Physical Therapy Residency and Fellowship Education: Reflections on the Past, Present, and Future

Furze, Jennifer; Tichenor, Carol Jo; Fisher, Beth E.; Jensen, Gail M.; Rapport, Mary Jane

doi:10.2522/ptj.20150473

Cited by 50 publications

(52 citation statements)

References 43 publications

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“…With exception of clinical outcomes from a single research paper [3], little is known about the outcomes of fellowship training at the personal or professional domain level. Furze et al stated that research on residency and fellowship training has been focused on patient-centered outcomes and called for research targeting professional development and emerging clinical expertise [8]. Recently, a survey of graduates from a single hybrid fellowship program indicated fellowship 'impacted' respondents as a professional [9], with a reported significantly positive impact (average 10.7(0.7) out of 11 = 'significant positive influence' and 1 = 'significant negative influence').…”

Section: Introductionmentioning

confidence: 99%

Perceptions of the professional and personal impact of hybrid fellowship training: a qualitative study

Lulofs-MacPherson

Shepherd

Everett

et al. 2018

Journal of Manual & Manipulative Therapy

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Objectives: This study aimed to elucidate graduate perceptions of how fellowship training impacted their post-training professional and personal lives. Methods: Interviews were conducted with 13 graduates of a hybrid (e.g. blended-learning) fellowship program. All participants were at least 1 year post completion of fellowship to limit recall bias and allow for post-training personal and professional development. Qualitative analysis was performed on interview transcriptions using directed content analysis with two coders other than the interviewers, followed by discussion until agreement was reached if there were disputes related to coding analysis. If needed, arbitration was provided from one of two interviewers. Results: Analysis revealed three primary constructs of post-fellowship impact: practical, social, and personal. Practical subthemes were centric to care delivery. Social subthemes extended to intra, inter, and non-professional connections. Personal subthemes noted professional and cognitive evolution. Discussion: Participants clearly described impact extending well beyond day-today practice suggesting that fellowship impacted the whole person versus sole practitioner. This study may impact program structure and content inclusion for fellowship programs as well as providing support for fellows in training.

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Section: Introductionmentioning

confidence: 99%

Perceptions of the professional and personal impact of hybrid fellowship training: a qualitative study

Lulofs-MacPherson

Shepherd

Everett

et al. 2018

Journal of Manual & Manipulative Therapy

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“…The National Study of Excellence and Innovation in Physical Therapist Education included recommendations that our profession "Establish a comprehensive, longitudinal approach for standardization of performance-based learning outcomes across the learner continuum that is grounded in foundational domains of professional competence" [12,13]. Additional sources have identified the need for the profession to develop a framework that defines a set of performance outcomes with common domains that can be utilized across the learner continuum [14,15]. This continuum would begin upon entrance into a professional education program and end when an individual retires.…”

Section: Introductionmentioning

confidence: 99%

Essential competencies for physical therapist managing individuals with spinal muscular atrophy: A delphi study

et al. 2021

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Background and purpose With the availability and development of disease-modifying therapies for individuals with spinal muscular atrophy (SMA), new emerging phenotypes must be characterized, and potential new treatment paradigms tested. There is an urgent demand to develop an educational program that provides physical therapists (PTs) worldwide the necessary knowledge and training to contribute to best-practice care and clinical research. A competency based education framework is one that would focus on outcomes not process and where progression of learners would occur only after competencies are demonstrated. The first step toward such a framework is defining outcomes. The purpose of this Delphi study was to develop consensus on those competencies deemed essential within the SMA PT community. Methods Purposive selection and snowball sampling techniques were used to recruit expert SMA PTs. Three web-based survey rounds were used to achieve consensus, defined as agreement among >80% of respondents. The first round gathered demographic information on participants as well as information on clarity and redundancy on a list of competencies; the second round, collected the same information on the revised list and whether or not participants agreed if the identified domains captured the essence of a SMA PT as well as the definitions for each; and the third asked participants to rank their agreement with each competency. Results Consensus revealed 35 competencies, organized under 6 domains, which were deemed essential for a PT working with persons with SMA. Discussion In order to develop a curriculum to meet the physical therapy needs of persons with SMA, it is imperative to establish defined outcomes and to achieve consensus on those outcomes within the SMA community. Conclusions This study identified essential competencies that will help to provide guidance in development of a formal education program to meet these defined outcomes. This can foster best-practice care and clinical decision-making for all PTs involved in the care of persons with SMA in a clinical and research setting.

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“…The mechanisms for achieving the strategic priorities include the postprofessional educational pathways of Accredited Athletic Training Residency programs, designed to create clinical specialists, and Doctor of Athletic Training (DAT) programs, which focus on development of advanced practice leaders. However, unlike peer professions, who use formal training and education programs coupled with specialty certification to recognize advanced clinical practice, [4][5][6] these mechanisms are just now beginning to emerge in athletic training. As athletic training residency programs and DAT programs continue to grow it is vital that the athletic training profession clearly identify the characteristics of advanced practice clinicians in order to inform the educational preparation of these individuals.…”

Section: Introductionmentioning

confidence: 99%

Athletic Trainers' Perceptions of Advanced Clinical Practice: Characteristics of Advanced Practice Athletic Trainers

Anderson

Bacon

Sauers

2020

Athletic Training Education Journal

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Context The “Strategic Priorities for Athletic Training Education” promote the development of clinical specialists and advanced practice leaders; however, little is known about the characteristics of advanced practice athletic trainers. Peer health professions have formal education and training programs and specialized credentials to denote advanced practice clinicians; however, such mechanisms are only now emerging in athletic training. As training and credentialing programs advance, it is important to understand the perceived characteristics of clinicians engaged in advanced clinical practice. Objective To explore how athletic trainers perceive the characteristics of clinicians advanced practice clinicians. Design Cross-sectional. Setting Self-reported online survey. Participants Of 1992 athletic trainers invited to participate, 350 accessed the survey (17.6% access rate); 321 respondents completed at least 1 open-ended question, and 196 completed the entire survey (61.1% completion rate). Main Outcome Measures Consensual qualitative research approach consisting of a 3-person team was used to analyze the open-ended responses. Members individually coded the initial set of responses and then met to develop a consensus codebook. Remaining responses were coded by 2 team members and were confirmed by the third member. Data were organized into themes and categories, and frequency counts were used for each category. Results Four categories of characteristics associated with advanced practice clinicians emerged: (1) intrapersonal skills, (2) interpersonal skills, (3) discipline specific knowledge and skills, and (4) experience. Conclusions Intrapersonal skills including lifelong learning, critical thinking, and willingness to mentor others were identified, in addition to strong communication and leadership skills. Discipline-specific knowledge and skills were also associated with advanced clinical practice, including specialized skills and advanced integration of the core competencies. Accredited Athletic Training Residency programs and Doctor of Athletic Training programs should strive to foster these characteristics within their students to facilitate the development of advanced practice athletic trainers.

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Physical Therapy Residency and Fellowship Education: Reflections on the Past, Present, and Future

Cited by 50 publications

References 43 publications

Perceptions of the professional and personal impact of hybrid fellowship training: a qualitative study

Perceptions of the professional and personal impact of hybrid fellowship training: a qualitative study

Essential competencies for physical therapist managing individuals with spinal muscular atrophy: A delphi study

Athletic Trainers' Perceptions of Advanced Clinical Practice: Characteristics of Advanced Practice Athletic Trainers

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