Moving Toward Excellence in Pediatric Physical Therapy Education: A Scoping Review

Anderson, Deborah K.; Furze, Jennifer; Moore, Julia

doi:10.1097/pep.0000000000000549

Cited by 16 publications

(23 citation statements)

References 33 publications

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“…A scoping review of pediatric physical therapy education reported a growing number of research studies, but these are primarily low-level evidence in the form of single institution case reports. 9 This knowledge gap is concerning because educators cannot compare the effectiveness of their current models of instruction with those employed by others to impact the overall quality of pediatric physical therapy training. 10 Positive or negative student outcomes from different instructional strategies may influence competency of entry-level physical therapists.…”

Section: Introduction and Purposementioning

confidence: 99%

“…The conclusion of the scoping review suggested educational research that focused on curriculum and teaching pedagogy with common assessment tools. 9 One possible outcome measure for pediatric physical therapy curricula is the Pediatric Communication and Handling Self-Efficacy Scale (PCHSES). 11 Self-efficacy (SE) is an individual' s belief in the ability to be successful in a behavior.…”

Section: Introduction and Purposementioning

confidence: 99%

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Considering Domain-Specific Experiential Learning: Self-Efficacy in Pediatric Physical Therapy Education

Scott

Wissinger²,

Hand³

et al. 2021

Pediatric Physical Therapy

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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.

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Section: Introduction and Purposementioning

confidence: 99%

Section: Introduction and Purposementioning

confidence: 99%

Considering Domain-Specific Experiential Learning: Self-Efficacy in Pediatric Physical Therapy Education

Scott

Wissinger²,

Hand³

et al. 2021

Pediatric Physical Therapy

View full text Add to dashboard Cite

show abstract

“…Although this research addressed the specific population of pediatric physical therapy education, the use of a remote simulation to address interprofessional learning has merit to be generalized to related healthcare fields as interprofessional teamwork is essential to improve outcomes, quality, and safety of patient care (Joint Commission, 2015;WHO, 2010). Additionally, the findings underscored the importance of experiential learning as one of the main teaching and learning methods within pediatric physical therapy education (Anderson et al, 2019;Barta et al, 2018;Schreiber et al, 2015;Smith & Crocker, 2017). Students were generally satisfied with the simulated learning experience regardless of their age, race, or gender.…”

Section: Discussionmentioning

confidence: 80%

Promoting Interprofessional Collaboration Among Pediatric Physical Therapy Students Through Remote Simulation

2022

JHETP

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Interprofessional collaboration must be taught in healthcare curriculum to ready graduates for the clinic, however, limited evidence is available to guide pediatric physical therapy faculty in best practices. This quantitative retrospective pretest-posttest study examined collaborative competency attainment, satisfaction, and self-confidence of 84 Doctor of Physical Therapy students from four campuses of a private university. Students participated in a live, remote simulated learning experience and completed the Student Satisfaction and Self-Confidence in Learning scale and the Interprofessional Collaborative Competencies Attainment Survey-Revised. There was significant improvement in student collaborative competencies after the simulated learning experience and students were satisfied and confident in the learning experience regardless of demographics. Findings support implementation of a remote simulation for the purpose of interprofessional collaboration in pediatric physical therapy education and may relate to other fields. Future research may explore the influence of interdisciplinary, remote simulation interventions on student behavior in the clinic and patient outcomes.

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“…11,12 Despite the importance of experiential learning, the majority of pediatric education research involving ELOs has been of low methodological quality that consists of single institutional case study designs. 7,11,12,14 The lack of highquality research regarding pediatric ELOs is concerning and may partially be contributed to the variability in DPT pediatric education 8 and the limited number of reliable and valid student assessment instruments. 7 One reliable and valid student assessment instrument is the Physical Therapist Clinical Performance Instrument (PT CPI).…”

Section: Introductionmentioning

confidence: 99%

Student Self-Efficacy in Pediatrics: Evaluation and Modification of the Pediatric Communication and Handling Self-Efficacy Scale

Wolden

Anderson

2022

Pediatric Physical Therapy

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Purpose: Our purpose was to examine the reliability and validity of the Pediatric Communication and Handling Self-Efficacy Scale (PCHSES) and develop a shorter, modified PCHSES. Methods: With 92 students, the reliability of the PCHSES was assessed by determining the internal consistency of each construct (Communication; Patient Handling). Construct validity, responsiveness, and convergent validity were assessed to determine the validity. Results: Internal consistency was high for the Communication and Patient Handling constructs. Construct validity analysis produced 2 factors that explained 93% of the variance and a modified PCHSES that explained 96% of the variance in students' PCHSES scores. There were significant changes with large effect sizes over time for the Communication and the Patient Handling constructs. There were no-to-small relationships between PCHSES scores and clinical performance ratings. Conclusions: The PCHSES and modified PCHSES are reliable and valid instruments to assess students' self-efficacy with the pediatric population. What this adds to the evidence: The PCHSES or modified PCHSES should be used to assess students' self-efficacy and facilitate education research.

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Moving Toward Excellence in Pediatric Physical Therapy Education: A Scoping Review

Cited by 16 publications

References 33 publications

Considering Domain-Specific Experiential Learning: Self-Efficacy in Pediatric Physical Therapy Education

Considering Domain-Specific Experiential Learning: Self-Efficacy in Pediatric Physical Therapy Education

Promoting Interprofessional Collaboration Among Pediatric Physical Therapy Students Through Remote Simulation

Student Self-Efficacy in Pediatrics: Evaluation and Modification of the Pediatric Communication and Handling Self-Efficacy Scale

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