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Tesis sobre el tema "Physical therapy"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de julio de 2024

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1

Lowdermilk, Margaret, Jim lampley, Stephanie Tweed y Sandra A. Lampley. "Learning Styles of Physical Therapy and Physical Therapy Assistant Students in Accredited Physical Therapy Programs". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3006.

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The purpose of this study was to determine the learning styles of Doctor of Physical Therapy (DPT) students and associate degree Physical Therapist Assistant (PTA) students and identify any association between their learning styles and examine the association between gender and age by learning style. Participants included 337 DPT and PTA students attending CAPTE accredited institutions with doctoral DPT or associate PTA programs in Tennessee and southwest Virginia. The Felder (1996) and Soloman Index of Learning Styles (ILS) was used to determine learning style preferences within 4 learning style dimensions (active-reflective, sensing-intuitive, visual-verbal, and sequentialglobal). Demographics included program of study, gender, age, ethnicity, and highest level of education. Participants were 18-63 years (mean age 25.87, standard deviation 5.62, median age 24); 205 (60.8%) DPT students, 132 (39.2%) PTA students; 205 (60.8%) female, 132 (39.2%) male. Five research questions were evaluated using cross-tabulated tables with frequency counts, percentages, and chi square tests. Statistical significance was established using a .05 alpha. There was a significant difference in the active-reflective learning style among PTA students by age. However, there was no significant difference between the learning styles of DPT and PTA students. Participants were found to be balanced on the active-reflective dimension, sensing on the sensing-intuitive dimension, visual on the visual-verbal dimension, and balanced on the sequential-global dimension. All students displayed preferences were toward the active, sensing, visual, and sequential learning styles. This findings demonstrated that DPT and PTA students have a balanced learning style with a strong preference toward active, sensing, visual, and sequential. Therefore, teaching methods should provide an instructional environment that addresses these learning style preferences. The student’s awareness of his or her learning style will enable the learner to capitalize on strengths and develop areas of weakness. This ability to employ effective learning strategies will equip an individual for the challenges of his or her chosen profession and lifelong learning.

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2

Lowdermilk, Margaret, James Lampley, Stephanie R. Tweed y Sandra A. Lampley. "Learning Styles of Physical Therapy and Physical Therapy Assistant Students in Accredited Physical Therapy Programs". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3036.

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3

Lowdermilk, Margaret A. "Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3081.

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The purpose of this study was to determine the learning styles of Doctor of Physical Therapy (DPT) students and associate degree Physical Therapist Assistant (PTA) students and identify any association between their learning styles and examine the association between gender and age by learning style. Participants included 337 DPT and PTA students attending CAPTE accredited institutions with doctoral DPT or associate PTA programs in Tennessee and southwest Virginia. The Felder (1996) and Soloman Index of Learning Styles (ILS) was used to determine learning style preferences within 4 learning style dimensions (active-reflective, sensing-intuitive, visual-verbal, and sequential-global). Demographics included program of study, gender, age, ethnicity, and highest level of education. Participants were 18-63 years (mean age 25.87, standard deviation 5.62, median age 24); 205 (60.8%) DPT students, 132 (39.2%) PTA students; 205 (60.8%) female, 132 (39.2%) male. Five research questions with 20 null hypotheses were evaluated using Cross-tabulated tables with frequency counts, percentages, and chi square tests. Statistical significance was established using an .05 alpha. Only 1 null hypothesis was rejected (Ho51: There is no difference in the active-reflective learning style among PTA students by age). There was no significant difference between the learning styles of DPT and PTA students. Participants were found to be balanced on the active-reflective dimension, sensing on the sensing-intuitive dimension, visual on the visual-verbal dimension, and balanced on the sequential-global dimension; preferences were toward the active, sensing, visual, and sequential learning styles. This study demonstrated that DPT and PTA students have a balanced learning style with a strong preference toward active, sensing, visual, and sequential. Therefore, teaching methods should provide an instructional environment that addresses these learning style preferences. The student’s awareness of his or her learning style will enable the learner to capitalize on strengths and develop areas of weakness. This ability to employ effective learning strategies will equip an individual for the challenges of his or her chosen profession and lifelong learning.

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4

Driscoll, Joseph A. M. Eng (Joseph Allen) Massachusetts Institute of Technology. "Improving outpatient physical therapy". Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/100305.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 77).
Outpatient physical therapy loses effectiveness due to long wait times in between clinical visits. PT Helper is a system designed to combat this disadvantage in three ways. PT Helper increases the effectiveness of the patient-clinician interview conducted at the beginning of each clinical visit by presenting the physical therapist with a correlated account of a patient's pain and activity level. PT Helper increases the likelihood of patients' performing their assigned exercises correctly by providing a medium of instruction that cannot be lost or discarded. Finally, PT Helper encourages patients to perform assigned exercises utilizing both positive and negative reinforcement. PT Helper was developed with feedback from clinical physical therapists and evaluated by former patients, current patients, and an athletic trainer. These evaluations support the hypotheses that PT Helper is a useful tool in both increasing the efficiency of the patient-clinician interview, and encouraging patients to perform their assigned exercises correctly.
by Joseph A. Driscoll.
M. Eng.

