Journal articles: 'Physical therapists Education Victoria'

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Hosoda, Masataka, Kouji Isozaki, Sadao Morita, Noboru Sakanoue, Keisuke Kaji, and Kiyomi Takayanagi. "Interprofessional Education for Physical Therapists." Journal of Physical Therapy Science 17, no. 2 (2005): 115–18. http://dx.doi.org/10.1589/jpts.17.115.

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Chase, Lisa, JulieAnn Elkins, Janet Readinger, and Katherine F. Shepard. "Perceptions of Physical Therapists Toward Patient Education." Physical Therapy 73, no. 11 (November 1, 1993): 787–95. http://dx.doi.org/10.1093/ptj/73.11.787.

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Austin, Tricia M., and Kim C. Graber. "Variables Influencing Physical Therapists’ Perceptions of Continuing Education." Physical Therapy 87, no. 8 (August 1, 2007): 1023–36. http://dx.doi.org/10.2522/ptj.20060053.

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Background and Purpose: As of October 1, 2002, physical therapy continuing education (CE) in Illinois was mandated. Research examining the recent mandate for physical therapists to engage in CE is limited. The purposes of this study were to examine the perceptions of physical therapist clinicians and managers concerning the barriers to and facilitators of CE and to identify how physical therapists perceive the role of their department in the CE process.Subjects: Participants were 23 physical therapists at 6 hospitals.Methods: Qualitative methodology was used to analyze data.Results: Four themes were identified: negotiating and managing the variables associated with CE, providing and promoting opportunities that meet physical therapists’ CE needs, identifying the elements of employment environments that foster CE, and perceived implications of mandating CE.Discussion and Conclusion: This investigation highlights the need to identify the core set of variables associated with engaging in CE and to promote the elements of employment environments that foster CE.

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Landers, Merrill R., James W. McWhorter, Laura L. Krum, and David Glovinsky. "Mandatory Continuing Education in Physical Therapy: Survey of Physical Therapists in States With and States Without a Mandate." Physical Therapy 85, no. 9 (September 1, 2005): 861–71. http://dx.doi.org/10.1093/ptj/85.9.861.

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Abstract Background and Purpose Although formal continuing education (CE) in physical therapy is one part of professional development, its value for renewing licensure is not shared by all states. The purpose of this study was to explore the differences in how physical therapists pursue formal continuing education on the basis of state mandate, sex, years of experience, practice specialty, American Physical Therapy Association membership, motivation, and perception of the benefits of CE. Subjects and Methods A survey questionnaire was sent to 3,000 physical therapists in 7 states—1,500 to physical therapists in states with mandatory CE and 1,500 to physical therapists in states without a requirement. A total of 1,145 usable survey questionnaires were returned, for a response rate of 38.2%. Results Physical therapists in states with mandatory CE averaged 33.8 hours of CE per year, whereas physical therapists in states without a mandate averaged 28.3 hours per year; 5.9% of therapists in states without a mandate reported taking no CE at all, and 10.8% reported taking 2 or fewer hours of CE within the preceding 5 years. No statistically significant relationships were observed between the amount of CE taken and years of experience, sex, or practice specialty. Therapists who reported membership in the American Physical Therapy Association participated in 7.2 more hours of CE per year than therapists who did not report membership. Significant motivational variables that respondents noted for taking CE were state mandate, increased clinical competence, and certification. Therapists overwhelmingly (96.2%) believed that CE had a beneficial effect on their clinical practice. Discussion and Conclusion Results from this study suggest that mandatory CE does have a significant association with the number of formal CE hours taken by physical therapists.

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Gahimer, Julie Echsner, and David M. Morris. "Community Health Education: Evolving Opportunities for Physical Therapists." Journal of Physical Therapy Education 13, no. 3 (1999): 38–48. http://dx.doi.org/10.1097/00001416-199910000-00007.

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Lau, Carrie, Danielle Chitussi, Sarah Elliot, Jennifer Giannone, Mary-Katherine McMahon, Kathryn M. Sibley, Alda Tee, Julie Matthews, and Nancy M. Salbach. "Facilitating Community-Based Exercise for People With Stroke: Cross-Sectional e-Survey of Physical Therapist Practice and Perceived Needs." Physical Therapy 96, no. 4 (April 1, 2016): 469–78. http://dx.doi.org/10.2522/ptj.20150117.

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Background Educating people with stroke about community-based exercise programs (CBEPs) is a recommended practice that physical therapists are well positioned to implement. Objective The aim of this study was to evaluate the provision of education about CBEPs to people with stroke, barriers to providing education, and preferences for resources to facilitate education among physical therapists in neurological practice. Design A cross-sectional e-survey of physical therapists treating adults with stroke in Ontario, Canada, was conducted. Methods A link to the questionnaire was emailed to physical therapists in a provincial stroke network, a provincial physical therapy association, and on hospital and previous research lists. Results Responses from 186 physical therapists were analyzed. The percentage of respondents who reported providing CBEP education was 84.4%. Only 36.6% reported typically providing education to ≥7 out of 10 patients with stroke. Physical (90.5%) and preventative (84.6%) health benefits of exercise were most frequently discussed. Therapists reported most commonly delivering education at discharge (73.7%). Most frequently cited barriers to educating patients were a perceived lack of suitable programs (53.2%) and a lack of awareness of local CBEPs (23.8%). Lists of CBEPs (94.1%) or brochures (94.1%) were considered to be facilitators. The percentage of physical therapists providing CBEP education varied across acute, rehabilitation, and public outpatient settings. Limitations The percentage of physical therapists providing education may have been overestimated if respondents who deliver CBEP education were more likely to participate and if participants answered in a socially desirable way. Conclusions Even though a high proportion of physical therapists provide CBEP education, education is not consistently delivered to the majority of patients poststroke. Although a CBEP list or brochure would facilitate education regarding existing CBEPs, efforts to implement CBEPs are needed to help overcome the lack of suitable programs.

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Cleland, Joshua A., Julie M. Fritz, Gerard P. Brennan, and Jake Magel. "Does Continuing Education Improve Physical Therapists’ Effectiveness in Treating Neck Pain? A Randomized Clinical Trial." Physical Therapy 89, no. 1 (January 1, 2009): 38–47. http://dx.doi.org/10.2522/ptj.20080033.

