BACKGROUND AND PURPOSE:Advancements in health care education have emphasized the need for innovative, effective, and scalable educational tools. Virtual reality simulation-based learning experiences (VR SBLEs) offer immersive, repeatable training opportunities. However, many VR SBLE implementations lack framework-guided development, compromising replicability and educational rigor in physical therapist education. This article presents a systematic framework to develop and implement an interprofessional VR SBLE aligned with the Healthcare Simulation Standards of Best Practice (HSSBP). METHOD/MODEL DESCRIPTION AND EVALUATIONS:A multiphase process used the HSSBP to guide planning, development, validation, and implementation of a VR SBLE for Doctor of Physical Therapy students in an acute care course. The process included needs assessment, outcome alignment, scenario design, branching decision pathways, multimedia production, platform integration, and learner pre-briefing/debriefing. The development emphasized feasibility, educational rigor, and interprofessional collaboration. OUTCOMES:The product delivered a modular, scalable VR SBLE featuring immersive 360° video, interactive branching scenarios, embedded assessments, and adaptable content suited for varied educational settings. Methodological outputs include documentation of guideline adherence, iterative refinements, and strategies for sustainability and replication. Learner feedback highlighted usability, learning value, and the advantage of repeated access, supporting the simulation's educational utility beyond standard practice. DISCUSSION AND CONCLUSION:This work advances VR SBLE development by demonstrating a structured, evidence-based development framework that supports replicability, quality, and pedagogy. Although student performance improvements were noted, the primary contribution lies in delivering a replicable development methodology adaptable across health care education. Future efforts should focus on broad scalability, technological optimization, and longitudinal assessment of clinical impact.
Introduction: Microaggressions (MA) are barriers to inclusion and equity in physical therapy education. Clinicians and educators have a shared responsibility to develop a diverse and inclusive physical therapy workforce and MA in physical therapy education make success and belonging more difficult for individuals with nondominant identities in our profession. Review of Literature: Student experiences of MA in academic and clinical settings are well published in other health professions, including medicine, nursing, social work, pharmacy, and psychology. Limited research to date, however, has detailed the MA experiences of physical therapy students in clinical education settings. The aim of this study was to identify and describe MA experienced by entry-level physical therapist students in full-time clinical education. Subjects: Fourteen entry-level physical therapy students or recent DPT graduates who self-identified as having experienced a MA while in a full-time physical therapy clinical experience in the United States. Methods: Semi-structured interviews were conducted. Using an interpretive phenomenological approach, thematic analysis using constant-comparative methods allowed researchers to extrapolate themes and provide insight into the participants’ experiences of MA during full-time clinical education. Results: MA occur in physical therapy clinical education settings. Participants detailed 32 MA experiences (10 participants described more than 1 experience). Five themes were identified in analysis: (1) MA experienced varied; (2) MA originate from several sources in a clinical environment; (3) processing the MA experience takes time and energy; (4) others' responses to MA are inconsistently effective; and (5) MA influenced physical therapist student well-being and learning. Discussion and Conclusions: This research aligns with previous findings in other health care professions education settings and the limited research into physical therapy clinical education settings that MA are harmful and disruptive to student learning and well-being. This research raises awareness of student experiences of MA in full-time physical therapist clinical education and exposes the need for education and training for academic educators, clinical educators, rehabilitation professionals, and students regarding how to prevent, recognize, and interrupt MA.