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5

Bertram, Stacie C. Hines Edward R. "Quality in physical therapy education". Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064478.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 13, 2006. Dissertation Committee: Edward R. Hines [Chair], James Palmer, William Tolone, Phyllis McCluskey-Titus, Mary Jo Mays. Includes bibliographical references (leaves 135-143) and abstract. Also available in print.

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6

Young, William Wai Man. "Motion Sensors in Physical Therapy". Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-12151.

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This thesis studies the use of off-the-shelf motion sensing technology in physical therapy rehabilitation. The aim of this thesis is to evaluate how suitable existing commercially available video gaming consoles are for use in physical therapy and explore the challenges associated with creating custom therapeutic systems based on existing platforms.A set of qualitative data gathering activities were selected; observations, workshops, interviews and prototyping. Five physical therapists working at hospitals were selected as participants. Through these activities empirical data was obtained for further analysis and discussion.The participating therapists suggested that existing games were only to a small extent directly applicable as treatment methods, hence custom tailored games should be developed. Patients have very different needs, and the existing games are developed with mainly healthy people in mind, and therefore it is not obvious that they are applicable as rehabilitation treatment. To develop games for patients that need physical therapy, knowledge in this field is needed - hence the involvement of five specialists cooperating with a system developer. The findings indicate that games to be used in physical therapy ideally need to be extremely customizable by the therapists to allow adjustments to individual patient needs. This leads to a set of design guidelines for developing rehabilitation games with motion sensing input devices. The physical therapists in this thesis are positive towards introducing Nintendo Wii to their patients, and see great potential in using the Wii as a tool in their future work.

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7

Sluijs, Emmarentiana Maria. "Patient education in physical therapy". Utrecht : Maastricht : Nederlands Instituut voor Onderzoek van de Eerstelijnsgezondheidszorg ; University Library, Maastricht University [Host], 1991. http://arno.unimaas.nl/show.cgi?fid=5646.

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8

Conocimiento, Dirección de Gestión del. "Journal of Physical Therapy Education". American Physical Therapy Association (APTA), 2004. http://hdl.handle.net/10757/655375.

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9

Strubhar, Andrew J. Hines Edward R. "Environmental scanning in physical therapy education". Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995670.

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Thesis (Ph. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 2, 2006. Dissertation Committee: Edward R. Hines (chair), Patricia H. Klass, James C. Palmer, Mohamed Nur-Awaleh. Includes bibliographical references (leaves 133-145) and abstract. Also available in print.

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10

Hidding, Alita. "Group physical therapy in ankylosing spondylitis". [s.l. : Maastricht : s.n.] ; University Library, Maastricht University [Host], 1993. http://arno.unimaas.nl/show.cgi?fid=5755.

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11

Harrison, Carmel. "Touch : Exploring physical contact in therapy". Thesis, Bangor University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506181.

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12

Keithley, Raquel, Kara Boynewicz, Sue Campbell Delapp y Isabel Pineda. "Neonatology SIG of Pediatric Physical Therapy". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8362.

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13

Lakatoo, Neela M. "Older adults' satisfaction with physical therapists' communication and physical therapy treatment". unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-12012006-112502/.

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Thesis (M.A.)--Georgia State University, 2006.
Title from title screen. Leslie Taylor, committee chair; Elizabeth Burgess, Frank Whittington, Jaye Atkinson, committee members. Electronic text (75 p. : ill. (some col.)) : digital, PDF file. Description based on contents viewed July 30, 2007. Includes bibliographical references (p. 62-66).

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14

Tippett, Steven R. Palmer James C. "Student outcome assessment in physical therapy education". Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006628.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 13, 2006. Dissertation Committee: James C. Palmer (chair), Edward R. Hines, Patricia H. Klass, William L. Tolone, Wendy G. Troxel. Includes bibliographical references (leaves 168-176) and abstract. Also available in print.

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15

Baumgartner, Max R. "Instructional Technologies in Graduate Physical Therapy Courses". NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/87.

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The problem addressed is the significant lack of empirical research to describe the nature and extent of technology for use in physical therapy education (PTE). The goal was to facilitate the use of instructional technologies in accredited physical therapy (PT) courses. Computing technologies offer efficient, accessible methods for delivery of education as well as instructional formats with unique advantages for the allied health sciences. In order to facilitate the use of instructional technologies in accredited PT courses the nature and extent of current technology use in PTE are described. A description of technologies used for health professional education was extracted from the literature and used to develop a valid and reliable online survey instrument. An effort was made to survey all full-time faculty in the 200 Doctor of Physical Therapy programs accredited by the Commission on Accreditation in Physical Therapy Education. A 44% response rate was received from 904 faculty representing 193 programs. The results demonstrate that the technologies used most can be characterized as those that support cognition rather than content delivery. It is also apparent that a significant number of faculty are using technology for education while their self-assessment indicates that they have insufficient knowledge and skills to do so. Also, the findings indicate that many faculty have a limited knowledge of the technologies used in the locations where their students will receive clinical education and possibly gain employment following graduation. These results are discussed in detail. Seven recommendations are offered to facilitate diffusion of technology throughout courses offered in graduate PT programs.

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16

Rosario, Douglas Paul. "Compliance behavior in physical therapy home programs". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1658.

