The hypothesis was that remote education would negatively affect professional behaviors; this study aimed to examine the relationships and differences between the primary method of instruction, clinical instructor, and student self-assessment of the Clinical Performance Instrument (CPI) midterm ICE ratings. The CPI ratings of DPT student demonstration of professional behaviors of their professional behaviors during the first three weeks of the ICE.
This quasi-experimental quantitative study analyzed the data from one physical therapy program with four full-time physical therapy campuses (Residential, full-time DPT students). Data obtained from the university's clinical education database showed that two cohorts taught with different methods of instruction were compared. Demographic information and professional behavior ratings from the Clinical Performance Instrument 2.0(CPI) were analyzed. The study examined relationships between the primary method of instruction (face-to-face or remote) and Clinical Instructor and Student Self-assessment ratings of professional behaviors. The CPI midterm ratings examined were Accountability. Professional Behavior Development, Safety, Cultural Competence, Professional Behavior, and Ethics of the Integrated Clinical Experience (ICE) provided the professional behavior ratings of ICE following remote or in-person instruction.
Remote instruction positively influenced DPT students' professional development in safety, professional behavior, accountability, and communication. However, further research is needed to explore the long-term effects of remote instruction on professional behavior development in physical therapy education. DPT students receiving remote instruction scored higher in Safety, Professional Behavior, Accountability, and Communication, unlike the F2F counterparts on the CPI midterm assessment.
In conclusion, contrary to the hypothesis, the results demonstrated that extended remote instruction during the COVID-19 pandemic positively impacted selected development of DPT student professional behaviors. The results of this study can be attributed to several factors, such as ( 1) clinical instructors reported increased time developing professional behaviors, and 2) the use of valid and reliable Clinical Performance Instrument (CPI). Additionally, studies have highlighted the need for more reliable and valid tools to evaluate the aspect of professional development during pre-clinical training.
The findings are multifaceted and influence educational practices and future research. Outcomes associated with remote instruction underscore the potential of hybrid models of PT education.
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