The Experts below are selected from a list of 5934 Experts worldwide ranked by ideXlab platform
Shana Harrington - One of the best experts on this subject based on the ideXlab platform.
-
Physical Therapy Students perceptions of team based learning in gross anatomy using the team based learning Student assessment instrument
Journal of Educational Evaluation for Health Professions, 2014Co-Authors: Beven P Livingston, Mary Lundy, Shana HarringtonAbstract:Purpose The objective of this study was to assess Physical Therapy Student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI). Methods The TBL-SAI was administered to 85 doctor of Physical Therapy (DPT) Students, comprising three cohorts (classes of 2013, 2014, and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: Students' perceptions of accountability, preference for lecture or TBL, and Student satisfaction. Results The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean, 37.97; 95% confidence interval [CI], 35.67 to 40.26) reported significantly higher satisfaction than that of the 2013 group (mean, 32.71; 95% CI, 30.31 to 35.05) and the 2014 group (mean, 33.11; 95% CI, 30.69 to 35.53). The 2015 group (mean, 125.3; 95% CI, 120.6 to 130.3) also had a significantly higher total score than that of the 2013 group (mean, 115.6; 95% CI, 110.5 to 120.5). Conclusion The Physical Therapy Students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate Students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.
Jill S Boissonnault - One of the best experts on this subject based on the ideXlab platform.
-
intra rater reliability of the echows tool for real time assessment of Physical Therapy Student interviewing skills a pilot study
Health Professions Education, 2019Co-Authors: Gretchen Seif, Sara Kraft, Mark G Bowden, Jill S BoissonnaultAbstract:Abstract Purpose Development of patient interviewing skills are a component of all healthcare education. The Physical therapist-patient interview includes some areas that are unique to the practice of Physical Therapy. Boissonnault et al. developed the ECHOWS tool, designed specifically to assess how effectively and efficiently the Student Physical therapist (SPT) performs a patient-interview, or history. The purpose of this pilot study was to determine the reliability of the ECHOWS tool for use in real-time Student interviews of patients at a Student-run free clinic. Methods The study is a quasi-experimental design with collection of quantitative data. The subjects included twenty-two SPTs who had previously volunteered to work as Student clinicians at the Student-run free clinic. Results A total of twenty-two interviews included complete data, nineteen with patients with primary orthopedic diagnoses and three with patients with primary neurological diagnoses. The reliability between the ECHOWS scores for real-time patient interviews by SPTs and videotapes for the same interview, ranged from 0.78 to 0.88, demonstrating excellent intra-rater reliability. Discussion The ECHOWS tool demonstrated excellent intra-rater reliability between the assessment of real-time Student–patient interactions and the assessment of videotaped interactions. This analysis is the first assessment of the tool's intra-rater reliability using real-time SPT interviews on actual patients.
-
development of a Physical Therapy patient interview Student assessment tool a pilot study
journal of Physical Therapy Education, 2013Co-Authors: Jill S Boissonnault, William G Boissonnault, Scott HetzelAbstract:Background and Purpose. While multiple medical school patient-interviewing tools exist for assessment of Student competence in conducting patient histories, no validated or reliable Physical Therapy-specific tool has been found in the literature. Physical therapist education requires assessment and attainment of patient-interviewing competence before Physical therapist Students begin patient care. The purpose of this qualitative study was to develop and validate a Physical Therapy-specific tool to assess Student patient-interviewing skill and to pilot its reliability.Method/Model Description and Evaluation. Literature review, qualitative assessment of existing medical tools for patient interviews, tool development, content validation, and pilot estimation of test-retest intrarater reliability were performed. Literature review results for history taking, expert clinical practice, and medical-based interviewing assessment instruments served as basis for the ECHOWS tool (E [Establishing Rapport], C [Chief Complaint], H [Health history], O [Obtain Psychosocial Perspective], W [Wrap-Up] , and S [Summary of Performance [).Content validity was established using 5 content experts, including entry-level and residency/fellowship faculty. These experts reviewed ECHOWS twice, leading to final revision and creation of a user guide. Five different reviewers assessed a convenience sample of 5 taped interviews for reliability. This pilot testing of ECHOWS allowed for the determination of necessary tool modifications, and an estimate of the variability of the inter and intrarater scores, which will be used to calculate a sample size for future reliability studies.Outcomes. ECHOWS and Guide to ECHOWS were developed and validated. Pilot testing revealed the need for additional alterations to ECHOWS. Statistical analysis revealed moderate to good instrument intrarater reliability.Discussion and Conclusion. The ECHOWS Physical Therapy Student-assessment instrument for patient interviews also has the potential to provide PT faculty with additional strategies to teach patient interviewing skills. Future research will need to establish interrater reliability and construct validity.Key Words: Student evaluation, Patient interview, Competence.BACKGROUND AND PURPOSEConducting an interview, or what is commonly referred to as the "patient history," is an important element of patient/client management by Physical therapists.1 Accordingly, the American Physical Therapy Association (APTA) lists history-taking and communication competencies in the Minimum Required SkilL· of Physical Therapist Graduates at Entry Level.2 To conduct comprehensive and effective patient interviews, Physical therapist (PT) Students obtain information needed to: (1) determine whether Physical Therapy is appropriate for the patient, (2) proceed with appropriate tests and measures, (3) develop appropriate patient/client goals, (4) assist in making diagnoses, and (5) identify contextual factors that might influence the patient's/ client's prognosis and the nature of the practitioner-patient/client interaction. In addition, effective patient interviewing also requires skill in patient communication, including attentive listening, establishment of practitioner-client rapport, attention to cultural congruency in interactions, and the ability to convey information at appropriate medicalliteracy levels.3Patient interviewing, or history-taking, has long been recognized as critically important to the delivery of health care. Beattie et al4 investigated patient satisfaction with Physical Therapy services. The authors noted enhanced satisfaction when patients perceived that PTs spent adequate time with them, demonstrated good listening and communication skills, and offered clear treatment explanations. These findings were similar to Goldstein et al5 who reported that patients felt that being treated with respect and involvement in treatment decisions were the most important components of their Physical Therapy experience. …
Shelley Goodgold - One of the best experts on this subject based on the ideXlab platform.