INTRODUCTION:Clinical instructors (CIs) play a vital role in physical therapy education, yet they often face limited support and recognition. Despite these challenges, many clinicians consistently engage in the CI role, suggesting a deeper integration of educator identity within their professional identity. Sustained participation as a CI is essential to clinical education placement capacity and understanding how educator identity supports commitment to the CI role may inform strategies to address placement challenges. The purpose of this study was to explore how physical therapists experience educator identity formation and integrate the CI role into their broader professional identity. REVIEW OF LITERATURE:Professional identity encompasses the values, skills, and roles that define one's place within a profession. In physical therapy, research has largely focused on the clinician identity, neglecting the educator role. Studies in medicine and nursing reveal tensions between clinician and educator identities, but these findings may not fully apply to the intermittent and voluntary nature of the CI role in physical therapy and have not been fully explored in the physical therapy literature. SUBJECTS:Thirteen experienced CIs from diverse geographic and practice settings participated. METHODS:The study used an interpretive qualitative design grounded in Social Cognitive Career Theory. Clinical instructors who had supervised more than 5 full-time students in their career were recruited using Directors of Clinical Education from accredited Doctor of Physical Therapy programs as gatekeepers. Semi-structured interviews explored participants' experiences, motivations, and perceptions of educator identity. Data were analyzed through open and axial coding, followed by thematic analysis. RESULTS:One overarching theme of Organizational Influence emerged as well as 4 subthemes: Hidden Identity, Symbiotic Roles, Commitment to the Profession, and Community Matters. Participants described educator identity as underrecognized yet deeply connected to their clinical role. Teaching reinforced clinical expertise, reduced burnout, and fostered professional fulfillment. Organizational culture, peer support, and student feedback influenced self-efficacy and sustained engagement as CIs. DISCUSSION AND CONCLUSION:Findings highlight the interconnectedness of clinician and educator identities among experienced CIs. Supporting educator identity development through targeted professional development and organizational support may enhance CI engagement and retention. Reframing teaching as integral to clinical excellence offers a promising strategy to advance physical therapy education.
INTRODUCTION:Recent perspectives emphasize that clinical reasoning (CR) is not purely internal but emerges from the dynamic interaction between clinician, patient, and environment. Ecological psychology, a theory within the broader classification of situativity theory, posits that thinking and learning result from the learner's intentional interactions within a context-rich environment. The purpose of this study is to explore how expert physical therapists' CR is informed by the affordances of their practice settings. REVIEW OF LITERATURE:Ecological psychology views CR as arising from intentional interactions among the clinician, patient, and environment, revealing opportunities for action. The goals and intentions of the clinician drive perception and actions within the environment, whereas the environment simultaneously shapes the clinician in a bidirectional relationship. Ecological psychology has been applied in academic medicine in CR teaching, assessment, and mentoring but has not yet been applied in physical therapy. SUBJECTS:Eleven board-certified physical therapists in orthopedics, pediatrics, cardiopulmonary, and neurology. METHODS:The study uses an exploratory and descriptive, multiple case study design, using a think-aloud protocol. The multiple case study design allows for across-case analysis, identifying differences and similarities across practice settings. RESULTS:Across-case analysis revealed similarities and differences in CR. All therapists asked questions regarding history, patient's goals, and examined movement. Essential differences arose because of the interaction between the therapist and practice setting. The impact of the setting was evident in examination choices, prioritization of items, rationale for selection, and what appeared to be the underlying intention of the therapist's reasoning. DISCUSSION AND CONCLUSION:The significant result of this work is the beginning of an understanding of the impact of the environment, specifically practice setting, on the CR of physical therapists. These findings may influence how CR is taught in PT education.
INTRODUCTION:The purpose of this study was to identify the following: 1) What does mentorship of new faculty look like across institutions? 2) Which topics do junior faculty mentees prefer, and are there gender differences? 3) What stressors are attributed to transitioning from clinician to academia, and are there gender differences? 4) What is the perception of mentorship in junior faculty? REVIEW OF LITERATURE:Within physical therapy (PT) education and other health professions, there is evidence that early career mentorship can improve self-efficacy and job satisfaction and decrease stress. Despite this, there is limited understanding of mentorship for early-career faculty in PT education, especially related to differences in gender. SUBJECTS:Two hundred junior faculty in US entry-level PT education programs completed an online survey. METHODS:The Health Sciences Faculty Mentoring Survey tool was used. Statistical analyses were used to examine gender differences in stressors, mentorship preferences, and perceived mentorship influence. Open-ended responses to 3 questions were analyzed descriptively using NVivo. RESULTS:The survey response rate was 11.5% and revealed that 61.5% of respondents had a mentor with 35.4% of those mentorship relationships formally assigned. Respondents reported moderate to extreme stress in all categories of transitioning from the clinical setting to academia. Females reported greater stress than males across all areas, with 4 categories showing significant differences. Gender differences also emerged in mentor topic preferences. Analysis of open-ended responses highlighted perceived benefits of mentorship. Reported barriers to mentorship included time and/or workload constraints, power differentials, and the willingness of senior faculty to mentor. DISCUSSION AND CONCLUSIONS:This study provided updated insights into current junior faculty mentorship and gender differences in PT education, laying the groundwork for the future development of a mentorship blueprint for PT programs in the United States.