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17

Easter, Steven E. "The perceptions of physical therapists and physical therapy students toward direct access to patients in Ohio". The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399635436.

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18

Novak, Malorie Kosht. "Relationship Between Physical Therapist Assistant Faculty Characterisitics and Program Outcomes on the National Physical Therapy Examination". Thesis, NSUWorks, 2009. https://nsuworks.nova.edu/hpd_pt_stuetd/39.

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Background: There is a paucity of published literature regarding the correlation between faculty characteristics and outcomes on the National Physical Therapy Examination for Physical Therapist Assistants (NPTE-PTA). Purpose:To determine if there was a relationship between faculty characteristics in PTA educational programs and program outcomes on the NPTE-PTA. Subjects: The 233 Commission on Accreditation in Physical Therapy Education (CAPTE) PTA programs accredited in 2006. Method:A retrospective, quantitative, non-experimental, correlational design. Data were from 190/233 of the PTA programs from dataset of CAPTE's PTA annual accreditation report (AAR) and the Federation of State Boards of Physical Therapy's (FSBPT) pass rate database. Selected faculty traits (designation of terminal degree, years of teaching experience, employment status, license designation [physical therapist or physical therapist assistant] and clinical specialization) were correlated to program pass rates. ResultsSeven factors had a statistically significant relationship to the outcomes on the NPTE-PTA at the 0.05 alpha level: a) the number of full-time faculty (r s = -.169); b) the number of adjunct faculty with an associate degree (r s = .200); c) the number of full-time faculty with a terminal degree (r s = -.175); d) the number of core faculty with a terminal degree (r s = -.158); e) the number of all faculty with a terminal degree (r s = -.152); f) the number of years of teaching experience of the full-time faculty (r s = 159); g) the number of years of teaching experience of the core faculty (r s =.143). Backward deletion regression analyses demonstrated an overall model of two combined predictor factors (full-time faculty years of teaching and full-time faculty terminal degree) that significantly predicted the first time pass rate on the NPTE-PTA accounting for 6.5% of the variance. Discussion: Although, this study failed to find a strong relationship or predictive model for success on the NPTE-PTA, it added to the body of evidence in this area and laid the foundation for future studies by identifying some of the faculty characteristics that do not seem to impact NPTE-PTA outcomes. Future studies should be conducted to further investigate PTA program factors that may impact the NPTE-PTA outcomes.

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19

Palmer, Phillip B. "Quality improvement in physical therapy education: What contributes to high first-time pass rates on the National Physical Therapy Examination?" Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc5511/.

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The purposes for this study were: (a) to establish benchmark metrics for selected variables related to characteristics of physical therapy education programs; and (b) to determine how well a subset of the variables predicted group membership based on first-time pass rates (FTPRs) on the National Physical Therapy Examination (NPTE). The population was defined as all physical therapy programs in the United States and Puerto Rico accredited by the Commission on Accreditation in Physical Therapy Education. Questionnaires soliciting data related to the variables were mailed to the entire population (N = 177). Fifty-eight (32.8%) of the programs returned the questionnaire, with 51 (29%) having provided enough information for inclusion in the study. Characteristics of the sample were compared to known population characteristics in order to determine the extent to which the sample represented the population. Pearson product-moment correlation resulted in a coefficient of .993, indicating that the two groups were similar. Descriptive statistics were calculated. Values for the variables were tabulated in various ways, based on the nature of sponsoring institution, regional location, degree offered, and grouping based on FTPRs, in order to facilitate comparisons. A single institution was selected and comparisons made to demonstrate the utilization of benchmark metrics. Chi-squared tests were conducted to study the relationship between curriculum model, degree offered, and grouping. The resulting values of c 2 indicated that these variables were independent of each other. Classification accuracy was determined through discriminant analysis. Results indicated 80% accuracy for this sample; however, the accuracy was only 47% on cross-validation. Structure coefficients were calculated to determine the relative contribution of each variable to the prediction. The findings demonstrate the usefulness of benchmark metrics for facilitating quality improvement in physical therapy education programs. There is, however, need for improvement in the process, and further research should be conducted to develop a realistic model for predicting group membership based on FTPRs.

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20

Vitale, Pasquale. "EVALUATION ANDMEASUREMENTS OF KINECTMOVEMENT DETECTION IN PHYSICAL THERAPY". Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6091.

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The Kinect device is commonly associated to videogames, but this is not the only purpose of this device. Going into more depth, it could be a powerful tool to accomplish several goals, not only related to simple games. One such example could be Serious Games. Above all, Kinect device is a group of sensors and as such it is an attraction point in order to do experiments and measurements. This thesis tries to understand the potentiality and specifically tries to understand the precision and accuracy in the explicit area of rehabilitation. Taking advantage of the Kinect functionality, the thesis tries to enter in a young area, composed by two principal field of interest: catching and recognizing movements without the help of tool to wear, and the movements in order to do physical therapy. The result of this thesis is that the accuracy and precision of the Kinect device is sufficient for detecting therapeutic movements. Further work is however needed to be able to use Kinect for automatic discrimination of correct and incorrect physical movements.

