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Trainee and Student Policy
Published in Steven A. Wartman, Confluence of Policy and Leadership in Academic Health Science Centers, 2022
Wilsie S. Bishop, M. David Linville
Accrediting organizations for all professional health sciences programs have expectations for specific policies to achieve compliance with accreditation standards. Policies codify “ways of doing business” and provide protocols for consistency. Some standards, like those of the Commission on Collegiate Nursing Education, specifically point out that program and academic policies of the parent institution must be congruent. The Commission on Accreditation in Physical Therapy Education emphasizes policies that protect the rights, privileges, and safety of individuals within the program and also look for consistency with institutional policies of a like nature. The Liaison Committee on Medical Education describes the purpose and responsibility of accreditation as “a process of quality assurance in postsecondary education that determines whether an institution or program meets established standards for function, structure, and performance. The accreditation process also fosters institutional and program improvement.”1
The Role of the Physical Therapist in Life Care Planning
Published in Roger O. Weed, Debra E. Berens, Life Care Planning and Case Management Handbook, 2018
Kathie Allison, Kirsten Potter
Physical therapists treat pain, disease, and injury by physical therapeutic means (Stedman, 2000). The professional organization for physical therapist practice is the American Physical Therapy Association (APTA). The association is responsible for establishing standards of practice, code of ethics, and guidelines for the delivery of PT services. Currently, physical therapy education programs award a Doctorate in Physical Therapy. Individuals who previously received degrees at the baccalaureate and master's level have equal standing for the care and treatment of clients. Licensure for physical therapists is regulated by states. Physical therapists take a national examination and can use those test scores for reciprocity among those states for which it is allowed. Physical therapists can choose to become board certified clinical specialists through the American Board of Physical Therapist Specialties.
Low Back Pain
Published in Andrew Stevens, James Raftery, Low Back Pain Health Care Needs Assessment, 2018
P Croft, A Papageorgious, R McNally
In any one year, for a brief physical therapy, education, exercise and cognitive-behavioural ‘package’ to be available for all people who develop moderate or severely disabling low back pain of more than four weeks duration.
Augmented behavioral medicine competencies in physical therapy students’ clinical reasoning with a targeted curriculum: a final-semester cohort-comparison study
Published in Physiotherapy Theory and Practice, 2022
Maria Elvén, Elizabeth Dean, Anne Söderlund
Entry-level physical therapy education curricula play an essential role in providing students with core competencies to meet the needs of clients, health care and society (American Physical Therapy Association, 2014; National Physiotherapy Advisory Group, 2017). Curriculum designs need to address holistic, person-centered care (Gilliland, 2020) and epidemiological trends, such as the increase of lifestyle-related conditions (Dean et al., 2016). Despite the importance of such curriculum components, findings of systematic reviews (Alexanders, Anderson, and Henderson, 2015; Alexanders and Douglas, 2016; Holopainen et al., 2020) and international surveys (Bodner, Rhodes, Miller, and Dean, 2013) have demonstrated insufficient training of incorporating psychosocial aspects in assessment and treatment and supporting life-style behavior change within physical therapy curricula.
The effect of standardized patients for physical therapy students on behaving and communicating as a professional: a systematic review
Published in Physical Therapy Reviews, 2022
M. B. Donaldson, K. Tyler, A. Carroll
Although it is essential to develop professional behaviors during entry-level PT education, the curriculum may lack explicit instruction in those behaviors [4]. Educators often report that students demonstrate difficulty in the affective domain of learning [5]. Multiple documents have defined the domains of professional behavior for physical therapists. These documents include the ‘Core Values’ from the American Physical Therapy Association (APTA) and the Commission on Accreditation in Physical Therapy Education (CAPTE) Evaluative Criteria require Doctor of Physical Therapy (DPT) programs to prepare students for PT practice by demonstrating a didactic and clinical curriculum that fosters the knowledge, skills, and behaviors for entry-level practice [6–8]. Clinical education instructors have often identified several concerns with the professional standards demonstrated by PT students, including inappropriate personal behavior, inappropriate interactions with patients or colleagues, inappropriate responses to feedback, and failure to accept responsibility for unprofessional behaviors. Providing direct feedback regarding professional behaviors is an effective way to facilitate such behavioral changes [9].
Developing core education principles for rehabilitation professionals in response to the opioid crisis: an example from physical therapy education
Published in Disability and Rehabilitation, 2021
While the model and the core principles presented focus on physical therapy education, it can easily be adopted for other healthcare professionals and particularly rehabilitation professionals. For instance, given the scope of practice for occupational therapists, the three patient populations defined by the model would likely not change, but the focus on the movement system as a dimension for occupational therapists is not consistent with their practice and could be replaced by the concept of occupation, a central tenet of occupational therapy practice [33,34]. In turn, speech and language pathologists could replace the movement system in the model with communication which is at the core of their practice. In adopting the model each profession needs to give appropriate consideration to their own scope of practice and education requirements. The interdisciplinary approach to the opioid crisis is paramount in crafting a profession's solution, and educating students to expect and appreciate an interdisciplinary approach will facilitate a growing understanding that communication, appropriate referrals, and sharing resources is the best way to address the crisis. We anticipate that occupational therapists and speech and language pathologists could use the model to ensure that their professional level education is meeting the needs of entering professionals, and to consider tying that education to interprofessional activities with physical therapists and other health professionals.