BACKGROUND AND PURPOSE:Mental health concerns among entry-level Doctor of Physical Therapy (DPT) students are increasingly recognized, yet no prior systematic review has synthesized evidence specific to this population. Therefore, the objective of this systematic review was to evaluate and synthesize current literature on mental health research and associated outcomes among entry-level DPT students in North America. METHODS:Six databases (PubMed, Embase, CINAHL, ERIC, APA PsycINFO, SPORTDiscus) were searched for articles published between 2000 and 2025. Search strategies included terms related to DPT students and mental health (e.g., stress, anxiety, depression, burnout, grit). Inclusion criteria were peer-reviewed original research studies conducted in North America that reported on mental health factors among DPT students. Exclusions included studies without specific DPT data, grey literature, and COVID-specific variables. Two reviewers independently extracted data and assessed methodological quality using Joanna Briggs Institute checklists. A narrative synthesis was used because of study heterogeneity. RESULTS:Forty studies met inclusion criteria. Variables assessed included stress, anxiety, depression, burnout, resilience, grit, and general well-being. Validated instruments such as the 10-item Perceived Stress Scale, State-Trait Anxiety Inventory, 21-item Depression Anxiety Stress Scales, and the Maslach Burnout Inventory were commonly used. Stress and anxiety were the most frequently reported variables, often increasing across the curriculum. Depression and burnout were less commonly assessed but showed moderate prevalence. Resilience and psychological flexibility were protective, whereas sleep quality and academic load were consistent risk factors. Only a limited number of studies evaluated interventions; mindfulness, resilience training, and reflective practices showed promise. DISCUSSION AND CONCLUSION:Mental health challenges are prevalent and multifaceted in physical therapist education. Despite growing awareness, structured interventions remain limited. This review highlights critical gaps and underscores the need to integrate evidence-based mental health support into DPT curricula to promote student well-being and long-term professional sustainability. PROSPERO REGISTRATION:CRD42024609056.
BACKGROUND AND PURPOSE:Effective clinical reasoning (CR) skills are essential for Doctor of Physical Therapy (DPT) students to manage complex patient scenarios and deliver quality patient-centered care and are often the focus of simulation-based learning experiences (SBLEs) within physical therapist education. Despite this increasing emphasis on CR, validated assessment tools for SBLEs remains limited. This systematic review aimed to identify and assess tools measuring CR, clinical decision making (CDM), and critical thinking (CT) in SBLEs within DPT programs. METHODS:Guided by the PRISMA framework, this review included peer-reviewed articles published post-2017, detailing psychometric assessments of CR/CDM/CT tools applicable to physical therapist education. PubMed, CINAHL, ERIC, and Web of Science databases were searched for published studies that contained 1 or more tools assessment CR/CDM/CT. This search yielded 2084 studies, 23 of which were ultimately included in the review. Tool quality was assessed using the Modified Medical Education Research Study Quality Instrument (MMERSQI). RESULTS:Included studies primarily featured single-group, cross-sectional designs with limited sample sizes, resulting in a mean MMERSQI score of 61.7 (range 36.5-75.5). Most tools demonstrated internal consistency and content validity, but concurrent validity and reliability were infrequently reported. Tools typically were used to assess self-reported skills or applied knowledge in formative, low-stakes contexts. Tools predominantly assessed diagnostic and procedural reasoning; interactive, predictive, ethical, collaborative, and narrative reasoning were less common. DISCUSSION AND CONCLUSION:This systematic review identified several reliable and valid tools for assessing CR/CDM/CT. However, methodological shortcomings, including limited diversity in reasoning strategies assessed and inadequate multi-institutional validation, were also revealed. These gaps underscore the need for more comprehensive assessment tools and comparative research between simulation-based and traditional teaching methods to determine the most effective means of developing CR skills in physical therapy education. Future research should enhance methodological rigor to optimize CR skill development.
