Student Perceived Competence in Direct Access to Physical Therapy in a Doctor of Physical Therapy Program at a Historically Black University

Abstract

Physical therapists provide care via direct access in many states. Greater perceived competence with direct access among graduating physical therapists is critical. The purpose of this study was to assess student physical therapists' perceived competence with direct access.A survey instrument was created to determine levels of perceived competence at three phases of the physical therapy curriculum. The Friedman two-way ANOVA by ranks was used to assess differences between year one, year two, and year three responses for each individual survey question and the overall survey score.Total survey score demonstrated significant increased student perceived competence with direct access to physical therapy care direct access from year one total to year two (p = .018), year one to year three (p = .005), and year two to year three (p = .016).More favorable attitudes among graduating physical therapists may have an influence on primary care for musculoskeletal conditions.

Learning Experiences for Addressing Financial Management Knowledge, Skills, and Attitudes in Entry-Level Physical Therapy Education: A Systematic Review

“…Owens et al 32 examined the impact of DPT curriculum on students' perceived competence in direct access. A survey of DPT students was completed at three curricular points: Spring semester–year 1 (received didactic coursework only), Spring semester–year 2 (completed one 8-week CEE), and halfway into year 3 (after the completion of all didactic coursework and two 8-week CEEs but before terminal CEEs).…”

“…Two articles (11%) endorsed curricular threading of FM content, 31,32 whereas two other studies supported delivery of FM content during classroom instruction within a designated course that incorporated active learning strategies through case-based or interprofessional collaboration approaches. 33,34 Cohn et al 31 noted threading curricular content with increasing complexity longitudinally through the PTEP-supported student learning and clinical decision making as reflected in higher PT CPI #17 scores in comparison to cohorts without this threaded content.…”

“…Similarly, CEEs provided individualized student exposures to FM content and was dependent on the setting, patient population, CI, and objectives of the experience. [31][32][33][34] Despite the variance in student learning experiences with CEEs, Lowe and Gabard 37 suggested that students experienced witnessing, participating in, or being encouraged to engage in common areas of legal/ethical violations. Many students did not recognize the issues, and there was uncertainty that existed secondary to perceptions of student/CI hierarchy and the dominance of organizational culture despite malalignment with what PTEPs taught students.…”

“…Faculty feedback indicated that the CBR model was not difficult to integrate, but concerns existed regarding faculty comfort level with the material and whether it was replacing "more clinically oriented content." 31 Owens et al 32 examined the impact of DPT curriculum on students' perceived competence in direct access. A survey of DPT students was completed at three curricular points: Spring semester-year 1 (received didactic coursework only), Spring semesteryear 2 (completed one 8-week CEE), and halfway into year 3 (after the completion of all didactic coursework and two 8-week CEEs but before terminal CEEs).…”

“…e authors attributed this decline to students being challenged by the newly presented clinical education environment. 32 Two articles (11%) described integrated coursework in PTEPs. Kapasi and Davis 33 used analysis of Harvard Business School cases to teach business topics and promote innovative thinking in third-year DPT students during an elective course.…”