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Background and PurposePhysical therapists often attend continuing education (CE) courses to improve their overall clinical performance and patient outcomes. However, evidence suggests that CE courses may not improve the outcomes for patients receiving physical therapy for the management of neck pain. The purpose of this study was to investigate the effectiveness of an ongoing educational intervention for improving the outcomes for patients with neck pain.ParticipantsThe study participants were 19 physical therapists who attended a 2-day CE course focusing on the management of neck pain. All patients treated by the therapists in this study completed the Neck Disability Index (NDI) and a pain rating scale at the initial examination and at their final visit.MethodsTherapists from 11 clinics were invited to attend a 2-day CE course on the management of neck pain. After the CE course, the therapists were randomly assigned to receive either ongoing education consisting of small group sessions and an educational outreach session or no further education. Clinical outcomes achieved by therapists who received ongoing education and therapists who did not were compared for both pretraining and posttraining periods. The effects of receiving ongoing education were examined by use of linear mixed-model analyses with time period and group as fixed factors; improvements in disability and pain as dependent variables; and age, sex, and the patient's initial NDI and pain rating scores as covariates.ResultsPatients treated by therapists who received ongoing education experienced significantly greater reductions in disability during the study period (pretraining to posttraining) than those treated by therapists who did not receive ongoing training (mean difference=4.2 points; 95% confidence interval [CI]=0.69, 7.7). Changes in pain did not differ for patients treated by the 2 groups of therapists during the study period (mean difference=0.47 point; 95% CI=−0.11, 1.0). Therapists in the ongoing education group also used fewer visits during the posttraining period (mean difference=1.5 visits; 95% CI=0.81, 2.3).Discussion and ConclusionThe results of this study demonstrated that ongoing education for the management of neck pain was beneficial in reducing disability for patients with neck pain while reducing the number of physical therapy visits. However, changes in pain did not differ for patients treated by the 2 groups of therapists. Although it appears that a typical CE course does not improve the overall outcomes for patients treated by therapists attending that course, more research is needed to evaluate other educational strategies to determine the most clinically effective and cost-effective interventions.

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Effgen, Susan K. "Preparation of Physical Therapists and Occupational Therapists to Work in Early Childhood Special Education Settings." Topics in Early Childhood Special Education 7, no. 4 (January 1988): 10–19. http://dx.doi.org/10.1177/027112148800700403.

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Poitras, Stéphane, Régis Blais, Bonnie Swaine, and Michel Rossignol. "Management of Work-Related Low Back Pain: A Population-Based Survey of Physical Therapists." Physical Therapy 85, no. 11 (November 1, 2005): 1168–81. http://dx.doi.org/10.1093/ptj/85.11.1168.

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Abstract Background and Purpose. Physical therapy often is used in the management of work-related low back pain (LBP). Little information, however, is known about the types of interventions used by physical therapists in the management of this condition. The objective of this study was to describe the interventions used by physical therapists in the treatment of workers with acute or subacute LBP, with or without radiating pain below the knee. Subjects. Clinical management questionnaires for workers without and with radiating pain were returned by 190 and 139 physical therapists, respectively. Methods. For each treatment session, therapists recorded treatment objectives, interventions, and education provided to 2 workers with LBP, 1 with radiating pain and 1 without radiating pain. Results. The majority of physical therapists used stretching and strengthening exercises, spinal mobilizations, soft tissue mobilizations and massage, manual traction, posture correction, interferential current, ultrasound, heat, and functional activities education. With radiating pain, the majority of the therapists also used cold and the McKenzie approach. Treatment objectives pursued by the majority of the therapists were decrease of pain, increase of range of motion, increase of muscle strength (force-generating capacity of muscle), decrease of muscle tension, and worker education. Discussion and Conclusion. Physical therapists use an array of interventions with workers with LBP. The effectiveness of most interventions reported has not been well studied.

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Baker, Susan M., Helen H. Marshak, Gail T. Rice, and Grenith J. Zimmerman. "Patient Participation in Physical Therapy Goal Setting." Physical Therapy 81, no. 5 (May 1, 2001): 1118–26. http://dx.doi.org/10.1093/ptj/81.5.1118.

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Abstract Background and Purpose. An important part of treatment planning in physical therapy is effective goal setting. The Guide to Physical Therapist Practice recommends that therapists should identify the patient's goals and objectives during the initial examination in order to maximize outcomes. The purpose of this study was to examine whether therapists seek to involve patients in goal setting and, if so, what methods they use. Therapists' attitudes toward participation and patient satisfaction with the examination were also examined. Subjects and Methods. Twenty-two physical therapists audiotaped the initial examination of 73 elderly patients (X̄=76.4 years of age, SD=7.1, range=65–94). The audiotaped examinations were then scored using the Participation Method Assessment Instrument (PMAI) to determine the frequency of attempts made by therapists to involve patients in goal setting. Therapists and patients completed surveys following the examinations. Results. Therapists' use of participation methods during examinations ranged from a minimum of 1 to a maximum of 19 out of 21 possible items on the PMAI. The therapists stated that they believed that it is important to include patients in goal-setting activities and that outcomes will be improved if patients participate. Patients also indicated that participation is important to them. Discussion and Conclusion. In most cases, the therapists did not fully take advantage of the potential for patient participation in goal setting. Patient and therapist education is needed regarding methods for patient participation during initial goal-setting activities.

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FASTIVETS, A., and O. KOLESNYK. "THEORETICAL CONCEPTS OF METHODICAL SYSTEM OF EDUCATION OF PHYSICAL THERAPISTS TO BE." Pedagogical Sciences, no. 75-76 (December 12, 2020): 56–60. http://dx.doi.org/10.33989/2524-2474.2020.75-76.226370.

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In epoch of global social, economic and demographic crisis a problem of the health level of the population, its maintenance and incresing becomes more relevant. It is a sociomedical problem that requires an immediate solution. It causes a need for the development of a system of education of physical therapists to be.The aim of the study is to develop and scientifically prove the theoretical concepts of methodical system of education of physical therapists to be.

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Ten Tusscher, Marieke R., Wim G. Groen, Edwin Geleijn, Dagmar Berkelaar, Neil K. Aaronson, and Martijn M. Stuiver. "Education Needs of Dutch Physical Therapists for the Treatment of Patients With Advanced Cancer: A Mixed Methods Study." Physical Therapy 100, no. 3 (February 7, 2020): 477–86. http://dx.doi.org/10.1093/ptj/pzz172.

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Abstract Background The survival rates for patients with advanced cancer have increased over time. Many patients experience symptoms and functional limitations that impair activities of daily living and limit quality of life. A number of these health problems are amenable to physical therapist treatment. However, physical therapists caring for patients with advanced cancer require special training and skills. Objective The study aimed to assess the educational needs and clinical uncertainties of Dutch physical therapists in relation to treatment of patients with advanced cancer. Design This was a mixed methods study. Methods A survey and 2 focus groups were conducted among physical therapists working in primary care who had previously received at least basic oncology training. Results A total of 162 physical therapists completed the survey. The most frequently reported educational needs were related to effective interprofessional collaboration (61.7%), knowledge of medical treatment (49.4%), and current evidence on physical therapist interventions in this population (49.4%). In the focus groups, physical therapists (n = 17) voiced uncertainties about treating patients with bone metastases, setting realistic goals, when and how to end a treatment episode, interprofessional collaboration, finding and using evidence, and using clinimetrics. Conclusion These results support the need for specific education programs for physical therapists working with advanced cancer patients to increase the availability of high-quality oncology rehabilitation for this population.

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Sluijs, Emmy M., Jouke van der Zee, and Gerjo J. Kok. "Differences between physical therapists in attention paid to patient education." Physiotherapy Theory and Practice 9, no. 2 (January 1993): 103–18. http://dx.doi.org/10.3109/09593989309052922.

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Sakurai, Hiroaki, Yoshikiyo Kanada, Yoshito Sugiura, Ikuo Motoya, Yosuke Wada, Masayuki Yamada, Masao Tomita, et al. "OSCE-based Clinical Skill Education for Physical and Occupational Therapists." Journal of Physical Therapy Science 26, no. 9 (2014): 1387–97. http://dx.doi.org/10.1589/jpts.26.1387.