BACKGROUND AND PURPOSE:Accreditation ensures educational program quality, public accountability, and professional readiness. Compliance demands substantial personnel effort and coordination. Although advances in artificial intelligence (AI), and more specifically large language models (LLMs), could streamline accreditation preparation, these models pose risks by producing plausible but inaccurate outputs, known as hallucinations. To mitigate risks, Retrieval-Augmented Generation (RAG) can improve the reliability and factual grounding of LLMs by incorporating retrieved source documents. Studies have shown that LLMs equipped with a RAG system reduce hallucinations and increase response accuracy. POSITION AND RATIONALE:The aim of this position paper is to address the challenge of resource-intensive and human error-prone accreditation preparation by advocating for the strategic integration of RAG technology. A RAG system enables programs to analyze internal documents against accreditation standards to generate curricular maps, reports, and recommendations. Effective use depends upon the quality of source documents and prompts. Adoption of a RAG system requires examining university policies and program-specific needs and ensuring human oversight. DISCUSSION AND CONCLUSION:The authors advocate for strategic integration of RAG technology for accreditation preparedness and continuous quality improvement in PT education. Institutions and stakeholders are encouraged to explore, implement, and evaluate RAG solutions to enhance operational efficiency, ensure data accuracy, and increase responsiveness to evolving educational and regulatory standards.
INTRODUCTION:Leadership development (LD) is important in preparing leaders to successfully navigate the future of health care. Measuring the outcome of LD is vital in ensuring that LD programs effectively meet their intended learning outcomes. REVIEW OF LITERATURE:Leader self-efficacy is regarded as a proximal learning outcome seen within weeks to months of LD. Although this outcome has been explored in other industries, it has yet to be explored within the physical therapy profession. To date, there is limited literature evaluating leader self-efficacy or any quantitative outcomes of LD programs in the physical therapy profession. This study aimed to investigate the proximal learning outcome of leader self-efficacy following LAMP Leadership 101: Personal Leadership Development. SUBJECTS:Thirty health care professionals. METHODS:A quantitative 36-item survey including demographic data and the Leader Efficacy Questionnaire (LEQ) was distributed at 3 time points: precourse, 2 weeks post-training, and 6 months post-training. The researchers used inferential statistics through a difference of least squares means analysis to determine if there were changes in leader self-efficacy following the course across the given time frames. RESULTS:Leader self-efficacy increased significantly after LD training (precourse vs 2 weeks posttraining: P < .01; precourse vs 6 months posttraining: P = .01). There was no significant change between the 2 post LD training time points (2 weeks posttraining vs 6 months posttraining: P = .62). The LEQ subcategory of self-regulation efficacy increased significantly after LD training (precourse vs 2 weeks posttraining: P < .01; precourse vs 6 months posttraining: P < .01) again with no differences between 2 weeks posttraining and 6 months posttraining ( P = .66). DISCUSSION AND CONCLUSION:The increase in LEQ scores after LD training suggests that LD training improves leader self-efficacy. These results may indicate improved leadership competency, including a change in attitudes and beliefs following LD training. Given that there was no significant change between the 2 posttraining time points, these proximal increases in leader self-efficacy may persist as long-term outcomes of LD.
INTRODUCTION:In efforts to optimize movement, physical therapists must have a fundamental understanding of kinesiological and biomechanical principles. REVIEW OF LITERATURE:There has not been an attempt to define educational content in biomechanics and related topics for physical therapists since 1984. The aim of this modified Delphi study was to identify core content topics related to the biomechanical aspects of human movement for physical therapists. SUBJECTS:Fourteen subject matter experts were asked to rate the importance of each biomechanical topic. METHODS:A modified Delphi approach used 3 rounds of surveys to rank the importance of 166 biomechanical topics across 11 categories. The 11 categories, gleaned from textbooks and foundational research, were units of measure; body segment variables; arthrology; kinematics; forces/kinetics; material properties; muscle mechanics; movement screen; gait; computational methods; and instrumentation. Round 1 also allowed the experts to suggest additional topics for consideration in round 2. Rounds 2 and 3 aimed for consensus for all topics. A 75% threshold as "important" or "very important" was used to determine consensus for each topic. RESULTS:One hundred and thirteen of 166 topics (68%) were identified as important or very important to teach physical therapist students. The percentage of topics that met consensus per category was as follows: units of measures (20%); body segment variables (50%); arthrology (71%); kinematics (80%); forces/kinetics (91%); material properties (79%); muscle mechanics (100%); movement screen (80%); gait (100%); computational methods (17%); and instrumentation (17%). DISCUSSION AND CONCLUSION:This study identified key topics that should serve as a guideline for curricular content related to biomechanics. Results suggest that content should focus on kinematics, forces/kinetics, material properties, muscle mechanics, movement screening, and gait. Additional topics related to units of measure, computational methods, and instrumentation could also be considered. Adoption of this core content could promote consistency in biomechanics content across physical therapist education programs.
