Residency Education: Is It Now or Never?

Hartley, Greg; Rapport, Mary Jane; Osborne, Raine; Briggs, Matthew S.; Jensen, Gail M.

doi:10.1093/ptj/pzaa225

Cited by 13 publications

(29 citation statements)

References 15 publications

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“…is topic is of particular interest to the physical therapy profession given the current debates related to student debt and the necessity of residency education. 1,25 Several observations can be made by comparing and contrasting these learner subtypes.…”

Section: Discussionmentioning

confidence: 99%

“…The future of postprofessional education is a current topic of interest and national debate in the physical therapy profession. 1 Recent work from Jensen et al 2 highlights the importance of considering the entire continuum of physical therapist education, starting with the initial exposure to the profession, extending through the professional education period, and into the postprofessional period, which lasts the remainder of one’s career. Although the pursuit of continued learning is well-recognized as a professional expectation and often a requirement for licensure, the path to expertise is less explicit for physical therapists.…”

Section: Introductionmentioning

confidence: 99%

“…Currently, only a small portion of physical therapist graduates pursue residency education, despite growing evidence of the benefits. 1,5 e reasons physical therapists choose different paths toward expertise is unclear and likely multifactorial. Better understanding of this decision making is important to the profession and the future structure and promotion of postprofessional education.…”

Section: Introductionmentioning

confidence: 99%

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Student Physical Therapists’ Orientation to Postprofessional Education and Perceptions of Strain: Identification of 4 Subgroups of Students Based on Cluster Analysis

Osborne

Bailey

Bourassa

et al. 2023

JOPTE

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Student Physical Therapists’ Orientation to Postprofessional Education and Perceptions of Strain: Identification of 4 Subgroups of Students Based on Cluster Analysis

Osborne

Bailey

Bourassa

et al. 2023

JOPTE

Self Cite

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“…Residency education is pursued for a variety of reasons including, but not limited to, a desire to receive mentoring, to improve patient care delivery, a pursuit of knowledge or skills, and to advance career goals. 2,6,8 While the motivation for seeking out residency education may vary from resident to resident, there are professional skills acquired during residency education that are generally present across all residency programs. A qualitative study examined the perceptions of physical therapy fellows and found that their experience positively impacted their time management, practice satisfaction, profession roles, communication skills, and cognitive processing.…”

Section: The Resident Clinicianmentioning

confidence: 99%

Residency Education as a Catalyst for Quality Amidst the Shifting Climate of Health Care

Bertram

Manvi

2022

Rehabilitation Oncology

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Physical therapists continue to take on increased levels of autonomy within the medical field, often serving as points of entry into the health care system. The increased responsibility for diagnosis, referral, and supervision of patients requires that clinicians possess a depth of knowledge to effectively manage the patient. The expansion of specialty practice is necessary to meet the needs of a health care system that is increasingly focused on the value of delivered services. Residency programs are uniquely positioned to meet the demands of quality by providing intensive training for clinicians in a specialty area. The structure and learning environment of a residency program is conducive to the development and practice of advanced clinical reasoning skills and the organization of knowledge across the spectrum of patient complexity. By executing the delivery of care efficiently and effectively, residency graduates bring value not only to the patient but also to their organization, the specialty, and the health care system as whole. The purposes of this perspective article are (1) to examine the role of residency education within the context of the health care system, (2) to explore the relationship between value and residency pedagogy, and (3) to identify key components that drive quality in residency education.

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“…The content of the specialty expertise is captured by the description of residency practice and governed by the American Board of Residency and Fellowship Education. [1][2][3][4][5][6][7] As of January of 2021 there were 58 accredited sports physical therapy residency programs with an additional 14 programs in a developmental or candidacy status. 8 Additionally, there are nine fellowship training programs relevant to the practice of sports physical therapy (performing arts, upper extremity athlete, and D1 athlete) and three more fellowship programs in the development stage.…”

Section: Introductionmentioning

confidence: 99%

Attributes, Attitudes, and Motivations of Personnel Involved with Sports Physical Therapy Residency Training

Mulligan

2021

International Journal of Sports Physical Therapy

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Background Post-professional residency training in sports physical therapy has undergone rapid growth since its inception over 20 years ago with 58 programs currently accredited. Purpose The purpose of this survey was to describe and contrast the demographics, motivations, and selection influences from the perspective of both potential training applicants and program faculty. Study Design Cross-sectional descriptive survey Methods 156 physical therapists identified as stakeholders in sports residency and fellowship training were invited to participate in a 115-item survey. Descriptive measures of central tendencies to describe the data and Mann Whitney Rank Sum tests were used to detect differences between the perspectives of applicants and faculty. Results 50 program faculty and 57 applicants responded to the survey for a 69% response rate. Motivations for post-professional training categorized as extremely important were largely intrinsic behavioral modifiers centering on improved knowledge, skills, and outcomes while satisfying a passion for sports specialty training and enhancing job opportunities in the field. 7 of the 10 highest rated application motivations were rated as significantly more important by applicants than faculty members ( p <0.05). The two most highly rated influences for choosing to apply to a specific residency site were the perception for subsequent job opportunities and perceived relationship and qualifications with the residency director and staff. The importance of job opportunities in sports PT was rated much higher by the applicant than the faculty ( p =0.003). Conclusions While the motivations for residency training may be slightly different between groups the importance of information acquisition and methods for residency selection criteria seem more congruent. Residency faculty may underestimate the importance of some of the most important motivations that prompt interest in residency training. Recognition of these factors may alter the presentation and content design of residency curriculums.

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Residency Education: Is It Now or Never?

Cited by 13 publications

References 15 publications

Student Physical Therapists’ Orientation to Postprofessional Education and Perceptions of Strain: Identification of 4 Subgroups of Students Based on Cluster Analysis

Student Physical Therapists’ Orientation to Postprofessional Education and Perceptions of Strain: Identification of 4 Subgroups of Students Based on Cluster Analysis

Residency Education as a Catalyst for Quality Amidst the Shifting Climate of Health Care

Attributes, Attitudes, and Motivations of Personnel Involved with Sports Physical Therapy Residency Training

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