CAPSTONE PROJECTS IN PHYSIOTHERAPY ACADEMIA: PREPARING STUDENTS FOR DIDACTIC-EXPERIENTIAL SUCCESSES IN ALL ASPECTS OF PATIENT-CLIENT MANAGEMENT FOR BEST PRACTICE

A. Chaudry¹, J. Karges-Brown²

¹Langston University, School of Physical Therapy, Langston, Oklahoma, United States, ²University of South Dakota, Department of Physical Therapy, Vermillion, South Dakota, United States

Background: The physiotherapy profession is progressively becoming more autonomous, and with increased autonomy comes responsibility of critically thinking to establish accurate patient/client differential diagnosis and plan of care. Therefore, doctorate physiotherapist education (DPT) programs must assure that graduating students can proficiently recall and apply clinical reasoning skills to analyze all aspects of patient/client management while working as future clinicians.

Purpose: The needto affirm student retention of didactic knowledge to pass national licensing exam to become physiotherapists; and demonstrate ability to experientially apply learned skills to clinical patients, led two DPT programs in U.S.A. to develop innovative ways to retain/assess student competencies in applying/analyzing all relevant aspects of patient-client management and assure student compliance to best physiotherapy practices.

Methods: Two DPT programs designed/implemented a multifaceted capstone approach to facilitate student retention and assessment on all aspects of patient/client management. In Program One, near conclusion of didactic curriculum students took a comprehensive national practice exam I offered/administered by DPT program to establish base line scores. Students attended clinical internships and selected a patient to prepare a Capstone Clinical Case Study (CCCS) written report addressing all aspects of patient/client management with guidance from their clinical instructor. Student submitted report for feedback to a faculty mentor and used feedback to prepare CCCS presentation. Student made CCCS presentation to faculty mentors and student’s cohort peers who provided feedback to enhance learning. Students also attended a school sponsored national exam review course that included comprehensive exam taking tips/study strategies. Finally, students took another school monitored national comprehensive practice exam II. Faculty assessed scores from both exams and analysis discussed privately with each student for final national comprehensive exam prep. In Program 2, during Semester 6 (of 8), students completed a comprehensive practical exam with simulated cases/community based-patients and a national exam review course. During Semester 7, students completed a Clinical Case Study (CCS) incorporating the patient/client management model and ICF model with a patient from their clinical internship, and developed a Professional Development Plan (PDP) which included a study plan for the national exam. During semester 8, students completed a practice test for the national exam, and analyzed the exam results to develop a detailed study plan for the national exam, including additional practice exams and focused content study. Academic advisors provided feedback on the CSS, PDP, and study plan.

Results: 100% Program One students passed their CCCS and noted review course with pre and post exams to be helpful study strategies for ultimate positive outcomes on license exam. 100% Program Two students passed their comprehensive practical exam, CCS, and reported the national exam review course, practice exams, and study plan helped prepare for success on the national exam.

Conclusions: The above capstone teaching-learning-assessment strategies enabled both PEPs to continue to graduate future clinicians able to critically think and demonstrate accurate application/analysis of retained didactic knowledge to varied real patient/client management scenarios in physiotherapy practice.

Implications: This above unique mix of capstone didactic-experiential strategies may be adapted by any physiotherapist education program to facilitate retention/ assessment for eventual student success.

Funding acknowledgements: Funding not required.

Keywords:
Capstone projects
Clinical assessment
Didactic retention

Topics:
Education: methods of teaching & learning
Education: clinical
Education

Did this work require ethics approval? No

Reason: The review of program information is considered a quality assessment measure to ensure meeting accreditation needs. Thus, IRB approval is not needed.