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Purpose: Opportunities to expand the role of physical therapists (PTs) have evolved to include clinical specialists and advanced practitioners, although the literature on these roles is limited. We examined perceptions of PTs and PT employers in Ontario regarding clinical specialization and advanced practice. Methods: Using a modified Dillman approach, a cross-sectional survey was conducted with 500 PTs and 500 PT employers in Ontario. Questionnaires were tailored to address specific issues related to each cohort. Results: Sixty percent of PTs and 53% of PT employers responded to the survey. Thirty-three percent of PT respondents already considered themselves ''clinical specialists'' (CS), and 8% considered themselves ''advanced practitioners'' (AP), although neither role is yet formally recognized in Canada. Both groups had substantial interest in pursuing formal recognition of CS and AP status. Respondents indicated that their primary motivation to pursue such roles was to enhance clinical reasoning skills with the goal of improving client outcomes (82% for the role of CS, 71% for the role of AP). Respondents supported the involvement of academic institutions in the process (60% for CS, 70% for AP). Conclusion: PTs and PT employers are supportive of the roles of the CS and AP within the profession, even though there is currently no formal recognition of either role in Canada. RÉ SUMÉObjet : Les possibilité s d'é largir le rô le des physiothé rapeutes ont é volué pour inclure les physiothé rapeutes ayant une spé cialisation clinique ou de pratique avancé e, bien que la documentation sur ces rô les soit limité e. Nous avons examiné les perceptions des physiothé rapeutes et de leurs employeurs en Ontario pour ce qui est de la spé cialisation clinique et de la pratique avancé e. Me´thodologie : À l'aide d'une approche Dillman modifié e, une enquê te ponctuelle a é té effectué e auprè s de 500 physiothé rapeutes et de 500 employeurs en Ontario. Les questionnaires ont é té formulé s spé cialement en vue d'aborder des questions pré cises lié es à chaque cohorte. Re´sultats : Soixante pour cent des physiothé rapeutes et 53 % de leurs employeurs ont ré pondu à l'enquê te. Trente-trois pour cent des ré pondants physiothé rapeutes se considé raient dé jà comme des « spé cialistes cliniques » (SC) et 8 % se considé raient comme des « praticiens avancé s » (PA), bien qu'aucun de ces rô les ne soit encore reconnu au Canada. Ces deux groupes é taient vivement inté ressé s à obtenir la reconnaissance officielle de leur statut 224de SC et de PA. Les ré pondants ont indiqué que leur premier motif dans la poursuite de ces rô les é tait de perfectionner les compé tences de raisonnement clinique afin d'amé liorer les ré sultats pour les patients (82 % pour le rô le des SC, 71 % pour le rô le des PA). Les ré pondants soutiennent la participation des é tablissements d'enseignement universitaire dans le cadre de ce processus (60 % des SC, 70 % des PA). Conclusion : Les physiothé rapeutes et leurs employeurs soutiennent les ...

Maintaining scientific literacy (SL) skill development in undergraduate science education while transitioning courses from the in-person to online learning environment due to the COVID-19 pandemic requires adaptation of some teaching practices. This study assessed the effectiveness of small online learning groups as the active engagement strategy (replacing in-person breakout groups) to promote SL skill development in fourth year undergraduate nutritional science students in the online learning environment (Fall 2020 semester). As a secondary outcome, SL skill development in the online learning environment (Fall 2020, n=178) was compared to that of the in-person course format (Fall 2019, n=144). Students were surveyed at the start and end of the semester to assess their i) scientific literature comprehension, ii) SL skill perceptions, and iii) practical SL skills. The use of online learning groups contributed to improvements in both literature comprehension and SL skill perceptions (P<0.05), however, practical SL skills remained unchanged (P>0.05). There was no difference in the magnitude of improvement in students’ SL skill perceptions or their practical SL skills between course formats (P>0.05). The ability to think critically about the scientific literature was increased in both course formats, with greater improvements observed in the online course format (P=0.02). Additionally, only students in the online course format had improved comprehension of scientific methods versus the in-person format (P=0.05). Collectively, these data demonstrate that the adaptations of an in-person course to an online learning environment using small online learning groups can similarly promote the development of SL in undergraduate nutrition education.

Due to the COVID-19 pandemic, courses were forced into an online format as universities paused in-person learning and consequently, students were required to adjust to online learning. The objective of the current study was to determine the effect of optional assessments designed to promote engagement in a fourth-year asynchronous online nutritional science course. Seven optional engagement assessments were assigned and students’ stress levels, learning approach, and perceptions of online learning were assessed via surveys at the start and end of the semester. A total of 79.8% (n=210) students completed all seven optional engagement assessments. Further, 56.6% (n=149) reported that the assessments helped them feel more engaged with course content. Perceived stress levels did not change during the semester. Surface learning approach scores increased from the beginning to end of the semester, whereas deep learning approach scores remained unchanged. Surface learning scores were positively correlated with experiencing more stress from organizing and maintaining a schedule, more stress associated with time management, and finding time management more challenging. Deep learning approaches were positively correlated with students feeling engaged in the course, comprehending the course content, and stimulating new ideas/perspectives. Collectively, this data demonstrates that optional engagement assessments can improve student perceptions of online learning, however, these outcomes are related to students’ use of surface versus deep learning approaches.

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