The Current State of Physical Therapy Pain Curricula in the United States: A Faculty Survey

Insufficient pain education is problematic across the health care spectrum. Recent educational advancements have been made to combat the deficits in pain education to ensure that health care professionals are proficient in assessing and managing pain. The purpose of this survey was to determine the extent of pain education in current Doctorate of Physical Therapy schools in the United States, including how pain is incorporated into the curriculum, the amount of time spent teaching about pain, and the resources used to teach about pain. The survey consisted of 10 questions in the following subject areas: basic science mechanisms and concepts about pain, pain assessment, pain management, and adequacy of pain curriculum. The overall response was 77% (167/216) for the first series of responses of the survey (Question 1), whereas 62% completed the entire survey (Questions 2–10). The average contact hours teaching about pain was 31 ± 1.8 (mean ± standard error of the mean) with a range of 5 to 115 hours. The majority of schools that responded covered the science of pain, assessment, and management. Less than 50% of respondents were aware of the Institute of Medicine report on pain or the International Association for the Study of Pain guidelines for physical therapy pain education. Only 61% of respondents believed that their students received adequate education in pain management. Thus, this survey demonstrated how pain education is incorporated into physical therapy schools and highlighted areas for improvement such as awareness of recent educational advancements. Perspective This article demonstrates how pain education is incorporated into physical therapy curricula within accredited programs. Understanding the current structure of pain education in health professional curriculum can serve as a basis to determine if recent publications of guidelines and competencies impact education

Developing minimum clinical standards for physiotherapy in South African ICUs: A qualitative study

Rationale, aims, and objectives: Physiotherapists are integral members of the intensive care unit (ICU) team. Clinicians working in ICU are dependent on their own experience when making decisions regarding individual patient management thus resulting in variation in clinical practice. No formalized clinical practice guidelines or standards exist for the educational profile or scope of practice requirements for ICU physiotherapy. This study explored perceptions of physiotherapists on minimum clinical standards that ICU physiotherapists should adhere to for delivering safe, effective physiotherapy services to critically ill patients. Method: Experienced physiotherapists offering a service to South African ICUs were purposively sampled. Three focus group sessions were held in different parts of the country to ensure national participation. Each was audio recorded. The stimulus question posed was “What is the minimum standard of clinical practice needed by physiotherapists to ensure safe and independent practice in South African ICUs?” Three categories were explored, namely, knowledge, skill, and attributes. Themes and subthemes were developed using the codes identified. An inductive approach to data analysis was used to perform conventional content analysis. Results: Twenty-five physiotherapists participated in 1 of 3 focus group sessions. Mean years of ICU experience was 10.8 years (±7.0; range, 3-33). Three themes emerged from the data namely, integrated medical knowledge, multidisciplinary teamwork, and physiotherapy practice. Integrated medical knowledge related to anatomy and physiology, conditions that patients present with in ICU, the ICU environment, pathology and pathophysiology, and pharmacology. Multidisciplinary teamwork encompassed elements related to communication, continuous professional development, cultural sensitivity, documentation, ethics, professionalism, safety in ICU, and technology. Components related to physiotherapy practice included clinical reasoning, handling skills, interventions, and patient care. Conclusions: The information obtained will be used to inform the development of a list of standards to be presented to the wider national physiotherapy and ICU communities for further consensus-building activities

Doctor of Physical Therapy Students’ Perspectives on Leadership Development in the Context of the Proposed Leadership Competencies Framework for Physical Therapists

Leadership is an emerging field in physical therapy professional research. Research efforts have concentrated on identifying the most desirable leadership skills and behaviors for practicing physical therapists, or on curricular interventions implemented in specific educational programs. This study utilized a qualitative phenomenological design to investigate the perspectives of 21 current and former student leaders from Marshall University School of Physical Therapy, specifically investigating the scope and effectiveness of available opportunities in developing leadership skills and behaviors. Participants were also probed regarding their motivation for pursuing pre-professional leadership development opportunities. Findings from this study suggest the available opportunities are effective to engage an increasing number of students in leadership development. Advanced career preparation is the primary motivating factor for participating in these activities. The study also investigated the extent to which the Leadership Competencies Framework for Physical Therapy provided a framework for integrating leadership development into Doctor of Physical Therapy (DPT) pre-professional educational programs. Study findings indicated the Self-Leadership and Leading Others tiers of the framework were initially validated for limited use of the framework within DPT education

A leap out of character: an autoethnography of the influence of international immersion experiences on an occupational therapy student's professional development

As students in professional academic programs are socialized to the profession they refine their professional construct. Using an autoethnographic method, I describe the changes in my professional construct through participation in two international immersion experiences. I analyze how specific experiences contributed to changes in my professional construct. The mechanisms for professional socialization include interacting with professors and professional occupational therapists, personal reflection, interacting with others in a culture different from my own, and experiencing uncertainty and vulnerability. Examining how these experiences shaped my professional construct may inform future initiatives to socialize future occupational therapists to the profession

The Role of Critical Case Analysis in Interprofessional Education

Goals for interprofessional education include preparing students to work in collaborative practice, teaching them how to work in teams and to asses and improve the quality of patient care. (Barr, 2007, Thibault, 2013). Four core competency domains have been established to inform interprofessional education (Interprofessional Education Collaborative Expert Panel, 2011). These are ethics/values, roles/responsibilities, interprofessional communication and teams/teamwork. Various pedagogical approaches have been used to help students meet these competencies. The Josiah Macy, Jr. Foundation (2013) recommends development and implementation of innovative models to link interprofessional education and practice. Thibault (2013) recommends students engage in “real work” as part of their interprofessional education experience

Related Services for Vermont\u27s Students with Disabilities

The purpose of Related Services for Vermont’s Students with Disabilities is to offer information regarding related services that is consistent with IDEA and with Vermont Law and regulations. It also describes promising or exemplary practices in education, special education, and related services. The manual’s content applies to all related services disciplines which serve students with disabilities, ages 3 through 21, who have an Individualized Education Program (IEP)

Examining Literacy Specialist Candidates’ Self-Efficacy Beliefs in Leadership Competencies Before and After Internships in Schools

The purpose of this study was to examine differences in the self-efficacy beliefs of 25 literacy specialist candidates in three key leadership areas before and after 15-week internships in schools. The three leadership areas, identified by university faculty as important to the leadership role of literacy specialists in schools today, are: 1) serving as a resource to classroom teachers, administrators, and parents; 2) conducting staff development; and 3) engaging in literacy program development and coordination. Paired-sample t-tests used to evaluate pre/post-survey scores at the end of the 15 weeks suggest self-efficacy beliefs in all three categories grew significantly over the course of the internships. Using Bandura’s framework and the leadership competencies to code and analyze interviews, electronic communications, and reflective papers, the author shares examples of how candidates at the top and bottom of the group in self-efficacy growth compared in interpreting self-efficacy related information during the course of the internships. Implications for graduate literacy programs are discusse