Background: Variability exists in pediatric training in physical therapy programs. Little is known about educator implementation of curriculum recommendations. Few options exist for evaluating student outcomes following pediatric instruction. Purpose: The purposes of this study are to describe the pediatric curriculum of a physical therapy program, quantify changes in self-efficacy following pediatric instruction, and define relationships between self-efficacy, prior experience, and interest in future pediatric practice. Methods: A prospective cohort study included 48 students. Measures were pediatric content hours, the Pediatric Communication and Handling Self-Efficacy Scale, prior experience, and self-reported interest in future pediatric practice. Results: Pediatric content hours followed published recommendations. There was a significant increase in self-efficacy after pediatric instruction. Prior experience and interest in future pediatric practice were significantly related to self-efficacy. Conclusions: Our results indicate that physical therapy programs reaching the recommended content hours for pediatric instruction support growth in student communication and handling self-efficacy.

The member states bound by the Biological Weapons Convention (BWC) have committed to not produce, stock pile, or use biological weapons, but finding the line between what is a biological weapon and what is justified by “prophylactic, protective or other peaceful purposes” is difficult with the broad wording of the convention. In a world of quickly emerging technology, the gray area created by the broad exceptions to what constitutes a BWC biological weapon produces ever-changing security risks and public policy considerations. Despite the BWC’s attempt to strengthen prohibition on biological weapons of prior agreements, a large exception is carved out for the three justified uses, which hinges on the intent and purpose of the actor. The three permitted purposes are not defined, and there is no objective test for determining the intention of the actor.

This study describes the pediatric curricular components with different instructional designs, quantifying change in self-reported SE after completing the pediatric curriculum for each cohort; and defining the relationships between prior pediatric experience, self-efficacy, and interest in future pediatric practice.