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Hush, J., K. Sluka, and G. Rovner. "Meeting the global challenge of pain education for physical therapists." Physiotherapy 101 (May 2015): e7-e8. http://dx.doi.org/10.1016/j.physio.2015.03.014.

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Whittaker, Jackie L., Richard Ellis, Paul William Hodges, Cliona OSullivan, Julie Hides, Samuel Fernandez-Carnero, Jose Luis Arias-Buria, Deydre S. Teyhen, and Maria J. Stokes. "Imaging with ultrasound in physical therapy: What is the PT’s scope of practice? A competency-based educational model and training recommendations." British Journal of Sports Medicine 53, no. 23 (April 25, 2019): 1447–53. http://dx.doi.org/10.1136/bjsports-2018-100193.

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Physical therapists employ ultrasound (US) imaging technology for a broad range of clinical and research purposes. Despite this, few physical therapy regulatory bodies guide the use of US imaging, and there are limited continuing education opportunities for physical therapists to become proficient in using US within their professional scope of practice. Here, we (i) outline the current status of US use by physical therapists; (ii) define and describe four broad categories of physical therapy US applications (ie, rehabilitation, diagnostic, intervention and research US); (iii) discuss how US use relates to the scope of high value physical therapy practice and (iv) propose a broad framework for a competency-based education model for training physical therapists in US. This paper only discusses US imaging—not ‘therapeutic’ US. Thus, ‘imaging’ is implicit anywhere the term ‘ultrasound’ is used.

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Ferreira, Ricardo M., Pedro N. Martins, Nuno Pimenta, and Rui S. Gonçalves. "Measuring evidence-based practice in physical therapy: a mix-methods study." PeerJ 9 (January 4, 2022): e12666. http://dx.doi.org/10.7717/peerj.12666.

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Background Evidence-based practice (EBP) is considered the “holy grail” to manage patients by health practitioners (such as physical therapists). However, sometimes, patients are not treated with the best interventions for their condition. Although studies already explored the facilitators and barriers for this issue, they increase in the level of importance if the information gathered are context appropriated. As the profession is relatively new in Portugal, currently little is known about the implementation of EBP in Portuguese physical therapists context. So, the aim of this study is to know if the Portuguese physical therapists use an EBP, and collect and deeper understand the factors, barriers and facilitators associated with EBP. Methods This study incorporated a mixed-methods design (quantitative and qualitative). In an attempt to ensure the correct population sample, a national professional association e-mail database and the e-mails of past students from national schools were requested. For the quantitative data it was choose an e-survey, adapted from the EBP: Beliefs, Attitudes, Knowledge, and Behaviors of Physical Therapists Portuguese version questionnaire, consisted of 55 close-ended questions. It was analyzed response frequencies and associations between variables with logistic regression analyses. For the qualitative data, it was choose to perform semi-structured interviews in purposefully selected physical therapists to include different sociodemographic factors (especially those found to be statistically significant in the logistic regression) and survey responses regarding the physical therapists’ beliefs, attitudes, knowledge, and behaviors. The interviews were performed in an online software, where only audio contact was performed. The audios were anonymized and verbatim transcribed, and the texts explored by the thematic approach. Results From the 277 physical therapists that shown interest in participating in the study, 193 fully completed the questionnaire and, from those, 10 participated in the interviews. The Portuguese physical therapists reported positive beliefs, attitudes, knowledge, and behaviors regarding EBP. Among the physical therapists characteristics it seems that age (younger therapists), education (participating in continuing education courses; belonging to practice-orientated organizations; having a doctorate degree; pursuing a higher academic degree; and being a clinical instructor), and workplace (working for someone else account; and academic sector) are the main factors in the Portuguese EBP implementation. The Portuguese physical therapists, beyond the physical therapists individual characteristics and workplace, also stated that evidence, patients, clinical experience, schools, country and physical therapy characteristics, may behave as facilitators or barriers when performing an EBP.

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Mathur, Sunita, Sue Stanton, and W. Darlene Reid. "Canadian Physical Therapists' Interest in Web-Based and Computer-Assisted Continuing Education." Physical Therapy 85, no. 3 (March 1, 2005): 226–37. http://dx.doi.org/10.1093/ptj/85.3.226.

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Abstract Background and Purpose. Distance education via computer-assisted learning (CAL), including Web-based and CD-ROM learning, confers a number of advantages compared with traditional learning methods. The purposes of this study were (1) to determine the interest of Canadian physical therapists in participating in continuing education using CAL methods and (2) to determine whether interest in CAL was related to type of employment, area of practice, education, computer skill and access, and other demographic variables. Subjects and Methods. A random sample of Canadian physical therapists and all members of cardiopulmonary interest groups were surveyed. Results. Of 1,426 survey questionnaires mailed, 69 were returned (58 were unopened and 11 were duplicates). From the remaining 1,357 potential survey responses, 757 responses were received, for an overall response rate of 56%. Seventy-eight percent of the respondents indicated their interest in participating in CAL. Factors associated with interest in CAL included 2 or more hours of Internet access per week, Internet access at both home and work, computer skill, education level, practice area, and belonging to a cardiopulmonary interest group. Discussion and Conclusion. The findings indicate a large positive interest in CAL. Increasing CAL continuing education opportunities could increase options for physical therapists to meet professional expectations for continuing competency.

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Herold, Constance, Onda Bennett, and Patti Costello. "Self-efficacy for career development: a study of occupational therapists, physical therapists, and speech-language pathologists in the United States." Journal of Vocational Education & Training 57, no. 1 (January 2005): 61–80. http://dx.doi.org/10.1080/13636820500200275.

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Cornwall, Mark W., Mary T. Keehn, and Mark Lane. "Characteristics of US-Licensed Foreign-Educated Physical Therapists." Physical Therapy 96, no. 3 (March 1, 2016): 293–304. http://dx.doi.org/10.2522/ptj.20140569.

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Background Foreign-educated physical therapists are often viewed as one possible solution to the current shortage of physical therapists, yet there is very little research regarding these individuals. Objective The purpose of this study was to describe those physical therapists who are licensed in the United States but who were educated in another country. This description includes their country of education, their employment patterns, and the reasons they decided to emigrate and work as a physical therapist in the United States. Design A cross-sectional survey was conducted. Methods An electronic survey was sent to all physical therapists currently licensed in the United States who had been educated in another country. Those who had been licensed within the last 5 years are reported. Results The results of the survey indicated that the typical foreign-educated physical therapist is female, aged 32.2 years, and was born and trained in either the Philippines or India. A majority of foreign-educated physical therapists obtained their first license in New York, Michigan, Illinois, Texas, or Florida. The most common reasons cited as to why a particular jurisdiction was chosen for initial employment were “recruiter recommendation,” “family, spouse, partner, or friends,” “ease of the licensure process,” and “ability to secure a visa sponsor.” A majority of foreign-educated physical therapists in this study initially worked in a skilled nursing facility, a long-term care or extended care facility, or a home health setting. Limitations Only those foreign-educated physical therapists licensed within the last 5 years are reported. Conclusions This study is the first to report on foreign-educated physical therapists in the United States. The findings of this study will provide important and useful information to others dealing with physical therapy professional and workforce issues.

