Journal article
Benchmarking in Academic Physical Therapy Using the PT-GQ™ Survey: Wave 2 Update With Application to Accreditation Reporting
Physical therapy, Vol.102(7), pzac067
05/23/2022
DOI: 10.1093/ptj/pzac067
PMID: 35607945
Abstract
Abstract
Objective
The “Benchmarking in Academic Physical Therapy” study uses the PT-Graduation Questionnaire (PT-GQ) survey to develop comprehensive performance benchmarks for physical therapist education. These benchmarks facilitate interprofessional comparisons and have application to accreditation self-study reporting. The purpose of this study is to report updated benchmarks from enrollment Wave 2 of the study, with an emphasis on curricular areas that align with accreditation standards.
Methods
Seventy Doctor of Physical Therapy (DPT) programs (26.5% national sample) administered the survey to graduates during 2020-2021. Where possible, respondent data were contextualized by statistical comparison to published medical student data (Welch’s t-test, Hedges g).
Results
There were 1894 respondents who participated in the study (response rate: 63.9%). Average survey duration was 32.9 minutes. White-only, non-Hispanic/Latino/a/x individuals (78.8%) exceeded the 2020 US Census prevalence (60.1%) and only half of respondents perceived a benefit to their training from the diversity present in their programs. Over 94% of respondents indicated that their curricula were characterized by “problem solving/critical thinking” and “clinical reasoning,” but nearly half indicated “busywork” was prevalent. High curricular satisfaction ratings clustered in content areas relating to profession-specific technical skills and low ratings clustered in foundational sciences. DPT respondents reported significantly lower tolerance for ambiguity, significantly more exhaustion, and significantly less disengagement than medical students. Respondents endorsed higher levels of “adaptive” perfectionism (striving for high performance) than “maladaptive” perfectionism (concern over negative evaluations). Respondents with loans (27.7%) had debt exceeding $150,000, the benchmark above which the DPT degree loses economic power.
Conclusions
PT-GQ benchmarks revealed strengths (eg, curricula emphasizing problem solving/critical thinking and clinical reasoning) and challenges (eg, low diversity, problematic student debt) in physical therapist education.
Impact
Programs can use benchmarking for quality-improvement efforts and as a data source for accreditation self-study reports. The ongoing study will refine national benchmarks and pilot items to address new research questions.
Details
- Title: Subtitle
- Benchmarking in Academic Physical Therapy Using the PT-GQ™ Survey: Wave 2 Update With Application to Accreditation Reporting
- Creators
- Shauna Dudley-Javoroski - University of IowaRichard K Shields - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Physical therapy, Vol.102(7), pzac067
- DOI
- 10.1093/ptj/pzac067
- PMID
- 35607945
- NLM abbreviation
- Phys Ther
- ISSN
- 0031-9023
- eISSN
- 1538-6724
- Grant note
- name: APTA Academy of Education and the University of Iowa Roy J. and Lucille A. Carver College of Medicine
- Language
- English
- Date published
- 05/23/2022
- Academic Unit
- Orthopedics and Rehabilitation; Physical Therapy and Rehabilitation Science
- Record Identifier
- 9984294951602771
Metrics
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