What Traits Are Reflective of Positive Professional Performance in Physical Therapy Program Graduates? A Delphi Study.

Background: Physical therapist program level successes have been associated with cognitive and noncognitive predictors. To our knowledge, no studies in physical therapy have explored predictive criteria for positive professional performance (PPP) in one's career beyond an educational program. The two-fold purpose of this study was to analyze what traits were key indicators of PPP beyond one's academic preparation, with secondary goal to determine whether traits related to PPP could be mediated by academic preparation.

Reasons identified for seeking the American Physical Therapy Association-Credentialed Clinical Instructor Program (CCIP) in Florida.

Unlabelled: The American Physical Therapy Association's (APTA) Strategic Plan strives to increase the number of APTA credentialed clinical instructors. Available to all health care providers, as of 2012, there were 39,851 credentialed clinical instructors.

Objectives: Study purposes were threefold: to determine participants' a.

Assessing reflective thinking and approaches to learning.

Background: Facilitation of reflective practice is critical for the ongoing demands of health care practitioners. Reflective thinking concepts, grounded in the work of Dewey and Schön, emphasize critical reflection to promote transformation in beliefs and learning necessary for reflective practice. The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) assess skill aspects of professional reasoning, with promise for measuring changes over time.

Mutual respect in healthcare: assessing cultural competence for the University of Utah Interdisciplinary Health Sciences.

Introduction: The University initiated an Interdisciplinary Health Sciences Students (IHSS) education program, Cultural Competency & Mutual Respect (CCMR), for medicine (MED), pharmacy (PHARM), nursing (NSG), physical (PT) and occupational therapy (OT). This study assessed CCMR pre/post learning outcomes through the Inventory for Assessing the Process of Cultural Competence-Revised((c)) (IAPCC-R).

Methods: Subjects included: 100 MED, 140 NSG, 36 PT, 11 OT and 53 PHARM IHSS.

Fostering reflective practice: self-assessment abilities of physical therapy students and entry-level graduates.

Adopting the American Physical Therapy Association Clinical Performance Instrument, physical therapy (PT) interns are required to self-assess, hence the need for development of self-assessment abilities. The purpose of this research was threefold: (1) to develop an interview guide instrument to gather qualitative data, (2) to investigate the experience of self-assessment of PT students and new graduates, and (3) to identify training needs and propose a plan to incorporate self-assessment for PT lifelong learners. This study evaluated the self-assessment abilities of PT learners by investigating the following self-assessment components: (1) abilities and skills, (2) barriers and/or support, (3) training needs, and (4) essential elements for development.

Design and utility of a web-based computer-assisted instructional tool for neuroanatomy self-study and review for physical and occupational therapy graduate students.

The cadaver continues to be the primary tool to teach human gross anatomy. However, cadavers are not available to students outside of the teaching laboratory. A solution is to make course content available through computer-assisted instruction (CAI).