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Zamboni, Brian, and Gayla Pleggenkuhle. "Education and Work of Physical Therapists Who Treat Sexual Health Concerns." American Journal of Sexuality Education 13, no. 4 (October 2, 2018): 470–86. http://dx.doi.org/10.1080/15546128.2018.1518177.

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McWilliam, R. A., and Donald B. Bailey. "Predictors of Service-Delivery Models in Center-Based Early Intervention." Exceptional Children 61, no. 1 (September 1994): 56–71. http://dx.doi.org/10.1177/001440299406100106.

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This study examined the perceptions of early childhood intervention professionals toward the integration of special services into regular classrooms, rather than through segregated, pullout approaches. A mail survey of occupational therapists, physical therapists, special educators, and speech-language pathologists asked (a) what practitioners perceived as their typical and ideal practices and (b) what influenced their choices of service-delivery models. Multiple-regression analyses were used to determine how choice of models for different situations predicted the extent to which respondents used integrated practices. Results showed that special educators were most likely to use and favor integrated services, followed by occupational therapists, speech-language pathologists, and physical therapists.

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MINEMATSU, Akira, Naritoshi SATO, and Manabu TATEISHI. "Trial Activity in the Community as part of Physical Therapists' Education." Rigakuryoho Kagaku 19, no. 2 (2004): 85–88. http://dx.doi.org/10.1589/rika.19.85.

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YAMASHITA, Takayuki, Hikaru TAGUCHI, Hidefumi NAGATSU, Norikazu NISHIDA, and Natsuya TOJO. "A New Rubric for Performance Evaluation of Physical Therapists Clinical Education." Rigakuryoho kagaku 31, no. 6 (2016): 915–23. http://dx.doi.org/10.1589/rika.31.915.

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Blue, K., A. Ewing, A. Overmire, L. Sugar, L. Walters, and LA Pfalzer. "Knowledge, Education and Attitude of Physical Therapists About The AIDS Virus." Rehabilitation Oncology 7, no. 2 (1989): 26. http://dx.doi.org/10.1097/01893697-198907020-00026.

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Bank, Jennifer, Michael Denton, Christine Hannemann, Jeffrey Rose, and Sandra A. Radtka. "Employersʼ Perceptions of New Graduate Physical Therapists: Baccalaureate Versus Postbaccalaureate Education." Journal of Physical Therapy Education 12, no. 1 (1998): 30–40. http://dx.doi.org/10.1097/00001416-199801000-00006.

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Baker, Cynthia L., and Joan D. McMahon. "Salary, Education, and Managerial-Level Differences of Physical Therapists in Maryland." Physical Therapy 69, no. 1 (January 1, 1989): 27–31. http://dx.doi.org/10.1093/ptj/69.1.27.

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Hanratty, Catherine E., Daniel P. Kerr, Iseult M. Wilson, Martin McCracken, Julius Sim, Jeffrey R. Basford, and Joseph G. McVeigh. "Physical Therapists' Perceptions and Use of Exercise in the Management of Subacromial Shoulder Impingement Syndrome: Focus Group Study." Physical Therapy 96, no. 9 (September 1, 2016): 1354–63. http://dx.doi.org/10.2522/ptj.20150427.

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Abstract Background Shoulder pain resulting from subacromial impingement syndrome (SAIS) is a common problem with a relatively poor response to treatment. There is little research exploring physical therapists' perspectives on the management of the syndrome. Objectives The study objective was to investigate physical therapists' perceptions and experiences regarding the use of exercise in the treatment of patients with SAIS. Design This was a qualitative focus group study. Methods Three 60- to 90-minute focus group sessions containing 6 to 8 experienced musculoskeletal physical therapists (total number=20) were conducted. Thematic content analysis was used to analyze transcripts and develop core themes and categories. Results Exercise was seen as key in the management of SAIS. The overarching theme was the need to “gain buy-in to exercise” at an early stage. The main subtheme was patient education. Therapists identified the need to use education about SAIS etiology to foster buy-in and “sell” self-management through exercise to the patient. They consistently mentioned achieving education and buy-in using visual tools, postural advice, and sometimes a “quick fix” of pain control. Furthermore, experienced practitioners reported including educational interventions much earlier in treatment than when they first qualified. Therapists emphasized the need for individually tailored exercises, including: scapular stabilization; rotator cuff, lower trapezius, and serratus anterior muscle strengthening; and anterior shoulder and pectoralis minor muscle stretching. Quality of exercise performance was deemed more important than the number of repetitions that the patients performed. Limitations Expanding the geographical area over which the focus groups were conducted and including therapists with less than 5 years of postgraduate experience may have strengthened the findings of this study. Conclusion Experienced musculoskeletal physical therapists believe that exercise is central in treating patients with SAIS and that gaining patient buy-in to its importance, patient education, promoting self-management, and postural advice are central to the successful treatment of people with SAIS.

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Salbach, Nancy M., Paula Veinot, Susan Rappolt, Mark Bayley, Dawn Burnett, Maria Judd, and Susan B. Jaglal. "Physical Therapists’ Experiences Updating the Clinical Management of Walking Rehabilitation After Stroke: A Qualitative Study." Physical Therapy 89, no. 6 (June 1, 2009): 556–68. http://dx.doi.org/10.2522/ptj.20080249.

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Background: Little is known about physical therapists’ experiences using research evidence to improve the delivery of stroke rehabilitation. Objectives: The purpose of this study was to explore how physical therapists use research evidence to update the clinical management of walking rehabilitation after stroke. Specific objectives were to identify physical therapists’ clinical questions related to walking rehabilitation, sources of information sought to address these questions, and factors influencing the incorporation of research evidence into practice. Design and Methods: Two authors conducted in-depth telephone interviews with 23 physical therapists who treat people with stroke and who had participated in a previous survey on evidence-based practice. Data were analyzed with a constant comparative approach to identify emerging themes. Results: Therapists commonly raised questions about the selection of treatments or outcome measures. Therapists relied foremost on peers for information because of their availability, ease of access, and minimal cost. Participants sought information from research literature themselves or with the help of librarians or students. Research syntheses (eg, systematic reviews) enabled access to a body of research. Older therapists described insufficient computer and search skills. Most participants considered appraisal and application of research findings challenging and identified insufficient time and peer isolation as organizational barriers to the use of research. Conclusions: Physical therapists require efficient access to research syntheses primarily to inform the measurement and treatment of walking limitation after stroke. Continuing education is needed to enhance skills in appraising research findings and applying them to practice. Older therapists require additional training to develop computer and search skills. Peer networks and student internships may optimize the exchange of new knowledge for therapists working in isolation.

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Laekeman, Marjan, Axel Schäfer, Martina Egan Moog, and Katrin Kuss. "Recommendations for a Pediatric Pain Education Curriculum for Physical and Occupational Therapists: Scoping Review and Survey." Children 8, no. 5 (May 13, 2021): 390. http://dx.doi.org/10.3390/children8050390.

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Specialization training for physiotherapists, occupational therapists, and sports therapists involved in pediatric pain is scarce and curricula are rarely published. The objectives of this study are twofold: firstly, to perform a scoping review to derive important contents for a pediatric pain education curriculum for specialized pain therapists. Secondly, to conduct a survey on specific contents in curricula currently used by pain experts and to obtain their evaluation regarding the importance of such contents for a specialized curriculum. The review substantiated the importance of a specific curriculum in pediatric pain education, but provided little information on adequate contents. In the survey, 45 experts in pediatric pain education confirmed that specific curricula and specialized contents for pediatric pain education are missing. Their answers give a well-defined picture of the specifics needed in the interaction with a pediatric population. The most important items they classified were e.g., the biopsychosocial framework and the impact of pediatric pain on daily life. Those expert ratings were in line with the recommendations of pediatric pain management guidelines. Further curriculum work in an interdisciplinary, international network is highly recommended.

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Sakurai, Hiroaki, Yoshikiyo Kanada, Yoshito Sugiura, Ikuo Motoya, Masayuki Yamada, Masao Tomita, Toru Naka, Toshio Teranishi, Shigeo Tanabe, and Tetsuo Okanisi. "Standardization of Clinical Competency Evaluation in the Education of Physical Therapists and Occupational Therapists ^|^ndash; Establishment of an OSCE Compliant Education System ^|^ndash;." Journal of Physical Therapy Science 25, no. 1 (2013): 101–7. http://dx.doi.org/10.1589/jpts.25.101.

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Lahham, Aroub, Angela T. Burge, Christine F. McDonald, and Anne E. Holland. "How do healthcare professionals perceive physical activity prescription for community-dwelling people with COPD in Australia? A qualitative study." BMJ Open 10, no. 8 (August 2020): e035524. http://dx.doi.org/10.1136/bmjopen-2019-035524.

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ObjectivesClinical practice guidelines recommend that people with chronic obstructive pulmonary disease (COPD) should be encouraged to increase their physical activity levels. However, it is not clear how these guidelines are applied in clinical practice. This study aimed to understand the perspectives of respiratory healthcare professionals on the provision of physical activity advice to people with COPD. These perspectives may shed light on the translation of physical activity recommendations into clinical practice.DesignA qualitative study using thematic analysis.SettingHealthcare professionals who provided care for people with COPD at two major tertiary referral hospitals in Victoria, Australia.Participants30 respiratory healthcare professionals including 12 physicians, 10 physical therapists, 4 nurses and 4 exercise physiologists.InterventionsSemistructured voice-recorded interviews were conducted, transcribed verbatim and analysed by two independent researchers using an inductive thematic analysis approach.ResultsHealthcare professionals acknowledged the importance of physical activity for people with COPD. They were conscious of low physical activity levels among such patients; however, few specifically addressed this in consultations. Physicians described limitations including time constraints, treatment prioritisation and perceived lack of expertise; they often preferred that physical therapists provide more comprehensive assessment and advice regarding physical activity. Healthcare professionals perceived that there were few evidence-based strategies to enhance physical activity. Physical activity was poorly differentiated from the prescription of structured exercise training. Although healthcare professionals were aware of physical activity guidelines, few were able to recall specific recommendations for people with COPD.ConclusionPractical strategies to enhance physical activity prescription may be required to encourage physical activity promotion in COPD care.

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Li, Linda C., and Claire Bombardier. "Physical Therapy Management of Low Back Pain: An Exploratory Survey of Therapist Approaches." Physical Therapy 81, no. 4 (April 1, 2001): 1018–28. http://dx.doi.org/10.1093/ptj/81.4.1018.

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Abstract Background and Purpose. Since the release of acute low back pain management guidelines in 1994, little was known about the effect of these guidelines on clinical practice. The purpose of this study was to examine physical therapists' reported management of acute and subacute lumbar impairment. Subjects. One in 10 registered physical therapists who were randomly selected from southern Ontario, Canada, (n=454) and all registered physical therapists from northern Ontario (n=331) were surveyed. Methods. In the questionnaire, case scenarios covered 3 areas related to the management of lumbar impairment: (1) physical examination, (2) treatment and recommendations, and (3) therapists' beliefs regarding its management. Results. Five hundred sixty-nine questionnaires were returned (response rate=72.5%). Only data obtained for therapists (n=274) whose weekly workload included more than 10% of people with lumbar impairment were used in the analysis. Overall, patient education, exercise, and electrotherapeutic and thermal modalities were the preferred interventions for acute lumbar impairment (symptom onset of less than 5 weeks) with or without sciatica, whereas exercise and work modification were preferred for subacute lumbar impairment (symptom onset of 5 weeks or longer). There was a trend of using electrotherapeutic and thermal modalities of uncertain effectiveness. Only 46.3% of the therapists agreed or strongly agreed that practice guidelines were useful for managing lumbar impairment. Discussion and Conclusion. Although the physical therapists surveyed, in general, followed the guidelines in managing acute lumbar impairment, they felt uncertain regarding the value of practice guidelines. Future research should focus on identifying effective treatment approaches and exploring the effectiveness of practice guidelines.

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Washington, Kathleen, Ilene S. Schwartz, and Yvonne Swinth. "Physical and Occupational Therapists in Naturalistic Early Childhood Settings." Topics in Early Childhood Special Education 14, no. 3 (July 1994): 333–49. http://dx.doi.org/10.1177/027112149401400305.

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Long, Toby M., and Deborah F. Perry. "Pediatric Physical Therapists’ Perceptions of Their Training in Assistive Technology." Physical Therapy 88, no. 5 (May 1, 2008): 629–39. http://dx.doi.org/10.2522/ptj.20060356.

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Background and Purpose Availability of assistive technology (AT) and federal legislation promoting greater use of AT for children with disabilities have increased substantially. The purpose of this study was to determine the perceived adequacy of previous training in AT, specific training needs, preferred methods of training, and the confidence level of pediatric physical therapists in providing AT. Subjects and Methods Three hundred eighty pediatric physical therapists responded to a survey questionnaire mailed to a random sample of members of the Section on Pediatrics of the American Physical Therapy Association. The survey was used to determine training needs of therapists in the area of AT, their confidence in delivering AT services, preferred methods of training, and challenges in becoming trained. Results The therapists reported having less-than-adequate training in AT and a lack of confidence in delivering AT services. They also reported that they would like accessible and affordable training that focuses on funding technology and services, knowledge of specific devices, and assessment and evaluation methods. Discussion and Conclusion The findings underscore the need to develop pre-service, in-service, and continuing education training opportunities in AT for providers working with children who have disabilities.

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Chepurna, N. A. "Political and managerial aspects of professional education of physical therapists in Ukraine." Pedagogical sciences reality and perspectives 2, no. 84 (2021): 110–15. http://dx.doi.org/10.31392/npu-nc.series5.2021.84.2.23.

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Sung, Yun-Hee. "Awareness about the necessity of vestibular rehabilitation education in Korean physical therapists." Journal of Exercise Rehabilitation 16, no. 2 (April 28, 2020): 197–203. http://dx.doi.org/10.12965/jer.2040180.090.

