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Chalee Engelhard 3 Articles
Selectivity of physiotherapist programs in the United States does not differ by institutional funding source or research activity level  
Sean P. Riley, Kyle Covington, Michel D. Landry, Christine McCallum, Chalee Engelhard, Chad E. Cook
J Educ Eval Health Prof. 2016;13:17.   Published online April 15, 2016
DOI: https://doi.org/10.3352/jeehp.2016.13.17
  • 25,702 View
  • 146 Download
  • 4 Citations
AbstractAbstract PDF
Purpose
This study aimed to compare selectivity characteristics among institution characteristics to determine differences by institutional funding source (public vs. private) or research activity level (research vs. non-research). Methods: This study included information provided by the Commission on Accreditation in Physical Therapy Education (CAPTE) and the Federation of State Boards of Physical Therapy. Data were extracted from all students who graduated in 2011 from accredited physical therapy programs in the United States. The public and private designations of the institutions were extracted directly from the classifications from the ‘CAPTE annual accreditation report,’ and high and low research activity was determined based on Carnegie classifications. The institutions were classified into four groups: public/research intensive, public/non-research intensive, private/research intensive, and private/non-research intensive. Descriptive and comparison analyses with post hoc testing were performed to determine whether there were statistically significant differences among the four groups. Results: Although there were statistically significant baseline grade point average differences among the four categorized groups, there were no significant differences in licensure pass rates or for any of the selectivity variables of interest. Conclusion: Selectivity characteristics did not differ by institutional funding source (public vs. private) or research activity level (research vs. non-research). This suggests that the concerns about reduced selectivity among physiotherapy programs, specifically the types that are experiencing the largest proliferation, appear less warranted.

Citations

Citations to this article as recorded by  
  • 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
  • Impact of funding allocation on physical therapist research productivity and DPT student graduates: an analysis using panel data
    Tara Dickson, P. Daniel Chen, Barrett Taylor
    Advances in Health Sciences Education.2019; 24(2): 269.     CrossRef
  • Predicting performance in health professions education programs from admissions information – Comparisons of other health professions with pharmacy
    Richard E. Wilcox, Kenneth A. Lawson
    Currents in Pharmacy Teaching and Learning.2018; 10(4): 529.     CrossRef
  • 20th Pauline Cerasoli Lecture: The Sunk Cost Fallacy
    Chad Cook
    Journal of Physical Therapy Education.2017; 31(3): 10.     CrossRef
Effectiveness of pre-admission data and letters of recommendation to predict students who will need professional behavior intervention during clinical rotations in the United States  
Chalee Engelhard, Rebecca Leugers, Jenna Stephan
J Educ Eval Health Prof. 2016;13:26.   Published online June 27, 2016
DOI: https://doi.org/10.3352/jeehp.2016.13.26
  • 26,793 View
  • 290 Download
  • 1 Citations
AbstractAbstract PDF
The study aimed at finding the value of letters of recommendation in predicting professional behavior problems in the clinical portion of a Doctor of Physical Therapy program learning cohorts from 2009-2014 in the United States. De-identified records of 137 Doctor of Physical Therapy graduates were examined by the descriptive statistics and comparison analysis. Thirty letters of recommendation were investigated based on grounded theory from 10 student applications with 5 randomly selected students of interest and 5 non-students of interest. Critical thinking, organizational skills, and judgement were statistically significant and quantitative differentiating characteristics. Qualitatively, significant characteristics of the student of interest included effective communication and cultural competency. Meanwhile, those of nonstudents of interest included conflicting personality descriptor, commitment to learning, balance, teamwork skills, potential future success, compatible learning skills, effective leadership skills, and emotional intelligence. Emerged significant characteristics did not consistently match common non-professional behavior issues encountered in clinic. Pre-admission data and letters of recommendation appear of limited value in predicting professional behavior performance in clinic.

Citations

Citations to this article as recorded by  
  • The Vital Role of Professionalism in Physical Medicine and Rehabilitation
    Julie K. Silver, Sara Cuccurullo, Lyn D. Weiss, Christopher Visco, Mooyeon Oh-Park, Danielle Perret Karimi, Walter R. Frontera, Talya K. Fleming, Glendaliz Bosques, Saurabha Bhatnagar, Anne Felicia Ambrose, Vu Q.C. Nguyen
    American Journal of Physical Medicine & Rehabilitation.2020; 99(4): 273.     CrossRef
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
  • 26,788 View
  • 167 Download
  • 12 Citations
AbstractAbstract 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

Citations to this article as recorded by  
  • 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
  • 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.2022;[Epub]     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
    Katy Mitchell, Jennifer Ellison, Peggy Gleeson
    Journal of Physical Therapy Education.2019; 33(1): 55.     CrossRef
  • Data-driven Decision Making in Doctor of Physical Therapy Curricula Part I: Program-level Analysis
    Dawn Roller, Michael Wininger, John Leard, Barbara Crane
    Journal of Physical Therapy Education.2018; 32(4): 368.     CrossRef
  • 20th Pauline Cerasoli Lecture: The Sunk Cost Fallacy
    Chad Cook
    Journal of Physical Therapy Education.2017; 31(3): 10.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions