Professional physical therapist education has experienced a transformation over the last few decades, moving to a doctoring profession with more autonomy and a broader scope of practice. These changes have occurred in parallel with systemic and structural changes in health care and higher education, both of which have experienced challenges with improving access and controlling costs, and have become a centerpiece of legislative and political discourse. At the same time, advances in technology have introduced new possibilities in education, with the emergence of online, blended, and “flipped” learning models that supplement or replace face-to-face instruction with distance learning. Hybrid education is a type of blended learning, utilizing both face-to-face and online instructional strategies. In a hybrid learning environment, online content may be delivered synchronously or asynchronously, replacing traditional face-to-face instructional time and reducing “seat time” for students. Recent attention has been brought to online and hybrid/blended learning in physical therapist education in the wake of the COVID-19 pandemic, as programs have been required to abruptly move from face to face to remote instruction. Hybrid and other forms of blended learning strategies have been described at the physical therapist education course level. However, there is no literature describing hybrid learning implementation at the physical therapist education program level, and there has been limited discussion on best practices for delivering hybrid, blended, and online instruction in physical therapist education. This perspective provides an overview of hybrid education, describes theoretical frameworks that guide implementation of a hybrid education curriculum, and discusses future directions for hybrid physical therapist education and educational research.

Objective The purpose of this case report is to describe the implementation and report early outcomes of a 2-year (6-trimester), hybrid doctor of physical therapy (DPT) program. Methods The case report describes management of (1) academic affairs, (2) student affairs, (3) faculty affairs, and (4) institutional affairs for an accredited, fully hybrid, 2-year DPT program. In the hybrid program, students from across the country participate in synchronous and asynchronous online learning and travel to campus twice per trimester for immersive blocks of in-person laboratory instruction. The case report describes how the program structures the hybrid learning environment and reports outcomes from the first 2 graduated cohorts. Results Program outcomes assessment revealed that 97% to 98% of students/graduates reported being somewhat or very satisfied with the 2-year hybrid DPT program at the end of DPT year 1, at graduation, and at 1 year after graduation. Clinical instructors reported that 84% of students were prepared or well-prepared for clinical education. At 1 year after graduation, 20% of graduates were enrolled in or had completed residency, National Physical Therapy Examination (NPTE) pass rate was 97%, and employment rate was 99%. Conclusion Hybrid DPT education is feasible and may provide opportunities for more flexible and accessible delivery of DPT education. Outcomes of this case report suggest high student satisfaction, increased student/graduate diversity, and graduate outcomes comparable with national averages as reported in the Commission on Accreditation in Physical Therapy Education aggregate data. Impact This case report provides early evidence that hybrid DPT education—a type of blended learning that uses both face-to-face and online instructional strategies—is feasible, with student satisfaction and student/graduate outcomes comparable with national averages. Hybrid education may provide educators, programs, and institutions the flexibility to innovate in ways that address some of the immediate and long-term challenges facing physical therapist professional education while maintaining standards of excellence.

There is a lack of studies comparing the kinematics data of idiopathic Parkinson's disease (IPD) patients with healthy elder (HE) subjects, and when there is such research, it is not correlated to clinical measures. Objective: To compare the spatio-temporal and kinematic parameters of Parkinsonian gait with the HE subjects group and measure the relation between these parameters and clinical instruments. Method: Twelve patients with IPD and fifteen HE subjects were recruited and evaluated for clinical instruments and gait analysis. Results: There were statistically significant differences between HE group and the IPD group, in stride velocity, in stride length (SL), and in the hip joint kinematic data: on initial contact, on maximum extension during terminal contact and on maximum flexion during mid-swing. Regarding the clinical instruments there were significant correlated with in stride velocity and SL. Conclusion: Clinical instruments used did not present proper psychometric parameters to measure the IPD patient's gait, while the 3D system characterized it better. Comparação da doença de Parkinson com idosos saudáveis através da análise da marcha RESUMO Poucos estudos comparam os dados cinemáticos de pacientes com doença de Parkinson idiopática (DPI) com indivíduos idosos saudáveis, e quando realizam não correlacionam com medidas clínicas. Objetivo: Comparar os parâmetros espaço-temporais e cinemáticos da marcha na DP com os de idosos saudáveis (IS) e avaliar a relação entre estes parâmetros com os instrumentos clínicos. Método: Doze pacientes com DPI e quinze IS foram recrutados e avaliados por instrumentos clínicos e de análise de marcha. Resultados: Houve diferenças estatísticas significantes entre o grupo de IS e o de DPI na velocidade da marcha e no comprimento do passo (CP), nos dados cinemáticos das articulações do quadril: no contato inicial, na máxima extensão no apoio e na máxima flexão na oscilação. No que diz respeito aos instrumentos clínicos houve significativa correlação com a velocidade da marcha e SL. Conclusão: Os instrumentos clínicos utilizados não apresentaram adequados parâmetros psicométricos para a avaliação da marcha dos indivíduos com DPI, enquanto uma avaliação em 3D caracteriza melhor a marcha destes indivíduos. Palavras-chave: doença de Parkinson, avaliação da marcha, cinemática.

Purpose: The primary purpose of this study was to determine integumentary knowledge and skill expectations experienced by 2 physical therapist graduate cohorts. Perceptions of comfort with integumentary examination, evaluation, and intervention were assessed. A secondary purpose was to inform entry-level integumentary curriculum revision. Methods: Seventy-six graduates from 2 cohorts were invited to participate in the online survey with 41 active participants. Frequency counts were determined from quantitative data and thematic coding was developed from qualitative data. Results: All but one participant indicated they met or partially met entry-level integumentary practice expectations. Participants reported negative-pressure wound therapy, paste compression wraps, and suture removal as techniques with which they felt uncomfortable. Wound examination and treatment for common etiologies, inflammation versus infection differentiation, patient education, and when to refer were topics with which participants felt the most comfortable. Curricular changes included increased practice for “uncomfortable” topics and increased exposure to patients with wounds during didactic training. Conclusion: Results offer a good example of entry-level integumentary practice expectations in Texas. Feedback regarding program weaknesses will be incorporated for the next cohort. While this study reflects early practice expectations in Texas, results could help other physical therapist programs undergoing integumentary curriculum review.