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Ball, Andrew M., Angela Rosenberg, and Jody Gandy. "Marketability of Physical Therapists With a Postprofessional Degree Earned Through Distance Education." Journal of Physical Therapy Education 16, no. 1 (2002): 76–82. http://dx.doi.org/10.1097/00001416-200201000-00011.

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Salbach, Nancy M., Susan B. Jaglal, Nicol Korner-Bitensky, Susan Rappolt, and Dave Davis. "Practitioner and Organizational Barriers to Evidence-based Practice of Physical Therapists for People With Stroke." Physical Therapy 87, no. 10 (October 1, 2007): 1284–303. http://dx.doi.org/10.2522/ptj.20070040.

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Background and Purpose The purpose of this study was to identify practitioner barriers (education, attitudes and beliefs, interest and perceived role, and self-efficacy) and organizational barriers (perceived support and resources) to physical therapists’ implementation of evidence-based practice (EBP) for people with stroke. Subjects The participants were 270 physical therapists providing services to people with stroke in Ontario, Canada. Methods A cross-sectional mail survey was conducted. Results Only half of respondents had learned the foundations of EBP in their academic preparation or received training in searching or appraising research literature. Although 78% agreed that research findings are useful, 55% agreed that a divide exists between research and practice. Almost all respondents were interested in learning EBP skills; however, 50% indicated that physical therapists should not be responsible for conducting literature reviews. Average self-efficacy ratings were between 50% and 80% for searching and appraising the literature and below 50% for critically appraising psychometric properties and understanding statistical analyses. Despite Internet access at work for 80% of respondents, only 8% were given protected work time to search and appraise the literature. Discussion and Conclusion Lack of education, negative perceptions about research and physical therapists’ role in EBP, and low self-efficacy to perform EBP activities represent barriers to implementing EBP for people with stroke that can be addressed through continuing education. Organizational provision of access to Web-based resources is likely insufficient to enhance research use by clinicians.

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Fernandes, Janainny Magalhães, Talita Abi Rios, Vinicius Santos Sanches, and Mara Lisiane de Moraes dos Santos. "NASF's tools and practices in health of physical therapists." Fisioterapia em Movimento 29, no. 4 (December 2016): 741–50. http://dx.doi.org/10.1590/1980-5918.029.004.ao10.

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Abstract Introduction: With the creation of the Support Center for Family Health (NASF) and the high insertion of physiotherapists in this, it is necessary to have a better knowledge on this category's current work. Objective: To analyze the process of work of physiotherapists at NASF and their education, and the technological tools usage. Methods: Transversal study, descriptive, analytic, enforced by online semi-structured questionnaires to NASF's physiotherapists in Mato Grosso do Sul. The results were analyzed through descriptive statistics and chi-square test (significant level of 5%). Results: 37 physiotherapists (21 cities) participated. Among them, 27% Family-Health/Primary-Health-Care post graduates, and 51.4% in other clinical areas. Most (91,9%) did not receive enough capacitation when joining NASF, and 94.6% consider that did not have enough knowledge to do their activities. The articulation NASF and Family-Health-Strategy team is considered unsatisfactory to 51.3%. Individual rehabilitation is the most carried activity on a daily basis (59.5%), and NASF's tools are used by less than half, except the Amplified Clinic, which is used by 54,1% of physiotherapists. There was a significant association between capacitation to NASF's work and the tools usage of Singular-Therapeutic Project, Territorial Health Project and Support Pact. There was no association between the tools usage and the specialization in Family Health. Conclusion: The assistive and rehabilitator model has been the conductor of physiotherapists' actions. NASF's tools are little used. These results are explained due to the limited knowledge about NASF's attributions, resulting from the small capacitation offer to these activities and the traditional rehabilitator education.

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Brennan, Gerard P., Julie M. Fritz, and Stephen J. Hunter. "Impact of Continuing Education Interventions on Clinical Outcomes of Patients With Neck Pain Who Received Physical Therapy." Physical Therapy 86, no. 9 (September 1, 2006): 1251–62. http://dx.doi.org/10.2522/ptj.20050382.

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Abstract Background and Purpose. Physical therapists frequently attend continuing education courses with the goal of providing better care, yet the effectiveness of continuing education for improving outcomes has not been examined. Subjects. Data were obtained for all eligible patients (n=1,365; mean age=42.1 years, SD=14.0 years; 69.9% female) with a chief complaint of neck pain who were treated in 13 physical therapy clinics over a 24-month period. Disability data (Neck Disability Index scores) from the initial and final therapy sessions were recorded from clinical databases. Methods. Thirty-four of 57 physical therapists employed within the 13 clinics attended a 2-day continuing education course. Eleven of the 34 attendees also participated in an ongoing clinical improvement project for patients with neck pain. Clinical outcomes were compared in the pre- and post-course periods for therapists attending or not attending the course, and for therapists participating or not participating in the ongoing project. Results. There were no differences in clinical outcomes based on attendance at the continuing education course. There was an interaction between time and participation in the ongoing project, such that participants achieved greater change in disability after the course. The percentage of patients achieving at least the minimum detectable amount of change in disability with treatment increased significantly for participants after the course. Discussion and Conclusion. Attendance at a 2-day continuing education course was not associated with improvement in clinical outcomes, but participation in an ongoing improvement project did result in greater clinical improvement for patients with neck pain. Further investigation of educational methods to improve clinical outcomes is needed. These results suggest that traditional continuing education formats may not be effective for improving patient care. [Brennan GP, Fritz JM, Hunter SJ. Impact of continuing education interventions on clinical outcomes of patients with neck pain who received physical therapy. Phys Ther. 2006;86:1251–1262.]

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Lau, Bonnie, Elizabeth H. Skinner, Kristin Lo, and Margaret Bearman. "Experiences of Physical Therapists Working in the Acute Hospital Setting: Systematic Review." Physical Therapy 96, no. 9 (September 1, 2016): 1317–32. http://dx.doi.org/10.2522/ptj.20150261.

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AbstractBackgroundPhysical therapists working in acute care hospitals require unique skills to adapt to the challenging environment and short patient length of stay. Previous literature has reported burnout of clinicians and difficulty with staff retention; however, no systematic reviews have investigated qualitative literature in the area.PurposeThe purpose of this study was to investigate the experiences of physical therapists working in acute hospitals.Data SourcesSix databases (MEDLINE, CINAHL Plus, EMBASE, AMED, PsycINFO, and Sociological Abstracts) were searched up to and including September 30, 2015, using relevant terms.Study SelectionStudies in English were selected if they included physical therapists working in an acute hospital setting, used qualitative methods, and contained themes or descriptive data relating to physical therapists' experiences.Data Extraction and Data SynthesisData extraction included the study authors and year, settings, participant characteristics, aims, and methods. Key themes, explanatory models/theories, and implications for policy and practice were extracted, and quality assessment was conducted. Thematic analysis was used to conduct qualitative synthesis.ResultsEight articles were included. Overall, study quality was high. Four main themes were identified describing factors that influence physical therapists' experience and clinical decision making: environmental/contextual factors, communication/relationships, the physical therapist as a person, and professional identity/role.LimitationsQualitative synthesis may be difficult to replicate. The majority of articles were from North America and Australia, limiting transferability of the findings.ConclusionsThe identified factors, which interact to influence the experiences of acute care physical therapists, should be considered by therapists and their managers to optimize the physical therapy role in acute care. Potential strategies include promotion of interprofessional and collegial relationships, clear delineation of the physical therapy role, multidisciplinary team member education, additional support staff, and innovative models of care to address funding and staff shortages.

