A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [Physical Therapy].

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [Physical Therapy].

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [Physical Therapy].

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [Physical Therapy].

Background: Entry-level physical therapist (PT) students receive feedback on professional behavior performance from academic and clinical faculty members. Literature is lacking on the impact that verbal feedback from standardized patients (SPs) may have on student learning of professional behavior in PT students. Purpose: The primary aim of this study was to examine the use of SP feedback as a strategy for professional behavior development. A secondary purpose was to describe the perspectives of PT students on the influence of SP feedback on clinical interactions and professional behavior during a full-time clinical experience. Participants: A sample of convenience identified 13 PT students out of a potential 44 students in an entry-level DPT program prior to initiation of their first full-time clinical experience. Participants were excluded if they had prior experiences with SPs or had completed a full-time clinical experience. Methods: A mixed methods design combined a randomized experimental design and qualitative phenomenological approach. Using 2 standardized patient scenarios, the experimental group received SP verbal feedback and written rubric assessment, whereas the comparison group received written rubric assessment alone. Outcome measures included the Modified Standardized Patient Satisfaction Questionnaire (MSPSQ), Professional Behaviors Assessment (PBA), and Professionalism Physical Therapy Core Values Assessment (PPTCVA). This study utilized phenomenological inquiry to examine the perspectives of students receiving SP feedback using reflective journaling, focus groups, and a one-on-one interview. Results: Quantitative data analysis included pre and post intervention comparisons of MSPSQ rubric assessment scores, PBA scores, and PPTCVA scores. No quantitative statistically significant differences were found on these outcome measures with the exception of the excellence domain, although trends for changes in performance were noted. Students’ perspectives on receiving SP feedback after SP case scenarios identified 4 themes. The themes of seeing through the patient’s eyes and hearing an objective truth were observed in both the verbal feedback and no verbal feedback groups. Differences existed in how feedback was received between the 2 groups. The theme of promotion of self-efficacy of professional behaviors was only perceived by the verbal feedback group. Significance: Limited research exists on the impact of SP verbal feedback with the use of a standardized rubric on PT student professional behavior. This study provides preliminary evidence on the value of this educational strategy in development of professional behaviors in PT students. Research with a larger sample size may be indicated to study this educational method further.

March 2006. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

Background: There is a paucity of published literature regarding the correlation between faculty characteristics and outcomes on the National Physical Therapy Examination for Physical Therapist Assistants (NPTE-PTA). Purpose:To determine if there was a relationship between faculty characteristics in PTA educational programs and program outcomes on the NPTE-PTA. Subjects: The 233 Commission on Accreditation in Physical Therapy Education (CAPTE) PTA programs accredited in 2006. Method:A retrospective, quantitative, non-experimental, correlational design. Data were from 190/233 of the PTA programs from dataset of CAPTE's PTA annual accreditation report (AAR) and the Federation of State Boards of Physical Therapy's (FSBPT) pass rate database. Selected faculty traits (designation of terminal degree, years of teaching experience, employment status, license designation [physical therapist or physical therapist assistant] and clinical specialization) were correlated to program pass rates. ResultsSeven factors had a statistically significant relationship to the outcomes on the NPTE-PTA at the 0.05 alpha level: a) the number of full-time faculty (r s = -.169); b) the number of adjunct faculty with an associate degree (r s = .200); c) the number of full-time faculty with a terminal degree (r s = -.175); d) the number of core faculty with a terminal degree (r s = -.158); e) the number of all faculty with a terminal degree (r s = -.152); f) the number of years of teaching experience of the full-time faculty (r s = 159); g) the number of years of teaching experience of the core faculty (r s =.143). Backward deletion regression analyses demonstrated an overall model of two combined predictor factors (full-time faculty years of teaching and full-time faculty terminal degree) that significantly predicted the first time pass rate on the NPTE-PTA accounting for 6.5% of the variance. Discussion: Although, this study failed to find a strong relationship or predictive model for success on the NPTE-PTA, it added to the body of evidence in this area and laid the foundation for future studies by identifying some of the faculty characteristics that do not seem to impact NPTE-PTA outcomes. Future studies should be conducted to further investigate PTA program factors that may impact the NPTE-PTA outcomes.

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [Physical Therapy].

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [Physical Therapy].

December 2006. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [Physical Therapy].