BACKGROUND AND PURPOSE:The transition to competency-based education (CBE) and entrustable professional activities (EPAs) reflects a growing emphasis on learner outcomes and clinical readiness. Despite this paradigm shift, few physical therapist education programs have operationalized these frameworks. This method/model presentation describes the development of a Competency- and Entrustment-Based Education (CEBE) model in a hybrid Doctor of Physical Therapy program designed to prepare workforce-ready graduates. METHODS:Thirteen faculty members collaboratively designed the CEBE curriculum, using backward design and 8 guiding educational principles, including case-based learning, academic coaching, integrated content delivery, and flipped classrooms. Through iterative peer review, they defined 7 Domains of Competence (DOCs), related competencies, and 10 EPAs. Distinct scales were developed to assess both competence and entrustment levels. OUTCOMES:Faculty and 52 external clinicians provided feedback through a Likert-style survey to validate the framework. Most DOCs and EPAs received strong agreement ratings, reflecting strong perceived relevance to entry-level practice. External feedback led to minor revisions, especially within the Practice Management and Stewards of Societal Health domains. Based on stakeholder feedback, 3 EPAs were removed, 1 added, and 1 reinstated. DISCUSSION AND CONCLUSION:This CEBE model offers a feasible, learner-centered framework for developing and assessing progressive competence and entrustment. Its innovative design promotes learner autonomy, aligns with current clinical standards, and responds to broader health system needs. Lessons from this implementation may guide broader adoption of CBE and EPA frameworks across the profession. Future work will focus on longitudinal implementation outcomes and interinstitutional collaboration to refine CEBE in physical therapist education.
INTRODUCTION:Physical therapists play a critical role in evaluating and managing concussions. Concussion-specific education for physical therapists is needed to improve competency in this field. The purpose of this national survey was to describe exposure, assessment, and appropriateness for entry-level preparation of concussion-related content. This study aimed to (1) describe the depth and breadth of concussion content in the Doctor of Physical Therapy (DPT) curriculum, (2) explore assessment methods to evaluate students' didactic and psychomotor knowledge, and (3) identify barriers to inclusion of concussion content in the DPT curriculum. REVIEW OF LITERATURE:The incidence of concussion is on the rise in the United States. Delays in managing concussion may lead to catastrophic outcomes. There is a need for concussion-specific education for physical therapists to improve proficiency in patient management. SUBJECTS:Faculty from DPT programs nationwide. METHODS:An electronic anonymous survey was developed and disseminated to DPT faculty engaged in orthopedic, neurologic, or pediatric courses nationwide. RESULTS:A total of 82 responses (20.5% response rate) were obtained. The majority were full-time faculty (N = 71), and 39 respondents held specialization from the American Board of Physical Therapy Specialties (ABPTS). Cervical spine joint position error, scapulothoracic tenderness to palpation, the Balance Error Scoring System (N = 21), and Vestibular Ocular Motor Screening (N = 37) were the least assessed. Interventions like cervical spine neuromotor training (N = 31), habituation/adaptation exercises (N = 38), return-to-sport protocols (N = 12), advocacy/policy (N = 9), concussion-specific scope of practice (N = 14), and interdisciplinary roles (N = 13) were least assessed. Finally, 62% believed concussion topics were inadequately represented in the DPT curriculum, identifying limited time (32%), content complexity (29%), and relevance to licensing exams (19%) as barriers. DISCUSSION AND CONCLUSION:Currently, there are inconsistencies in the representation of concussion-related content in DPT curricula. Limited consensus on the inclusion of specific aspects of concussion assessment and management warrants further exploration of ways to facilitate integration of this content.