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Lazaro, Rolando T. "Improving cultural diversity awareness of physical therapy educators". Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2318.

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In this climate of increasing diversity in the population of patients requiring Physical Therapy (PT) services, PT educators should prepare students and future clinicians to work competently in culturally diverse environments. To be able to achieve this goal, PT educators should be culturally competent as well. The purpose of this study was to develop and implement a workshop aimed at improving cultural diversity awareness of the University of the Pacific (UOP) PT educators. The seminar content and class materials were developed by the author in close consultation with the workshop facilitator, who is an expert on cultural diversity. These materials were validated by Physical Therapists and cultural diversity experts. To determine the effectiveness of the workshop in improving cultural diversity awareness, the Cultural Diversity Awareness Questionnaire (CDAQ) was developed, validated for content, analyzed for reliability, field tested and pilot tested. Results indicated that the instrument was valid and reliable. The one-day workshop was presented to twelve academic and clinical faculty of the UOP PT Department. The one group pretest-posttest experimental design was used, with the participants completing the CDAQ before and after the workshop. The attendees also completed a course evaluation at the conclusion of the seminar. Results showed a statistically significant positive change in the pretest/posttest results. This indicated that the workshop was effective in improving cultural diversity awareness of the participants. Results of the workshop evaluation affirmed the achievement of the educational objectives and effectiveness of the facilitator. This study provided-a-solid-initial-foundation-on-which a-comprehensive cultural competence program can be developed.

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22

Boynewicz, Kara, Heather Lundeen, Robbie O'Shea, Jennifer Furze, Tricia Catalino, Roberta Gatlin y Peggy Mohr. "Rapid Fire Talk in Pediatric Physical Therapy Education". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8343.

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Entry level and post professional physical therapy education is enhanced when learners are actively engaging with material/patients through EPA’s and the essential core competencies. Active learning strategies are educational methods where students are actively involved in their learning. Entrustable Professional Activities (EPA) guide practice based assessment for students and professionals, carrying out trustful activities with multiple competencies. An agreement on the delivery of the essential competencies with active learning strategies to enhance EPA are still up for debate. First round of rapid fire will compare the delivery of content with focus on traditional, flipped and on-line classrooms. The second round of rapid fire will discuss active learning strategies creating or assessing impactful EPA with clear take home examples. Active learning strategies will include Team Based Learning (TBL), Experiential Learning, Reflection and Patient Simulation. This will conclude with a hearty discussion on classroom structure and strategies in pediatric physical therapy education leading to more effective, gratifying, and memorable learning outcomes.

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23

Migdat, Tiffany Ann. "The Effect of Marital Therapy on Physical Affection". BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6418.

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Research indicates that marital satisfaction is associated with levels of physical affection between partners. This is important because there is evidence of physical and mental health benefits of physical affection. Although past research has shown that marital therapy increases levels of marital and sexual satisfaction, the association between marital therapy and physical affection has not been explored. This study used a treatment group and a control group of 108 married couples to assess the relationship between marital therapy and physical affection over a course of 12 weeks. Using structural equation modeling and an actor partner analytic model, results indicated that marital therapy was significantly associated with increases in physical affection for husbands, but not wives.

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24

Lundgren, Stina. "Pain and physical activity in rheumatoid arthritis : a cognitive approach in physical therapy /". Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-371-x/.

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25

Boynewicz, Kara, M. Davenport, Margaret A. Lowdermilk y N. Clark. "Effects of a Specific Interprofessional Education Experience with Physical Therapy and Physical Therapy Assistant Students Attitudes Towards Interprofessional Teamwork and Education". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8355.

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26

O'Donnell, Anne E. "Effective mentoring in physical therapy : approaches for residency training". Thesis, NSUWorks, 2012. https://nsuworks.nova.edu/hpd_pt_stuetd/13.

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PURPOSE: This study aimed to investigate how physical therapy mentors instill clinical judgment and competence during residency training. The researcher investigated effective mentoring behaviors and techniques in physical therapy residency training. SUBJECTS: Participants included physical therapy residency faculty, physical therapy residents currently enrolled in U.S. residency programs credentialed by the American Physical Therapy Association (APTA), and resident graduates (ie, within the past 2 years) from APTA programs. METHOD: A quantitative survey design was used to gain information about effective mentoring behaviors and techniques of physical therapy residency faculty who foster clinical expertise in physical therapy residents. Two online surveys were created: one for residency program faculty and one for current and past residents. RESULTS: Findings revealed that most mentors felt confident to mentor residents based on their past experiences instructing students and mentoring residents in physical therapy. Most mentor respondents had not taken APTA's Credentialed Clinical Instructor Program (CCIP), and fewer had taken Advanced CCIP (ACCIP). Mentor respondents who had taken both courses felt that CCIP was less helpful in mentoring residents than was ACCIP. Findings indicated important resident benefits, mentor behaviors, and characteristics of mentor-mentee relationships in residency programs. Results revealed mentoring and teaching strategies that were most effective for different stages of residency programs. CONCLUSIONS: These findings will help guide residency program faculty in effective mentoring practices and have added to the literature about how mentoring methods impact development of clinical expertise in physical therapy residents. These results (a) revealed a need for advanced training specific to mentoring residents, (b) can be used to determine what mentoring behaviors and techniques work best with residents, and (c) can serve as a basis for further developing residency training curricula. RECOMMENDATIONS: Further investigation is needed to determine which components of mentoring help residency faculty feel prepared to mentor residents. Further development and testing of mentor training programs are warranted. Additional research using qualitative methodology and this study's findings related to important resident benefits, mentor behaviors, and characteristics of mentor-mentee relationships in residency programs is necessary. Further research is also needed to investigate how reflection is used in mentoring in residency programs.