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Sack, Suzanne, Dianne Rigassio Radler, Kathleen K. Mairella, Riva Touger-Decker, and Hafiz Khan. "Physical Therapists’ Attitudes, Knowledge, and Practice Approaches Regarding People Who Are Obese." Physical Therapy 89, no. 8 (August 1, 2009): 804–15. http://dx.doi.org/10.2522/ptj.20080280.

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BackgroundLittle is known about physical therapists’ attitudes, knowledge, and practice approaches regarding people who are obese.ObjectiveThe objectives of this study were to determine physical therapists’ attitudes, knowledge, and practice approaches regarding obesity and to explore the relationships between attitudes and knowledge.DesignA prospective paper mail survey was designed to obtain demographic characteristics, attitudes, knowledge, and practice approaches regarding obesity. Participants were randomly selected members of the American Physical Therapy Association.MethodsDescriptive statistics were used to explore physical therapists’ attitudes, knowledge, and practice approaches regarding obesity. Pearson product moment and Spearman rank correlations were used to test the relationships between attitudes and knowledge. The a priori alpha value was set at .05.ResultsThe response rate was 34.5%. Physical therapists indicated that physical inactivity (92.8%, n=320) and overeating (78.5%, n=270) are the most important causes of obesity and that diet modifications and exercise are the most effective treatments. Respondents frequently recommended exercising more (87.4%, n=263) but rarely recommended changes in nutritional habits or referred clients to other health care disciplines. Attitude scores regarding obesity were neutral. The mean knowledge score was 6.7 (of 10). A significant correlation (r=.133, P=.043) was found between the respondents’ knowledge scores and attitudes regarding statements about obesity. Inverse correlations were seen between the respondents’ age and knowledge scores (r=−.195, P<.0005) and between years in practice and knowledge scores (r= −.216, P<.0005).LimitationsThe descriptive nature of this study did not allow for further investigation. The survey questionnaire was adapted from a nonvalidated tool.ConclusionsThe results suggested that physical therapists have neutral attitudes toward people who are obese. Physical therapists appropriately indicated that lack of physical activity and poor nutritional habits contribute to obesity. Younger respondents, who had recently entered the work force, had higher knowledge scores than respondents who were older and had worked longer. Improvements in physical therapists’ referral patterns may assist in the health care team approach to the treatment of obesity. Education to enhance physical therapists’ knowledge about obesity should be emphasized.

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Smolinska, Olesia Ye, Olena B. Budnyk, Ruslan A. Peleno, and Khrystyna A. Dzyubynska. "TELENURSING IN PHYSICAL AND OCCUPATIONAL THERAPISTS’ TRAINING." Information Technologies and Learning Tools 85, no. 5 (November 1, 2021): 244–58. http://dx.doi.org/10.33407/itlt.v85i5.4121.

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The necessity of distance learning of specialists practitioners, in particular in the field of knowledge «Health care», which is induced by COVID-19, causes a significant public response. This is due to a possible decline in the quality of higher education, and therefore the security of citizens and the state. Consequently, the search of modern, effective methods and means of learning and training for healthcare specialists is relevant. Quarantine restrictions of educational communication have sharpened attention, firstly, to telecommunication means, secondly, to active learning methods, and thirdly, to the mobilization of internal reserves to expand the practical educational component. This is how the idea of simulated professional support arose. It was realized by the students of physical therapy during the rehabilitation period of a university lecturer. It was the postoperative period of endoprosthesis and simulated professional support was provided with the help of telenursing. The essence of the simulation was that the real rehabilitation period had already passed, but it was agreed to repeat it for a didactic purpose. 46 first-year students of the specialty «Physical Therapy, Occupational Therapy» took part in the experiment. At first, they were trained a set of exercises (according to the recommendations of the clinic), while paying attention to the practical, psychological and pedagogical aspects of interaction. Then, students conducted rehabilitation classes with the help of telecommunication means, which lasted for a month. An incoming survey was conducted (based on motivation of professional activity): among the students and it showed that 32 of them (69.6%) are positively professionally motivated, 45 respondents (97.8%) felt subjective satisfaction with their professional choice. The final study (an interview) with the question «How has the attitude to professional activity changed») represents that 31 (67.4%) respondents were ready for practical conduction of similar professional support. Telenursing proves its effectiveness not only as a means of actual patient care (according to the literature), but also as a kind of learning, using a case study (according to our data). However, the telecommunication means, which were chosen for rehabilitation, including video communication via Viber and Messenger as more common among the potential customers, did not fully satisfy students who preferred Microsoft Teams and Google Meet as less related to social media and personal profiles data, as well as with better possibilities of lesson planning. This indicates the formation of professional competencies that are based on the combination of psychological and pedagogical, information and communication competencies, hence, the effectiveness of the proposed method.

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Bellner, Anna-Lena. "The Impact of Educational Level on Occupational and Physical Therapists' Perceptions of Professional Status." Occupational Therapy Journal of Research 16, no. 3 (July 1996): 147–65. http://dx.doi.org/10.1177/153944929601600301.

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This article is a descriptive study of 356 occupational therapists and 346 physical therapists in Sweden regarding their perceptions of professional status. These groups were compared according to educational level to determine whether the transfer of their education to a university level had made a difference in their perception of their own professional status and that of others. The status differences between the groups remained, and the structure of professional status seemed stable through time and not dependent on educational level. Professionals with a more positivistic knowledge base—physical therapists—tended to perceive increased professional status of themselves and of other team members, and professionals with a more humanistic knowledge base—occupational therapists—tended to perceive a decreased status. A plausible explanation might be that university schooling and certification reinforce a positivistic view, which is most prevalent in physical therapy. The ongoing process of professionalization within occupational and physical therapy might be more influenced by the medical profession than expected. Whether or not these findings apply to therapists in other countries is worth continued exploration through similar research investigations. As the therapy professions are becoming more global, information about educational and professional concerns of peers in different countries can provide increased insights into the professions.

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Setchell, Jenny, Bernadette M. Watson, Micheal Gard, and Liz Jones. "Physical Therapists' Ways of Talking About Overweight and Obesity: Clinical Implications." Physical Therapy 96, no. 6 (June 1, 2016): 865–75. http://dx.doi.org/10.2522/ptj.20150286.

