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Nordstrom T1, Jensen G2, Hack L3, Mostrom E4, Gwyer J5
1Samuel Merritt University, Oakland, United States, 2Creighton University, Omaha, United States, 3Temple University, Philadelphia, United States, 4Central Michigan University, Mount Pleasant, United States, 5Duke University, Durham, United States
Background: The Carnegie Foundation for the Advancement of Teaching commissioned the Preparation for the Professions Program, a qualitative study of professional education in the clergy, law, engineering, nursing and medicine Those studies identified curricular structures, instructional practices, assessment approaches, and environmental characteristics that support professional preparation and resulted in significant reform efforts in those professions. The last major, national study of physical therapist education in the United States was completed by Catherine Worthingham in the 1960's. Physical therapist education was at a similar inflection point in its trajectory with the potential to advance innovation and excellence.
Purpose: The purpose of this Carnegie-type study, was to investigate elements of excellence and innovation in academic and clinical physical therapist education in the United States.
Methods: This study used a qualitative multiple-case study design. A purposive sample of six academic and five clinical programs were selected representing a diversity of size, institutional setting, geography, and role in residency education. Qualitative case studies were generated from a review of artifacts, field observations and interviews that provided the data for the study.
Results: A conceptual framework grounded in three major dimensions was generated, with eight supporting elements: (1) culture of excellence (shared beliefs and values, leadership and vision, drive for excellence and partnerships), (2) praxis of learning (signature pedagogy, practice-based learning, creating adaptive learners, and professional formation) and (3) organizational structures and resources. The research team used iterative, interactive processes with key stakeholders to generate recommendations for reform at the institutional level and systematic, strategic actions at the organizational level nationally.
Conclusion(s): The conceptual model and findings in each of the three dimensions represents dimensions of excellence that is centered on the foundational importance of a nexus of linked and highly valued aims of being learner centered and patient centered in all learning environments. The recommendations and strategic actions establish a meaningful, actionable framework for a drive towards excellence.
Implications: Too often, physical therapist education focuses on meeting basic, minimal criteria established by accreditation and regulatory bodies instead of creating a sustained drive for excellence using meaningful models of innovation. Concurrently, professional organizations, licensing agencies, accrediting agencies, and higher education systems function in siloes without a strategic, coherent approach to support excellence throughout the system of educating physical therapists. The study provides recommendations for action at the program and institutional levels to create a culture of excellence in physical therapy education and strategic initiatives that can be taken at the national level to support excellence, chief amongst those is support for educational research to further substantiate the contributors to excellence. These recommendations address steps toward excellence that can apply to physical therapy education in many different national systems.
Keywords: Learning, Education Research
Funding acknowledgements: American Physical Therapy Association
American Council of Academic Physical Therapy
Orthopedic Section, APTA
Academy of Physical Therapy Education, APTA.
Purpose: The purpose of this Carnegie-type study, was to investigate elements of excellence and innovation in academic and clinical physical therapist education in the United States.
Methods: This study used a qualitative multiple-case study design. A purposive sample of six academic and five clinical programs were selected representing a diversity of size, institutional setting, geography, and role in residency education. Qualitative case studies were generated from a review of artifacts, field observations and interviews that provided the data for the study.
Results: A conceptual framework grounded in three major dimensions was generated, with eight supporting elements: (1) culture of excellence (shared beliefs and values, leadership and vision, drive for excellence and partnerships), (2) praxis of learning (signature pedagogy, practice-based learning, creating adaptive learners, and professional formation) and (3) organizational structures and resources. The research team used iterative, interactive processes with key stakeholders to generate recommendations for reform at the institutional level and systematic, strategic actions at the organizational level nationally.
Conclusion(s): The conceptual model and findings in each of the three dimensions represents dimensions of excellence that is centered on the foundational importance of a nexus of linked and highly valued aims of being learner centered and patient centered in all learning environments. The recommendations and strategic actions establish a meaningful, actionable framework for a drive towards excellence.
Implications: Too often, physical therapist education focuses on meeting basic, minimal criteria established by accreditation and regulatory bodies instead of creating a sustained drive for excellence using meaningful models of innovation. Concurrently, professional organizations, licensing agencies, accrediting agencies, and higher education systems function in siloes without a strategic, coherent approach to support excellence throughout the system of educating physical therapists. The study provides recommendations for action at the program and institutional levels to create a culture of excellence in physical therapy education and strategic initiatives that can be taken at the national level to support excellence, chief amongst those is support for educational research to further substantiate the contributors to excellence. These recommendations address steps toward excellence that can apply to physical therapy education in many different national systems.
Keywords: Learning, Education Research
Funding acknowledgements: American Physical Therapy Association
American Council of Academic Physical Therapy
Orthopedic Section, APTA
Academy of Physical Therapy Education, APTA.
Topic: Education
Ethics approval required: Yes
Institution: Creighton University
Ethics committee: Institutional Review Board
Ethics number: IRB 16-327
All authors, affiliations and abstracts have been published as submitted.