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27

Fu, Wing. "Assessing student physical therapists' clinical reasoning competency". Diss., NSUWorks, 2013. https://nsuworks.nova.edu/hpd_pt_stuetd/2.

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28

Hall, Courtney D. y L. Gillig-Heusel. "Physical Therapy and Management of People with Non-Vestibular Dizziness". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/463.

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Book Summary: Recognized as two of the world's leading authorities on the subject, Susan Herdman and Richard Clendaniel, joined by a team of expert contributors, deliver the 4th Edition of the field's definitive text on the management of vestibular diseases and disorders. From assessment through therapy, they present the scientific and clinical knowledge you need to distinguish between vestibular and non-vestibular dizziness and to plan and implement the appropriate treatments.

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29

Ryan, Susan Jennifer. "Instructor competencies required for effective fieldwork supervision of occupational therapy and physical therapy students". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26911.

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The absence of clearly defined competencies to guide the development of educational programs for occupational therapy and physical therapy fieldwork instructors provided the impetus for this research. A primary objective of the study was to identify the competency categories and the competencies which occupational therapy and physical therapy fieldwork instructors, and occupational therapy and physical therapy students perceived to be important in determining the effectiveness of a student's fieldwork experience. A review of the literature in occupational therapy, physical therapy, and related health professions identified a pool of fieldwork instructor competencies from which 105 competencies were selected for the study questionnaire. The questionnaire was administered to 34 occupational therapy and 37 physical therapy students from the University of British Columbia, and to 59 occupational therapy and 76 physical therapy fieldwork instructors in British Columbia. A response rate of 87% was obtained. Respondents' ratings of importance of the competency categories and of the most important competencies were similar to previous research findings. Communication and supervisory behaviours were rated as most important in contributing to the effectiveness of a student's fieldwork experience. The majority of the competencies which were ranked as most important belonged to these two categories. Consistent with previous research, the professional competence category and the competencies which were assigned to it were deemed least important in contributing to the effectiveness of a student's fieldwork experience. Group differences in ratings of importance were tested using a factorial design. The two-way and three-way analyses of variance, a multivariate analysis of variance and subsequent multiple comparison tests revealed only one significant main effect. Physical therapy students' ratings of importance differed significantly from the occupational therapy and physical therapy fieldwork instructors (p< .05). While this significant difference was identified from the analysis, examination of the mean ratings of the competencies showed a consistent pattern of low, moderate or high ratings among all of the groups. Participants in the study confirmed that the competencies included in the questionnaire were important in contributing to the effectiveness of a student's fieldwork experience. However, the literature suggests that the most important outcome will be the use of the competencies to guide the development of standardized educational programs for occupational therapy and physical therapy fieldwork instructors.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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30

Hall, Courtney D., Susan J. Herdman, Susan L. Whitney, Stephen P. Cass, Richard A. Clendaniel y Terry D. Fife. "Treatment for Vestibular Disorders: How Does Your Physical Therapist Treat Dizziness Related to Vestibular Problems?" Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/552.

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Dizziness is very common, but it is never normal. Dizziness can make performing daily activities, work, and walking difficult. Many people get dizzy when they turn their head, which can cause problems with walking and makes people more likely to fall. Most of the time dizziness is not from a life-threatening disease. Often dizziness is because of a disorder of the vestibular (or inner ear balance) system. People can get vestibular disorders from infections in the ear, problems with the immune system, medications that harm the inner ear, and rarely from diabetes or stroke because of a lack of blood flow to the inner ear. Stress, poor sleep, migraines, overdoing some activities, and feeling sad can increase symptoms. New guidelines for the treatment of vestibular disorders were published in the April 2016 issue of the Journal of Neurologic Physical Therapy. The guideline describes which exercises are best to treat the dizziness and balance problems commonly seen with an inner ear disorder.

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31

Rolland, Ta-Mera. "Exploring physiotherapists' participation in peer review in New Zealand a thesis submitted in partial fulfilment of the requirements for the degree of Master of Health Science, AUT University, July 2007 /". Click here to access resource online, 2007. http://aut.researchgateway.ac.nz/handle/10292/270.

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32

Kamau, Peter Waweru. "Patient satisfaction with physiotherapy services for low back pain at selected hospitals in Kenya". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Patient satisfaction is one of the indicators of the quality of care being given to the users of a service. It can also be used as benchmarks for ensuring the delivery of quality physiotherapy services in health facilities. Physiotherapists have been involved in treatment of persons suffering from low back pain for decades. Treatment approaches are varied, but all have the common goals of pain relief, rehabilitation, and prevention of recurrence of low back pain. The purpose of this study was to investigate the satisfaction of low back pain sufferers with the physiotherapy services they receive. The study was carried out in selected public hospitals in Nairobi and the Central Province in Kenya.

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Romanello, Mary L. "Cultural Competence and Reflective Practice in Physical Therapy Education". Miami University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=miami1006873170.

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Courtney, Michele A. "Physical Therapy Faculty Clinical Practice and Faculty Work Characteristics". Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459078188.

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Conocimiento, Dirección de Gestión del. "Guía de acceso para Journal of Physical Therapy Education". American Physical Therapy Association (APTA), 2021. http://hdl.handle.net/10757/655375.

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Heath, Amy Elizabeth. "Self-regulated Learning in Doctor of Physical Therapy Students". Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216572.

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Educational Psychology
Ph.D.
There is a paucity of adult professional education literature, yet there are multiple theories and models from which to extrapolate information regarding learning in this population, including self-regulated learning theory and adult learning models. The first aim of this study was to explore these bodies of literature and provide a compelling argument for how these theories and models may be considered relative to each other. The second aim of this study was to provide empirical support for the theoretical framework within the professional education population, specifically for Doctor of Physical Therapy (DPT) students. Participants included 232 DPT students from a large, research-intensive university in the mid-Atlantic region. The Self-directed Learning Readiness Survey for Nursing Education (SDLRSNE) (Fisher, King, & Tague, 2001) was administered to five cohorts of students seven times throughout the duration of the DPT program. T-tests and ANOVAs were conducted to determine cohort differences. The data were collapsed across time in order to generate longitudinal growth curve models. Results revealed that the SDLRSNE is an internally consistent tool to utilize with DPT students and that the majority of DPT students were self-regulated learners. Results from the growth curve models indicated that self-regulated learning increased across time, was discontinuous within the DPT program, and that participation in clinical education experiences coincided with the change in slope of the model that best fit the data. Additionally, results indicated that the age of a student (traditional: age 19-24 versus nontraditional: age 25+) significantly predicted Desire For Learning subscale scores.
Temple University--Theses

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Daugherty, Matthew Lane. "Small Business Marketing Strategies for Physical Therapy Practice Owners". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6196.

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The United States economy depends on small businesses, which represent 99% of all businesses in the United States, yet approximately 50% of small businesses cease operations in the first 5 years. The purpose of this multiple case study was to explore the marketing strategies used by owners of small businesses to develop and maintain their organization through the initial 5 years of business operation. The population included 5 physical therapy business owners in northeastern Florida who had sustained their business for a minimum of 5 years. The conceptual framework for this study was the brand equity model, and data were collected through semistructured interviews, online company marketing materials, and archival company documents. Yin's 5-step analysis guided the data analysis process: (a) collecting data, (b) grouping data into codes (c) grouping data into themes (d) assessing the themes, and (e) developing conclusions. Member checking, transcript review, and triangulation were used to validate the study data. The 5 study themes were brand awareness, relationship marketing, perceived quality, social media and online marketing, and word-of-mouth marketing. The implications of this study for positive social change include the potential for economic growth in the physical therapy practice market, as well as improved patient access to physical therapy services through a greater number of physical therapy practices.

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Haidar, Samer. "The pediatric neurofeedback therapy center". Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105253.

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This business plan proposes a neurofeedback therapy clinic to treat children diagnosed with Attention-deficit/hyperactivity disorder (ADHD) and are in search of a non-pharmaceutical intervention. ADHD is the most commonly diagnosed disorder among children between the ages 4-18. By stimulating arousal in the frontal portion of the brain through neurofeedback therapy, the symptoms of ADHD can be regulated. This proposal includes a market analysis, a feasibility and SWOT analysis, a review of legal and regulatory issues, and finally, a financial analysis.

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Hall, Courtney D. "The Role of Physical Therapy in Management of the Dizzy Patient". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2710.

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Elbaum, Leonard. "Job satisfaction of school-based physical therapists". FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/3132.

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Recruitmuent and retention of Physical Therapists (PTs) by public school systems has been identified in the literature as a significant problem, and the resultant shortage of school-based PTs hinders the capability of school systems to deliver physical therapy services to exceptional students as mandated by federal statute. The purpose of this study was to assess the level of job satisfaction among physical therapists who currently work in public school settings. Job satisfaction can be an important factor affecting recruitment and retention. A systematic sample of 462 school-based PTs was chosen to receive via mail a survey instrument which requested information regarding age, gender, highest academic degree, salary, and various aspects of their working environment. In addition, the survey instrument included the Minnesota Satisfaction Questionnaire-Short Form(MSQ), and three open-ended questions. There was a 67% return rate. The results of the study showed that the majority of PTs working in public schools are satisfied with their jobs. Their principal sources of satisfaction included the opportunity for social service, job security, creativity, flexibility, autonomy, and the opportunity to work with children and to see them succeed. They were dissatisfied with school policies and procedures, opportunities for advancement, quality of supervision, high caseloads, and limited space and equipment. It was concluded that school administrators charged with recruitment and retention of PTs should consider inclusion of PTs in supervision and in the development of policies and procedures. They should also consider enhancements of available space and equipment.

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Palaima, Mary Margaret. "Evidence based practice: clinical experiences of recent Doctor of Physical Therapy graduates". Thesis, Boston University, 2010. https://hdl.handle.net/2144/31993.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study examined how recent Doctor of Physical Therapy (DPT) graduates, trained in Evidence-Based Practice (EBP) principles and practices during their professional academic program, implement EBP in their clinical settings. This qualitative study used semi-structured interviews to explore the experiences of recent DPT graduates and their mentors, reviewed EBP-related documents and analyzed interviewee self-assessments of EBP skills. Interviewees (N=18) included twelve recent DPT graduates and six mentors. Data analysis included open coding of interview transcripts to identify emerging themes, axial coding of patterns and relationships between themes and content expert review. A major finding was the interrelationship between organizational factors (culture, structural supports) and the roles the graduates assumed in their clinical settings, which suggest that organizational culture (values) and structure (e.g. roles, responsibilities and resources) shape the clinical practice environment and influence how the DPT graduates implement EBP in their practice. The findings also suggest that DPT graduates practicing EBP may influence the culture and structure of the clinical setting, which has implications for academics and managers in physical therapy practice settings.
2031-01-02

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42

Akin, Faith W., Courtney D. Hall y Kristal M. Riska. "Interdisciplinary Approach to Dizziness: Roles of Audiology and Physical Therapy". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/551.

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Dizziness is one of the most common reasons patients seek medical care, and because there are many causes of dizziness, management of these patients requires an interdisciplinary approach. Peripheral vestibular dysfunction is the most common cause of dizziness/vertigo diagnosed in specialty clinics. The purpose of this article is to present an interdisciplinary approach to the management of patients with vestibular dysfunction with a focus on the unique and overlapping contributions of audiology and physical therapy to vestibular assessment and rehabilitation.

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Simons, Ashley C. "A Relational Investigation: Board-Certified Physical Therapists and Their Knowledge of Anatomy". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555519751879414.

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Mai, Jennifer A. "Examination of interpersonal skills in entry-level physical therapist students". Diss., NSUWorks, 2011. https://nsuworks.nova.edu/hpd_pt_stuetd/18.

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Finkelstein, Neal B. "The effects of massage therapy on delayed-onset muscle soreness after unaccustomed exercise for healthy, sedentary adults". FIU Digital Commons, 1993. http://digitalcommons.fiu.edu/etd/3326.

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This study examined the effects of massage therapy on delayed-onset muscle soreness (DOMS) following unaccustomed exercise in healthy, sedentary adults. Fifteen volunteers between the ages of 23 and 63 performed 100 calf raises followed by 15 minutes of rest. After the rest period, one leg was randomly assigned to receive a 5-minute massage while the other leg received a 5-minute placebo ultrasound treatment. A questionnaire was administered to evaluate DOMS at 24, 48, and 72 hour posttreatment intervals when DOMS reportedly is at its peak. A double blind control was employed so that the examiner was unaware as to which treatments were performed on each leg. A t-test for nonindependent samples was used with significance set at the 0.05 level. There was less DOMS reported in the massaged leg at each interval, however, only a significant reduction in DOMS was reported at the 24 hour posttreatment interval.

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46

Megrath, Kimberley Lewis. "Interdisciplinary standards for practice in early intervention : perceptions of pediatric academic educators in professional physical therapy programs /". view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9963451.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 324-344). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963451.

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Bernstein, Steven R. "Enhancing physical therapy students' attitudes toward telecommunication technology by using a demonstration model". FIU Digital Commons, 1993. http://digitalcommons.fiu.edu/etd/1630.

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The purpose of this study was to assess and enhance the attitudes and knowledge of physical therapy students toward telecommunication technology. A questionnaire was given to appraise the attitudes and knowledge of 156 physical therapy students toward telecommunication technology. The intervention was a one hour presentation on applications relevant to physical therapy practice. The majority of students expressed interest in telecommunication before the presentation, and felt that expanded use of telecommunication was important to the profession. However, only a minority of students demonstrated knowledge about specific medical telecommunication applications. The post-intervention questionnaire showed the presentation to be effective in changing students' attitudes toward telecommunication, and increasing their knowledge relevant to the practice of physical therapy. If physical therapy curricula were to include exposure to telecommunication, perhaps physical therapists will be more inclined to use the technology in the future.

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Лобода, Андрій Миколайович, Андрей Николаевич Лобода, Andrii Mykolaiovych Loboda, А. С. Вовканич, Ольга Олександрівна Єжова, Ольга Александровна Ежова, Olha Oleksandrivna Yezhova et al. "Implementation of new master's programmes of physical therapy in Ukraine". Thesis, Aluna Publishing, 2022. https://essuir.sumdu.edu.ua/handle/123456789/87799.