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Background How people think and talk about weight is important because it can influence their behavior toward people who are overweight. One study has shown that physical therapists have negative attitudes toward people who are overweight. However, how this finding translates into clinical practice is not well understood. Investigating physical therapists' ways of thinking and speaking about overweight and obesity in the context of their work can provide insight into this underresearched area. Objectives The purpose of this study was to investigate physical therapists' ways of talking about overweight individuals and discuss clinical implications. Design An interpretive qualitative design was used. Methods The research team used discourse analysis, a type of inductive qualitative methodology, to guide data collection and analysis. The data came from 6 focus groups of 4 to 6 physical therapists in Queensland, Australia, who discussed weight in a physical therapy environment. Participants (N=27) represented a variety of physical therapy subdisciplines. Results Data analysis identified 4 main weight discourses (ways of thinking and speaking about weight). Participants described patients who are overweight as little affected by stigma and difficult to treat. Furthermore, participants portrayed weight as having simple causes and being important in physical therapy. Alternate weight discourses were less frequent in these data. Conclusions The results indicated that some physical therapists' understandings of weight might lead to negative interactions with patients who are overweight. The findings suggest physical therapists require more nuanced understandings of: how patients who are overweight might feel in a physical therapy setting, the complexity of causes of weight, and possible benefits and disadvantages of introducing weight-management discussions with patients. Therefore, education should encourage complex understandings of working with patients of all sizes, including knowledge of weight stigma.

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Leahy, Edmund, Lucy Chipchase, Marlena Calo, and Felicity C. Blackstock. "Which Learning Activities Enhance Physical Therapist Practice? Part 2: Systematic Review of Qualitative Studies and Thematic Synthesis." Physical Therapy 100, no. 9 (June 11, 2020): 1484–501. http://dx.doi.org/10.1093/ptj/pzaa108.

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Abstract Objective Post-professional physical therapy expertise requires career-long participation in learning activities. Understanding physical therapists’ lived experience of learning activities provides novel insight into how best to enhance physical therapist practice from the perspective of the learner. The purpose of this study was to explore qualified physical therapists’ experiences, beliefs, and perspectives with regard to learning activities and professional development. Methods Eight databases were searched for studies published from inception through December 2018. Study selection included mixed-methods and qualitative studies exploring physical therapists’ experiences, perspectives, beliefs, and attitudes. Thematic synthesis was performed, and the GRADE-Confidence in the Evidence from Reviews of Qualitative research was used to assess the level of confidence in the findings. A total 41 studies with 719 participants were included. Results The key findings include physical therapists’ perceptions that worthwhile post-professional learning requires more than attendance at professional development courses. Physical therapists perceived that worthwhile learning requires connection with others and being “taken out of one’s comfort zone.” Sufficient time and accessible, trustworthy resources were also valued. Conclusions Moderate- to low-level evidence suggests that the choice of professional development activities and education design for qualified physical therapists should consider the inclusion of connected activities, activities that take participants out of comfort zones, time to practice, and trustworthy resources that are easily accessible. Future research should evaluate the effectiveness of learning activities encompassing these factors, prioritizing those that minimize the barriers of time and distance. Impact This study adds to the profession’s understanding of physical therapists’ lived experience of learning activities, providing novel insight into how best to enhance physical therapist practice from the perspective of the learner.

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Gorshkova, Galyna. "Basic definitions of forming the readiness of future speech therapists to apply adapted physical exercises." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 62–66. http://dx.doi.org/10.28925/1609-8595.2018.3-4.6266.

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The article provides a definitive analysis of the base concepts of the study of forming the readiness of future speech therapists to apply adapted physical exercises in future professional activities. Clarified the concepts of «speech therapist», «specialist», «professional speech therapist». Examined the concepts of «professional education», «professional training», «professional self-determination» as the components of the base concept «professional activity». The base concept of «adapted physical exercises» is explained through the key terms of «physical education», «adaptation», «exercise», «movement», «tone», «muscles»; clarified the concepts of «professional readiness» and «formation of readiness». The ultimate base concept of the study is formulated that «the readability of future speech therapists to apply adapted physical exercises in future professional activities» is interpreted as an integrated education that allows organizing corrective work with children of all ages with different speech disorders aimed at effectively overcoming speech disorders (or improvement I will become), consolidate and stabilize the results of corrective work in the future life of the child through the use of adapted physical exercises. The final base concept of the research is formulated that, «the readiness of future speech therapists to apply adapted physical exercises in future professional activities» is interpreted as an integrated formation/education that allows organizing corrective work with children of all ages with different speech disorders, aimed at effectively overcoming speech disorders (or improvement of well being), consolidation and stabilization formation of the results of corrective work in the future life of a child through the use of adapted physical exercises. One of the promising directions of our further research on this problem is the formation of the content of disciplines focused on the formation of readiness of future speech therapists to apply adapted physical exercises in future professional activities.

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Pimentel, Susan, and Susan Ryan. "Working with Clients with Learning Disabilities and Multiple Physical Handicaps: A Comparison between Hospital and Community Based Therapists." British Journal of Occupational Therapy 59, no. 7 (July 1996): 313–18. http://dx.doi.org/10.1177/030802269605900706.

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This comparative study looked at hospital and community based occupational therapists who worked with clients with learning disabilities and multiple physical handicaps. The factors that were examined were the time spent by occupational therapists with this group, the interventions that were used, and the learning support that was needed for the therapists. Information was gathered from questionnaires and semistructured interviews. The results showed a distinct difference between the two groups of occupational therapists, with remedial activities being the focus in the hospital setting and functional activities in the community. Most of the respondents felt that they had not had either sufficient education at college or sufficient support when they started their service. A change in role from therapist to consultant was found in those working in the community and this group also placed more emphasis on keeping up to date with developments in this specialist field.

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Thompson, Abigail, Jennifer Huberty, Ryan Eckert, Matthew J. Taylor, and Alexis Ortiz. "Determining Physical Therapists’ Readiness for Integrating Yoga Therapeutics into Rehabilitation." International Journal of Yoga Therapy 30, no. 1 (January 1, 2020): 77–88. http://dx.doi.org/10.17761/2020-d-19-00040.

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Abstract The positive health effects of yoga have led physical therapists (PTs) to integrate elements of the discipline into their treatments in some settings. Formal PT education includes limited, if any, training in yoga, and there is no system in place to provide education on safely implementing therapeutic yoga (TY) as an adjunctive treatment approach. The purposes of this study were to: (1) assess the readiness of PTs (those who do not currently prescribe TY to patients) to integrate TY into treatment, and (2) determine the feasibility of a 5-week online TY training to improve the readiness of PTs to utilize TY in their practices. Licensed PTs (n = 103) were recruited nationally through social media and email. Eligible and consented PTs registered for a 5-week online TY training course. PTs’ perceptions of TY and the role of safety and confidence in prescribing TY to patients were measured at baseline and postintervention. Feasibility outcomes were measured after completion of the course. Benchmarks included: (1) > 70% of PTs would find the course acceptable; (2) > 60% would finish the course; and (3) there would be significant improvements in PTs’ perceptions of TY. A total of 95 eligible PTs consented and registered for the course, with 60 (63.1%) completing the intervention. Prior to the training, most PTs felt they were not ready (n = 19/60, 31.7%) or somewhat ready (n = 25/60, 41.7%) to integrate TY. More than half thought the online training was acceptable (n = 50/60, 83.3%) and finished the course (n = 60/95, 63.1%). There were significant improvements in personal readiness and confidence to safely prescribe TY, current understanding/knowledge of TY, and feeling adequately trained to use some form of TY with patients. A 5-week online TY training course is feasible to deliver for improving PTs’ readiness to prescribe TY. Future studies are proposed to test the effectiveness of TY training and education with PTs.

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Journal articles on the topic 'Physical therapists Education Victoria'

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