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Personality-oriented job analysis to identify non-cognitive factors predictive of performance in a doctor of physical therapy program in the United States
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Maureen Conard
 , Kristin Schweizer
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J Educ Eval Health Prof. 2018;15:34. Published online December 28, 2018
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DOI: https://doi.org/10.3352/jeehp.2018.15.34
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 Abstract
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- This study aimed to conduct a personality-oriented job analysis to identify non-cognitive factors that may predict successful performance or performance difficulties in doctor of physical therapy (DPT) students. The study employed focus groups and a survey with 9 DPT subject matter experts. The focus group participants, who included 3 DPT faculty members and 4 recent graduates of the DPT program, identified 22 non-cognitive factors. Fifteen of these factors were thought to be possibly associated with successful performance and 7 factors were thought to be possibly associated with performance difficulties. Administration of a questionnaire employing the combination job analysis method resulted in 12 factors that could be used in selection, and 10 that could be incorporated into training. The present study employed an established job analysis method using subject matter experts to identify a broad array of factors that go beyond what previous studies have examined, and which may predict success or difficulties in a DPT program.
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Citations
Citations to this article as recorded by  - 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; 38(3): 192. CrossRef - Personal characteristic differences among Doctor of Physical Therapy students with unique sociodemographic factors
Kelly Reynolds, Maggie Horn, Karen Huhn, Steven Z. George
BMC Medical Education.2024;[Epub] CrossRef - The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review
Kelly Reynolds, Caroline Bazemore, Cannon Hanebuth, Steph Hendren, Maggie Horn
Journal of Educational Evaluation for Health Professions.2021; 18: 31. CrossRef
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