understanding the complex psychological, neurophysiological, and biomechanical systems as they relate to both evaluation and treatment effect. While some concepts were more consistently supported there was significant variability in responses which is largely expected to be related to previous training.
Conclusion
The results of this study indicate manual therapy educators understanding of evidence-based practice as support for all 3 tiers of evidence were represented. The results of this study should guide OMT training program development and modification.

Citations

Citations to this article as recorded by

A critical review of the role of manual therapy in the treatment of individuals with low back pain
Jean-Pascal Grenier, Maria Rothmund
Journal of Manual & Manipulative Therapy.2024; : 1. CrossRef
Modernizing patient-centered manual therapy: Findings from a Delphi study on orthopaedic manual therapy application
Damian Keter, David Griswold, Kenneth Learman, Chad Cook
Musculoskeletal Science and Practice.2023; 65: 102777. CrossRef

A novel tool for evaluating non-cognitive traits of doctor of physical therapy learners in the United States: Marcus Roll, Lara Canham, Paul Salamh, Kyle Covington, Corey Simon, Chad Cook; J Educ Eval Health Prof. 2018;15:19. Published online August 17, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.19

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Abstract PDF Supplementary Material

Purpose
The primary aim of this study was to develop a survey addressing an individual’s non-cognitive traits, such as emotional intelligence, interpersonal skills, social intelligence, psychological flexibility, and grit. Such a tool would provide beneficial information for the continued development of admissions standards and would help better capture the full breadth of experience and capabilities of applicants applying to doctor of physical therapy (DPT) programs.
Methods
This was a cross-sectional survey study involving learners in DPT programs at 3 academic institutions in the United States. A survey was developed based on established non-proprietary, non-cognitive measures affiliated with success and resilience. The survey was assessed for face validity, and exploratory factor analysis (EFA) was used to identify subgroups of factors based on responses to the items.
Results
A total of 298 participants (90.3%) completed all elements of the survey. EFA yielded 39 items for dimensional assessment with regression coefficients < 0.4. Within the 39 items, 3 latent constructs were identified: adaptability (16 items), intuitiveness (12 items), and engagement (11 items).
Conclusion
This preliminary non-cognitive assessment survey will be able to play a valuable role in DPT admissions decisions following further examination and refinement.

Citations

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A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 2: Noncognitive Variables
Andrea N. Bowens
Journal of Physical Therapy Education.2024;[Epub] CrossRef
Predictors of Success on the National Physical Therapy Examination in 2 US Accelerated-Hybrid Doctor of Physical Therapy Programs
Breanna Reynolds, Casey Unverzagt, Alex Koszalinski, Roberta Gatlin, Jill Seale, Kendra Gagnon, Kareaion Eaton, Shane L. Koppenhaver
Journal of Physical Therapy Education.2022; 36(3): 225. CrossRef
Grit, Resilience, Mindset, and Academic Success in Physical Therapist Students: A Cross-Sectional, Multicenter Study
Marlena Calo, Belinda Judd, Lucy Chipchase, Felicity Blackstock, Casey L Peiris
Physical Therapy.2022;[Epub] CrossRef
Predicting graduate student performance – A case study
Jinghua Nie, Ashrafee Hossain
Journal of Further and Higher Education.2021; 45(4): 524. CrossRef
Examining Demographic and Preadmission Factors Predictive of First Year and Overall Program Success in a Public Physical Therapist Education Program
Katy Mitchell, Jennifer Ellison, Elke Schaumberg, Peggy Gleeson, Christina Bickley, Anna Naiki, Severin Travis
Journal of Physical Therapy Education.2021; 35(3): 203. CrossRef
Doctor of Physical Therapy Student Grit as a Predictor of Academic Success: A Pilot Study
Rebecca Bliss, Erin Jacobson
Health Professions Education.2020; 6(4): 522. CrossRef
Personality-oriented job analysis to identify non-cognitive factors predictive of performance in a doctor of physical therapy program in the United States
Maureen Conard, Kristin Schweizer
Journal of Educational Evaluation for Health Professions.2018; 15: 34. CrossRef

Research Article

Modifiable variables in physical therapy education programs associated with first-time and three-year National Physical Therapy Examination pass rates in the United States: Chad Cook, Chalee Engelhard, Michel D. Landry, Christine McCallum; J Educ Eval Health Prof. 2015;12:44. Published online September 23, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.44

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182 Download
9 Web of Science
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Abstract PDF

Purpose
This study aimed to examine the modifiable programmatic characteristics reflected in the Commission on Accreditation in Physical Therapy Education (CAPTE) Annual Accreditation Report for all accredited programs that reported pass rates on the National Physical Therapist Examination, and to build a predictive model for first-time and three-year ultimate pass rates. Methods: This observational study analyzed programmatic information from the 185 CAPTE-accredited physical therapy programs in the United States and Puerto Rico out of a total of 193 programs that provided the first-time and three-year ultimate pass rates in 2011. Fourteen predictive variables representing student selection and composition, clinical education length and design, and general program length and design were analyzed against first-time pass rates and ultimate pass rates on the NPTE. Univariate and multivariate multinomial regression analysis for first-time pass rates and logistic regression analysis for three-year ultimate pass rates were performed. Results: The variables associated with the first-time pass rate in the multivariate analysis were the mean undergraduate grade point average (GPA) and the average age of the cohort. Multivariate analysis showed that mean undergraduate GPA was associated with the three-year ultimate pass rate. Conclusions: Mean undergraduate GPA was found to be the only modifiable predictor for both first-time and three-year pass rates among CAPTE-accredited physical therapy programs.

Citations

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Challenges and Opportunities for Physical Therapist Education Research: Results From an American Council of Academic Physical Therapy Needs Assessment Survey
Tara Dickson, Jody Eckert, Patrick Pabian, Jamie Greco
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Predictive Value of In-Program Academic Variables for Future Clinical Education Performance in Physical Therapist Education: An Exploratory Study
Marisa Birkmeier, Joyce Maring, Rebecca Pinkus, Ellen Costello
Journal of Physical Therapy Education.2024; 38(1): 44. CrossRef
A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 2: Noncognitive Variables
Andrea N. Bowens
Journal of Physical Therapy Education.2024;[Epub] CrossRef
Predictors of National Physical Therapy Examination Failure in Graduates of a Blended Doctor of Physical Therapy Program
Melissa J. Lazinski, Kathleen Rockefeller, M. Samuel Cheng
Journal of Physical Therapy Education.2023; 37(1): 52. CrossRef
Board of Certification Examination Achievement Gaps as a Barrier to Diversifying the Athletic Training Profession
Nicolette A. Harris, Lindsey E. Eberman
Journal of Athletic Training.2023; 58(1): 1. CrossRef
How Doctor of Physical Therapy Students Overcome Academic Challenges to Achieve First-Attempt Success on the National Physical Therapy Examination: A Mixed Methods Study
Jane Baldwin, Catherine Schmidt, Laura Plummer, Perman Gochyyev, Jillian E. Battista, Simran Kaur, Keshrie Naidoo
Education Sciences.2023; 13(5): 430. CrossRef
Predictors of Success in the National Physical Therapy Examination for Hispanic Doctor of Physical Therapy Students
Kristian J. Pamias-Velázquez, Brent Harper
Journal of Physical Therapy Education.2023; 37(3): 243. CrossRef
A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 1: Cognitive Variables
Andrea N. Bowens
Journal of Physical Therapy Education.2023;[Epub] CrossRef
A National Study on the Relationship Between Programmatic Factors and Athletic Training Education Board of Certification Pass Rates
Leslie A. Rippon, Rong Chen, Robert J. Kelchen, Richard J. Boergers
Athletic Training Education Journal.2022; 17(1): 37. CrossRef
Predictors of Success on the National Physical Therapy Examination in 2 US Accelerated-Hybrid Doctor of Physical Therapy Programs
Breanna Reynolds, Casey Unverzagt, Alex Koszalinski, Roberta Gatlin, Jill Seale, Kendra Gagnon, Kareaion Eaton, Shane L. Koppenhaver
Journal of Physical Therapy Education.2022; 36(3): 225. CrossRef
Virtual Reality Instructional Design in Orthopedic Physical Therapy Education: A Randomized Controlled Trial
Aaron J. Hartstein, Kory Zimney, Margaret Verkuyl, Jean Yockey, Patti Berg-Poppe
Journal of Physical Therapy Education.2022; 36(2): 176. CrossRef
Evaluation of Educational Interventions Based on Average Treatment Effect: A Case Study
Jingyu Liang, Jie Liu
Mathematics.2022; 10(22): 4333. CrossRef
Faculty and programmatic influences on the percentage of graduates of color from professional physical therapy programs in the United States
Tara Dickson, Jason Zafereo
Advances in Health Sciences Education.2021; 26(1): 215. CrossRef
Predictors of research productivity among physical therapy programs in the United States: an observational study
David M. Rowland, Amanda A. Murphy, Hannah R. Manik, Chris Y. Lane, Deborah L. Givens, Chad E. Cook, Alessandra Narciso Garcia
BMC Medical Education.2020;[Epub] CrossRef
Characteristics of Professional Physical Therapist Faculty and Doctor of Physical Therapy Programs, 2008-2017: Influences on Graduation Rates and First-Time National Physical Therapy Examination Pass Rates
Tara Dickson, Barrett Taylor, Jason Zafereo
Physical Therapy.2020; 100(11): 1930. CrossRef
Predicting Success for Student Physical Therapists on the National Physical Therapy Examination: Systematic Review and Meta-Analysis
Mitch Wolden, Brent Hill, Sara Voorhees
Physical Therapy.2020; 100(1): 73. CrossRef
Current Practices and Perceptions of Admission Criteria at Physical Therapist Education Programs in the United States
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Journal of Physical Therapy Education.2018; 32(4): 368. CrossRef
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Journal of Physical Therapy Education.2017; 31(3): 10. CrossRef

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