-
development of Physical Therapy Student cultural competency through international community service
Journal of cultural diversity, 2007Co-Authors: Anne Marie Dupre, Shelley GoodgoldAbstract:Many healthcare professions Students are unaware of their own ethnocentrism, and movement along the continuum of cultural competence may not be possible until the Students encounter individuals whose cultural beliefs, values, and needs differ significantly from their own. This project was an example of an international community service immersion experience in Nicaragua that led to increased cultural competency of five Physical Therapy Students. Through immersion, the Students progressed from cultural blindness to cultural precompetence. To further foster Student cultural competence, the conceptual framework needs to reflect the multiple facets of an individual's identity and influences on behavior change.
Beven P Livingston - One of the best experts on this subject based on the ideXlab platform.
-
Physical Therapy Students perceptions of team based learning in gross anatomy using the team based learning Student assessment instrument
Journal of Educational Evaluation for Health Professions, 2014Co-Authors: Beven P Livingston, Mary Lundy, Shana HarringtonAbstract:Purpose The objective of this study was to assess Physical Therapy Student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI). Methods The TBL-SAI was administered to 85 doctor of Physical Therapy (DPT) Students, comprising three cohorts (classes of 2013, 2014, and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: Students' perceptions of accountability, preference for lecture or TBL, and Student satisfaction. Results The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean, 37.97; 95% confidence interval [CI], 35.67 to 40.26) reported significantly higher satisfaction than that of the 2013 group (mean, 32.71; 95% CI, 30.31 to 35.05) and the 2014 group (mean, 33.11; 95% CI, 30.69 to 35.53). The 2015 group (mean, 125.3; 95% CI, 120.6 to 130.3) also had a significantly higher total score than that of the 2013 group (mean, 115.6; 95% CI, 110.5 to 120.5). Conclusion The Physical Therapy Students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate Students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.
Nicholas B Washmuth - One of the best experts on this subject based on the ideXlab platform.
-
impact of a multi patient simulation event on Physical Therapy Student confidence a quasi experimental study
The Journal of Clinical Education in Physical Therapy, 2020Co-Authors: Sarah E Ross, Nicholas B WashmuthAbstract:Purpose: Simulation is a long-established learning and assessment activity in healthcare education. Simulation has been used to provide opportunities for Students to experience complex patient interactions in a low-risk setting to prepare Students to manage all the demands of total patient care as new practitioners. The purpose of this quasi-experimental, single cohort study, with pre–post quantitative survey analysis including theme frequency, was to determine how participating in a multi-patient simulation consisting of different clinical settings and diagnoses would impact Physical Therapy Students’ confidence in clinical and decision-making skills. Methods: Thirty-three, entry-level Doctor of Physical Therapy Students completed a simulation and debriefing across four different healthcare settings while addressing different aspects of patient management within each of these settings. Students completed two surveys before and after this simulation to measure their self-appraised confidence. Quantitative data from these surveys were analyzed using Wilcoxon tests and the free-response entries from the surveys were analyzed for theme occurrence frequency. Results: Students’ total clinical skill confidence scores decreased (P = 0.015), specifically in areas of strength testing (P = 0.008), postural assessment (P = 0.002), and planning an appropriate intervention plan (P = 0.033). Students’ total decision-making confidence scores did not significantly change; however, areas of improvement included recognizing physiological and psychological changes in patients in a timely manner (P = 0.025) and distinguishing between clinically important and lower priority impairments (P = 0.048). Occurrence of theme frequencies from free responses revealed a decrease in Student confidence related to “flow and organization” as well as “evaluation.” Conclusion: While incorporating a multi-patient simulation improved some aspects of Students’ self-appraised confidence in clinical decision-making skills, there was an unexpected decrease in Students’ overall confidence.
-
effect of motor learning theory assisted instruction versus traditional demonstration on Student learning of spinal joint manipulation
Health Professions Education, 2020Co-Authors: Nicholas B Washmuth, Sarah Ross, Andrea N BowensAbstract:Abstract Purpose A high-velocity low-amplitude thrust joint manipulation (HVLAT) is an intervention used by clinicians to treat spine pain. HVLAT is an entry-level skill included in the curriculum of Physical therapist education programs. The objective of this study was to investigate the effects of utilizing a motor learning theory assisted teaching strategy on Physical Therapy Student HVLAT confidence and skill acquisition as compared to a traditional lab. Method Thirty Physical Therapy Students were divided into two groups. One group received a traditional lab. The other group received a lab involving sequential partial task practice (SPTP) strategy in which Students engaged in partial task practice over several repetitions with different partners. Student confidence and skill acquisition was determined through comparison of pretest and posttest surveys and performance on skills assessments. Results The traditional lab and SPTP lab groups demonstrated similar response from pretest to posttest related to their HVLAT confidence. Student grades on their skills assessment measuring skill acquisition showed no significant differences between the lab groups. Discussion The findings suggest that the SPTP lab strategy was as effective as a traditional lab structure for developing Physical Therapy Student HVLAT confidence and skill acquisition. The majority of Students in both lab groups reached a level of confidence that allowed them to feel comfortable teaching someone else these HVLAT skills. It is up to the instructors involved in delivering HVLAT content in Physical therapist education programs to determine what learning activities are best suited to meet their specific objectives.