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Мета. Проаналізувати результати проекту ЄС Erasmus+ «Інноваційна реабілітаційна освіта – впровадження нових магістерських програм в Україні» (2018-2022) у закладах вищої освіти (ЗВО) учасниках проекту. Матеріали та методи. Методи теоретичного аналізу та узагальнення, конкретизації, узагальнення та систематизації практичного педагогічного досвіду підготовки магістрів з фізичної терапії використано у чотирьох українських закладах вищої освіти, а саме: Національному університеті фізичного виховання і спорту України, Львівському державному університеті фізичної культури імені Івана Боберського, Тернопільському національному медичному університеті імені І. Горбачевського, Сумському державному університеті. Результати. Результати проекту REHAB можна представити відповідно до його основних цілей. (1). Підвищення професійного потенціалу викладачів ЗВО; (2). Створення нових ресурсів для викладання/навчання/оцінювання; (3). Створення спеціальної освітньої інфраструктури, необхідної для впровадження нової національної професійної програми з фізичної терапії. Висновки. Вважається, що основні цілі проекту досягнуті. Надалі планується поширювати результати проекту серед інших вищих навчальних закладів України та постійно оновлювати зміст дисциплін відповідно до сучасних тенденцій європейської освіти з фізичної терапії.
Цель. Проанализировать результаты проекта ЕС Erasmus+ «Инновационное реабилитационное образование - Внедрение новых магистерских программ в Украине» (2018-2022) в высших учебных заведениях участниках проекта. Материалы и методы. Методы теоретического анализа и синтеза, конкретизации, обобщения и систематизации практического педагогического опыта подготовки магистров физической терапии использовались в четырех высших учебных заведениях Украины, а именно: Национальном университете физического воспитания и спорта Украины, Львовском государственном университете физической культуры имени Ивана Боберского, Тернопольском национальном медицинском университете им. И.Горбачевского, Сумском государственном университете. Полученные результаты. Результаты проекта REHAB можно представить в соответствии с его основными задачами. (1). Повышение профессионального потенциала преподавателей вузов; (2). Создание новых ресурсов для преподавания/обучения/оценки; (3). Создание специальной образовательной инфраструктуры, необходимой для реализации новой национальной профессиональной программы по физической терапии. Выводы. Считается, что основные цели проекта достигнуты. В дальнейшем планируется распространение результатов проекта на другие высшие учебные заведения Украины и постоянное обновление содержания дисциплин в соответствии с современными тенденциями европейского образования по физической терапии.
Aim. To analyze the results of the EU Erasmus+ project «Innovative Rehabilitation Education - Introduction of new masters degree programs in Ukraine» (2018-2022) in higher education institutions, project participants. Materials and methods. Methods of theoretical analysis and synthesis, concretization, generalization and systematization of practical pedagogical experience in training masters in physical therapy were used in four Ukrainian institutions of higher education, namely: the National University of Ukraine on Physical Education and Sport, Lviv State University of Physical Culture named after Ivan Boberskyj, I.Horbachevsky Ternopil National Medical University, Sumy State University. Results. The results of the REHAB project can be presented in accordance with its main objectives. (1). Improving the professional potential of university teachers; (2). Creation of new resources for teaching / learning / assessment; (3). Creation of a special educational infrastructure necessary for the implementation of a new national professional programme in physical therapy. Conclusions. It is believed that the main goals of the project have been achieved. In the future, it is planned to disseminate the results of the project to other institutions of higher education in Ukraine and constantly update the content of disciplines following current trends in European education in physical therapy.

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Brauer, Martha. "Mediating objects : physical objects in therapy sessions together with childern". Thesis, Konstfack, Industridesign, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-5755.

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The purpose of this work has been to explore if objects can strengthen communication between psychologists and children in therapy. Can objects together with tactility as a tool help us to find and put words to feelings and episodes in our lives? I have explored this by interviewing three psychologists on several occasions who work with children. I have planned and implemented a three-day workshop with four children in the age of 7. Working in 3D as a method of sketching and testing has been an important part of the process.The work resulted in a tactile material consisting of 18 objects that have different material qualities. During tests the material has been helpful in order tostart conversation and getting help describing emotions. My hope is that this material will continued to be tested and developed.

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Vinson, Kristie E. "Predictors of Success on the National Physical Therapy Licensure Examina". Thesis, Arkansas State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975513.

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This study examined the relationship of the scores on the Practice Exam & Assessment Tool (PEAT) to the scaled scores on the National Physical Therapy Examination (NPTE). A correlation analysis examined the relationship of the exam scores from three cohorts of Doctor of Physical Therapy (DPT) students on the PEAT and NPTE. This study sought to determine if the performance on the PEAT was a predictor of first-time pass rate on the NPTE. It was expected that PEAT scores would have a positive correlation to the NPTE scores. The results indicated a moderate to strong correlation between overall PEAT scores as well as subtest scores with the NPTE. In addition, students that passed the PEAT were highly likely to pass the NPTE on the first attempt. Not only did students that passed the PEAT go on to pass the NPTE, but a significantly high number of those students who failed the PEAT (60.7%) were found to have gone on to pass the NPTE on the first attempt as well. The multiple regression formula was found to be highly significant with the overall PEAT score and the four subtest scores in predicting performance on the NPTE. In the equation, Evaluation and Examination carried the most weight with respect to the prediction of the NPTE scaled score. This formula can be used to predict overall NPTE scores based on PEAT scores as well as to demonstrate the areas of needed remediation. The results obtained from this study will be useful in better preparing future graduates for successful performance on the NPTE. Students, who do not pass the PEAT, will be remediated, particularly in the areas of Evaluation and Examination, in order to be adequately prepared for the NPTE.

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