Background In physical therapist education, the National Physical Therapy Examination (NPTE) is the predominant measure of student success. Because the NPTE is a high-stakes examination, predicting NPTE performance is important for physical therapist students and programs. Purpose The purpose of this study was to determine the relationships between first-attempt NPTE performance and physical therapist applicant variables and physical therapist student variables. The 4 identified physical therapist applicant variables were undergraduate cumulative grade point average (GPA), undergraduate GPA for prerequisite courses, Graduate Record Examination verbal and quantitative subscale scores, and admission scores. The 4 identified physical therapist student variables were first- and third-year physical therapist student GPA, clinical performance scores (first and final clinical experiences), noncognitive student variables, and comprehensive examination scores. Data Sources A systematic search was performed with the databases PubMed and EBSCO (1966–2018). Study Selection Studies included in the review met the following criteria: the physical therapist education program offered an entry-level master’s or doctorate degree, pertinent data were available for each independent variable, the relationship between the independent variable and the NPTE was investigated, the NPTE was a continuous variable, the program was a US entry-level therapist education program, and the study was peer reviewed. Data Extraction Two independent reviewers completed data extraction and quality appraisal using the McMaster Appraisal Tool. Data Synthesis Random-effects meta-analyses using the Pearson product-moment correlation coefficient as the measure of effect size was used. Limitations Limitations of the review included a lack of homogeneity, high NPTE pass rates, modifications to the McMaster Appraisal Tool, small sample sizes, and publication bias. Conclusions No one physical therapist applicant variable should be used as an independent predictor of first-attempt NPTE performance. For physical therapist students, first- and third-year physical therapist student GPA had a strong relationship with first-attempt NPTE performance; clinical performance had a weak and nonsignificant relationship with first-attempt NPTE performance.

Purpose: Physical therapists (PT) must be competent to treat patients across the lifespan, from pediatrics through geriatrics. Increasing the amount of experiential learning (EL) in pediatrics presents an opportunity for students to improve their self-efficacy in communication and patient handling. The purpose was to investigate changes in PT students' perceived self-efficacy in communication and patient handling following a structured and focused 8-week EL opportunity with a pediatric population. Methods: Thirty-two PT students completed the Pediatric Communication and Handling Self-Efficacy Scale before and after an 8-week pediatric EL opportunity. A paired-samples t test was performed to assess changes in students' self-efficacy levels of communication and patient handling. Results: Perceived self-efficacy levels significantly improved in regard to students' communication and patient handling skills following a pediatric EL opportunity. Conclusions: Our findings reinforce the benefits of incorporating pediatric EL opportunities into the DPT curriculum as an effective learning strategy in pediatric education.

Background and Purpose. Doctoral physical therapy (DPT) programs are expected to provide students with educational experiences in classroom and in clinical settings and with all age demographics, including pediatrics. There is significant discrepancy in the delivery and assessment of pediatric content in DPT programs. One effective and evidence-based strategy to address this discrepancy and deliver pediatric content is experiential learning (EL). Our case report illustrates how EL with a symbiotic community partner can enable DPT programs to effectively address the current limitations in direct contact hours and clinical experiences in pediatrics. Case Description. We formed a structured and formal partnership with a local community fitness and gymnastics facility to provide our students with pediatric EL opportunities outside of the classroom and traditional clinic settings. Each student is required to engage in structured and focused play-based interactions with typically and atypically developing children 1 hour per week for two 8-week EL periods under direct supervision of a certified pediatric clinical specialist. Outcomes. Students demonstrated appropriate professional behaviors, increased self-efficacy, achievement of the pediatric course learning objectives, and attainment of 3 Academy of Pediatric Physical Therapy essential core competencies. With our community partner, 87% of the children demonstrated improvement in their gross motor skills. Discussion and Conclusion. Our case report details an innovative approach to use EL to increase the number of direct contact hours with the pediatric population through a symbiotic community partnerships that positions our students to reach entry-level competency with the pediatric population upon graduation.

ObjectivesTo estimate the change in the standard lipid profile (SLP) of adults diagnosed with ≥3 metabolic syndrome (MetS) factors following aerobic exercise training (AET); and to investigate whether study/intervention covariates are associated with this change.DesignSystematic review with univariate meta-analysis and meta-regression.Data sourcesEnglish language searches of online databases from inception until July 2020.Eligibility criteria(1) Published randomised controlled human trials with study population ≥10 per group; (2) sedentary adults with ≥3 MetS factors but otherwise free of chronic disease, not pregnant/lactating; (3) AET-only intervention with duration ≥12 weeks; and (4) reporting pre–post intervention SLP outcomes.ResultsVarious univariate meta-analyses pooled 48 data sets of 2990 participants. Aerobic exercise training significantly (P<.001) improved all lipids (mmol/L mean difference ranges, 95% CIs): total cholesterol, –0.19 (–0.26 to –0.12) to –0.29 (−0.36 to –0.21); triglycerides, −0.17 (–0.19 to –0.14) to –0.18 (−0.24 to –0.13); high-density lipoprotein-cholesterol (HDL-C), 0.05 (0.03 to 0.07) to 0.10 (0.05 to 0.15); and low-density lipoprotein-cholesterol (LDL-C), –0.12 (–0.16 to –0.9) to –0.20 (−0.25 to –0.14). Meta-regression showed that intensity may explain change in triglycerides and volume may explain change in HDL-C and LDL-C.ConclusionAerobic exercise training positively changes the SLP of sedentary and otherwise healthy adults with ≥3 MetS factors. Adjusting AET intervention training variables may increase the effects of AET on triglycerides and HDL-C.PROSPERO registration numberCRD42020151925.