INTRODUCTION:Whether person-centered pain education approaches for Physical Therapist (PT) students elicit positive guideline-consistent changes in knowledge, attitudes, and clinical behavior is unknown. This study aims to evaluate the effects of enhanced-education compared to standard-education among entry-level PT students. REVIEW OF LITERATURE:Many (future) PTs adhere poorly to evidence-based clinical guidelines and find it challenging to integrate biopsychosocial (BPS) elements in the management of persistent musculoskeletal pain. SUBJECTS:The eligibility criteria included all first- and second-year students from the Dutch 4-year entry-level PT education program at Hanze University of Applied Sciences in Groningen, the Netherlands. METHODS:A cluster-randomized controlled trial design was used. Primary outcomes-including BPS pain knowledge, attitudes, and self-reported clinical behaviors-were assessed by comparing enhanced-education with standard-education on 5 measures. Intervention duration was 8 weeks. Enhanced-education teachers were additionally trained. Students were blinded to group allocation. Data were analyzed using linear mixed models and responder description. RESULTS:N = 187 students responded at baseline and n = 264 postintervention, 63% being paired measurements. Both groups improved significantly on all outcomes, with the enhanced-education group demonstrating greater improvement than the standard-education group in 4 out of 5 outcomes: Video Vignette score (P = <.001), Written Vignette score (P = .03), Knowledge and Attitude of Pain (KNAP) (P = .006), Pain Attitudes and Beliefs Scale for Physiotherapists biopsychosocial subscale (P = .064), and biomedical subscale (P = .019). Responder analysis demonstrated greater improvement in enhanced-education than in standard-education in all outcomes, with 48% of the enhanced-education group and 23.1% in the standard-education group exceeding the minimal clinically important change for KNAP. DISCUSSION AND CONCLUSIONS:Implementation of enhanced-education lead to better guideline-consistent BPS pain knowledge, attitudes, and self-reported clinical behaviors in PT students. These findings could enhance professional PT programs by focusing on improving students' contemporary pain beliefs and clinical behaviors.
INTRODUCTION:This study estimated the interrater reliability of a fully horizontal admissions review of physiotherapy candidates and compared it with previous ratings of partial horizontal and vertical reviews. In addition, a method for optimizing the allocation of admissions rater resources to enhance reliability is presented. REVIEW OF THE LITERATURE:Previous investigations have determined that admissions interview reviews structured in a partial horizontal format reduced bias and increased reliability when compared to vertical reviews. SUBJECTS:A Canadian physiotherapy program admissions reviewers' scoring data from 2021 to 2023 were included. METHODS:This quality improvement initiative evaluated retrospective data from asynchronous virtual Multiple-Mini Interviews (AVMMI) to estimate interrater reliability and measurement error of a fully horizontal scored 2023 applicant cohort, compared to previously reported 2020 vertical, and 2021 partially horizontal scored interviews. Shrout and Fleiss Class 1,2 intraclass correlation coefficients (ICC) and standard errors of measurement (SEM) were calculated for the average of 2-raters' scores. The second component involved creating generalizability models that identified variance components related to candidate and rater variables, including the number of raters and questions. RESULTS:The 2023 interrater reliability for the mean of 2-raters was 0.82 compared to 0.63 for the 2020 completely vertical and 0.75 for the partially horizontal historical datasets. The estimated variance components and their adjustment to each of the 3 conditions: 2-raters/question, 7-questions; 1-rater/question, 8-questions; 2-raters/question, 4-questions revealed the following: the largest generalizability coefficient (G) and smallest SEM were obtained for the current interview format of 2-raters/question and 7-questions. DISCUSSION AND CONCLUSIONS:The horizontal admissions review increased rater reliability and decreased error variance compared with vertical and partial horizontal reviews. This analysis illustrated that when rater resources are scarce, it is better to increase the number of interview questions and use a separate rater per question versus reducing the number of questions and maintaining 2 raters per question.
