To describe how three doctor of physical therapy (DPT) programs created a positive campus climate to systematically teach DEI in unique, varied experiential formats for facilitated progressive active student learning & collaborated to assess both SPT/CI integration of DEI principles in clinical practice.
Three DPT programs in U.S.A. integrated DEI teaching/learning content into their academic curricula. Though the specific strategies employed by each academic program differed, their overall goal was the same, i.e., progressive student exposure to DEI education spread over the entire 3-year curriculum. To ensure student carryover of DEI training into the clinic, and CI appreciation of DEI sensitive practices, a three-program collaborative student-clinician survey was also developed and distributed to assess DEI practices of SPTs/CIs. The SPTs and CIs both completed self-assessments and peer-assessments of their CIs/SPTs respectively in 4 Categories: 1) Recognizing Personal Bias for Diversity; 2) Actively Seeking Input on Recognizing Diversity to be Equitable; 3) Pursuing Inclusive Practices by Clarifying Unique Needs and Addressing Diversity Misunderstandings Respectfully; and 4) Demonstrating Explicit Efforts to Build Patient/Client Trust (Likert-Responses 1=frequently, 2=occasionally, 3=rarely, 4=never).
Overall, significant differences were found between SPTs self-assessment and CIs assessment of SPTs in one question each from Categories 2, 3, and 4 above (P=.013, P=.007, P=.048 respectively) where the CIs rated the students “occasionally” and the students rated themselves as “frequently” completing the given behaviors. Results indicated that 100% of the SPTs/CIs self and peer assessed that each group demonstrated DEI in practice. Of the CIs, 54.1% had attended DEI training, 50.6% felt they would benefit from additional training, and 54.1% reported SPTs would benefit from additional training.
SPTs were engaged in teaching-learning related to DEI sensitive clinical practices by academic faculty as part of their 3-year physiotherapy curriculum, including their clinical experiences. SPTs/CIs reported they demonstrated DEI behaviors in the clinic (frequently for most behaviors, but occasionally for some), and over half the CIs felt they and the SPTs would benefit from additional training. Thus, academic faculty should continue and further improve training SPTs and find additional opportunities to assist CIs with DEI education/development for clinical practice.
Progressively integrating DEI teaching-learning strategies into the three-year physiotherapy didactic-clinical curriculum proved helpful in maximizing content retention; and can be easily modified by way of program specific strategies and implemented and assessed by any physiotherapy education program desirous of taking lead in DEI education, training, and assessment for SPTs and CIs.
Student-clinician
assessing competency
