Assimilation of the Pediatric Essential Core Competencies by Professional Physical Therapist Education Programs

Revision of the Essential Core Competencies: Domains of Competence and Associated Competencies for Pediatric Physical Therapy Professional Education

PURPOSE

The purpose of this Special Communication is to describe the processes of Education Summit III, sponsored by the Academy of Pediatric Physical Therapy, with an emphasis on the review, update, and integration of contemporary language and the Competency-Based Education framework into a revision of the Essential Core Competencies (ECCs).

SUMMARY OF KEY POINTS

The Academy of Pediatric Physical Therapy has consistently supported pediatric professional education, including sponsoring 3 Education Summits in 2012, 2016, and 2023. The most recent summit focused on a revision of the ECCs and the development of materials to support their implementation.

RECOMMENDATIONS FOR PRACTICE

These revised domains of competence and associated competencies will support and guide pediatric physical therapy education for professional students. Educators are encouraged to use their creativity and resources to integrate these into teaching and learning activities.

Excellence in Pediatric Physical Therapy Education: Recommendations and Action Items

PURPOSE

This special communication identifies evidence-based recommendations and offers action items to facilitate the uptake of new knowledge from the National Study of Excellence in Pediatric Physical Therapy Education (NSE-Peds).

SUMMARY OF KEY POINTS

The NSE-Peds identified a conceptual framework consisting of 4 key dimensions and associated elements that dynamically interact to prepare future physical therapists to meet the needs of society. The conceptual framework serves as the Knowledge Creation component of the knowledge to action (KTA) framework, but translation into practice requires the Action Cycle, the second component of the KTA framework. Recommendations and action items provide tangible products derived from the NSE-Peds conceptual framework for application in the Action Cycle.

CONCLUSIONS

Using the KTA framework, implementation of the recommendations at the level of the individual, program, and organization should enhance pediatric physical therapy education and ultimately physical therapy care provided to children and families.

Student Self-Efficacy in Pediatrics: Evaluation and Modification of the Pediatric Communication and Handling Self-Efficacy Scale

PURPOSE

Our purpose was to examine the reliability and validity of the Pediatric Communication and Handling Self-Efficacy Scale (PCHSES) and develop a shorter, modified PCHSES.

METHODS

With 92 students, the reliability of the PCHSES was assessed by determining the internal consistency of each construct (Communication; Patient Handling). Construct validity, responsiveness, and convergent validity were assessed to determine the validity.

RESULTS

Internal consistency was high for the Communication and Patient Handling constructs. Construct validity analysis produced 2 factors that explained 93% of the variance and a modified PCHSES that explained 96% of the variance in students' PCHSES scores. There were significant changes with large effect sizes over time for the Communication and the Patient Handling constructs. There were no-to-small relationships between PCHSES scores and clinical performance ratings.

CONCLUSIONS

The PCHSES and modified PCHSES are reliable and valid instruments to assess students' self-efficacy with the pediatric population. What this adds to the evidence: The PCHSES or modified PCHSES should be used to assess students' self-efficacy and facilitate education research.

Experiential Learning in Pediatric Physical Therapist Education: Challenges and Facilitators

PURPOSE

The purpose of this study was to conduct an in-depth investigation of physical therapist educators' challenges to and facilitators of the use of experiential learning (EL) with children. Although EL with children has been called an essential component of doctor of physical therapy (DPT) education, variability in the amount of EL used among DPT programs indicates that educators may experience different challenges and facilitators of the use of EL.

METHODS

Eighteen pediatric DPT educators participated in a semistructured interview. Researchers used thematic analysis to qualitatively analyze interview transcripts.

RESULTS

Three themes emerged: (1) stakeholder considerations, (2) pedagogical considerations, and (3) logistical considerations.

CONCLUSIONS

This research illustrates challenges and facilitators to the use of EL with children. How these challenges and facilitators are perceived by DPT educators has implications for faculty and program directors, particularly as they consider the use of EL with children in DPT programs nationally.

National Study of Excellence in Pediatric Physical Therapy Education: Design, Methods, and Results

OBJECTIVE

The purposes of this study were to identify and describe the attributes of excellence and innovation in professional pediatric physical therapy education and develop a conceptual framework identifying dimensions of excellence.

METHODS

A multimethod case study design based on a grounded theory framework was used. Data collection included review of artifacts and field interviews (individual and focus group). A constant-comparative method for within case and across case was used for data analysis to verify and revise coding schemes, identify categories and subcategories, revise emerging themes, and develop a conceptual framework.

RESULTS

Based on results of a predetermined grading rubric, 6 of 17 self-nominated academic sites were selected representing diverse institution types (public/private, Carnegie classification, size) and geographic locations. Pedagogical approaches and method of content delivery varied among programs; all used the essential core competencies. The core pediatric faculty member(s) were Board Certified Clinical Specialists. A conceptual framework was developed based on 4 key dimensions: Culture of Excellence, Exemplary Pediatric Faculty, Pedagogy, and Child and Family as Teacher (CFT), and 16 related elements.

CONCLUSIONS

CFT is a unique and nonnegotiable dimension of excellence in pediatric physical therapy education, highlighting the partnership between the learner, child, family, and pediatric faculty member. CFT intersects with the other dimensions and integrates their elements (ie, faculty characteristics, contributions from the child and family, use of instructional strategies) to effectively prepare future pediatric physical therapists. Based on the pervasiveness of this dimension in teaching and learning across all programs, this may be the signature pedagogy of pediatric physical therapy education.

IMPACT

Results of this study are important to professional physical therapist education administrators, pediatric academic faculty, and clinical educators because they represent an understanding of the attributes of excellence. The model can serve as a guide for best practice in pediatric physical therapy education.