INTRODUCTION:Clinical education is essential for student physical therapists (SPTs), but supervising students may affect physical therapist clinical instructors' (PT CIs) stress and burnout levels, potentially influencing their decision to accept students. This study examined factors that influence PT CIs' decisions to accept SPTs for clinical education experiences and explored how these factors affect PT CIs' perceptions of stress and burnout. REVIEW OF LITERATURE:Physical therapist CIs have been found to experience moderate levels of burnout. SUBJECTS:Twenty-one PT CIs were experiencing varying levels of burnout. METHODS:Utilizing a phenomenological approach, participants were interviewed using a semi-structured guide. Participants were chosen from a prior survey study that assessed stress and burnout levels. The interviews were recorded, transcribed verbatim, and analyzed for themes using NVivo software. RESULTS:Six thematic constructs emerged: (1) Experiencing renewal and purpose: How mentoring students reinvigorates clinical instructors' professional identity, (2) Weighing capacity against commitment: Decision making about student supervision through the lens of professional exhaustion, (3) Navigating the dual demands: The lived experience of balancing teaching responsibilities with clinical pressures, (4) Transforming the supervisory burden: How student interactions reshape clinical instructors' experience of workplace stress, (5) Gauging readiness and risk: Clinical instructors' assessment of student preparedness as a pathway to mentorship decisions, and (6) Carrying forward the difficult past: How previous challenging student encounters shape future mentorship boundaries and approaches. DISCUSSION AND CONCLUSION:PT CIs consider various factors when deciding to accept an SPT, including personal stress and burnout levels, SPT characteristics, and their past experiences with students. Although clinical education can increase workload and stress, particularly with early-rotation or challenging students, PT CIs generally view the experience as beneficial for their professional development and the field. Understanding these factors may help academic programs better support clinical sites and enhance students' and instructors' clinical education experience.
INTRODUCTION/REVIEW OF LITERATURE:Research in health professions education emphasizes the importance of self-regulated learning strategies in academic success. The Learning and Study Strategies Inventory (LASSI) is a validated measure of self-regulated learning and is linked to academic outcomes in health professions. However, its application in Doctor of Physical Therapy education remains underexplored. This gap is vital, as first-semester academic performance is a critical predictor of student retention. With increasing workforce demands and notable student attrition due to academic failure, withdrawal, or dismissal, identifying students who may benefit from academic support is critical. This study examined the relationship between LASSI scores and first-semester academic performance among first-year Doctor of Physical Therapy (DPT) students. SUBJECTS:The sample included first-year physical therapy students, who voluntarily completed the LASSI during orientation in Fall 2024. METHODS:A retrospective correlational design was used, employing Spearman correlations, point biserial correlations, and regression analysis to explore associations between LASSI subscales and academic outcomes. RESULTS:Concentration, time management, and motivation subscales showed moderate positive correlations with course grades (ρ = 0.39 to 0.61, P < .01), with concentration emerging as the most consistent predictor across courses. Lower scores in anxiety, concentration, motivation, selecting main ideas, and overall LASSI averages were significantly correlated with academic failures and being placed on academic warning. Regression analysis revealed that LASSI subscales moderately predicted academic failures (R = 0.571, R 2 = 0.326), although the result was not statistically significant ( P = .198). In contrast, LASSI subscales significantly predicted placement on academic warning ( P = .007), explaining 71.6% of the variance (R 2 = 0.716). CONCLUSIONS:Findings support using the LASSI to identify learning strengths and weaknesses among DPT students. Early assessment may help programs provide targeted academic support, enhancing student success and retention in rigorous DPT curricula.
INTRODUCTION:The purpose of this study was to examine differences in student and clinical instructor (CI) ratings on the Clinical Internship Evaluation Tool (CIET) and determine the influence of CIs being able to view student ratings as they scored students versus not being able to view student ratings. REVIEW OF LITERATURE:Various forms of bias can influence the assessment of student performance. Clinical instructors are meant to be objective evaluators of students but are susceptible to known and unknown biases. Students should receive timely and accurate feedback that holds limited bias so they can learn and grow throughout their clinical education experiences. SUBJECTS:One hundred seventy-six second-year Doctor of Physical Therapy (DPT) students and their CIs (93 students paired with 93 CIs in cohort 1; 83 students paired with 83 CIs in cohort 2). METHODS:Students and CIs across 2 DPT cohorts were trained to score the CIET. Students and CIs completed the CIET at midterm and final time points of the first, 8-week clinical experience. Clinical instructors were able to view student ratings in cohort 1 but were blinded to student ratings in cohort 2. RESULTS:Across both cohorts, CIET ratings for professional behavior and patient management improved over time (P < .001). Differences in student-CI ratings were more pronounced in cohort 2 (P < .001). A significant rater by cohort interaction for patient management items (P < .001) revealed larger discrepancies in the blinded group. DISCUSSION AND CONCLUSION:Clinical instructor access to student self-assessments may influence rating alignment for both Professional Behaviors and Patient Management items on the CIET. Clinical instructors rate student performance lower when blinded to student ratings. Thus, viewing a student's self-assessment may bias a CI's assessment of the student.
