Revalidation of the Curricular Competencies of the Emory University Doctor of Physical Therapy Program

Purpose/Hypothesis : The purpose was to revalidate the essentialness and exhaustiveness of the curricular competencies of the Emory University DPT Program.Number of Subjects : 1,135Materials/Methods : The methods involved descriptive research, using a single observation design. Analysis of an electronic survey, comprised of forced choice and open ended questions, determined the essentialness and exhaustiveness of the competencies. The final sample consisted of 1,135 potential participants including Directors of Clinical Education (DCEs) (n=241), Center Coordinators of Clinical Education (CCCEs) (n=304), and Clinical Instructors (CIs) (n=590). A modified Dillman approach was used to encourage participation. Descriptive statistics were employed to analyze the frequencies for each competency. A chi-square test determined any statistically significant differences between DCE and CCCE/CI ratings of the Administration, Research, and Consultation competencies.Results : The response rate was 56%. The majority of participants reported that Provision of Patient Care (98.6%), Interpersonal Communication (97.1%), and Teaching and Learning (89.3%) were essential. At least 94% of the participants reported Administration (96.7%), Consultation (96%) and Research (94.2%) were essential or useful, but not essential. Results from the chi-square test indicated statistically significant differences between DCE and CCCE/CI ratings of the essentialness of the Administrative Process, Research, and Consultation competencies (p<0.05).Conclusions : Overall, participants rated the Emory DPT ProgramÕs curricular competencies are essential. Results suggested these competencies accurately reflect physical therapy practice expectations for the entry-level DPT graduate. The statistically significant differences between DCE and CI/CCCE with respect to the essentialness of the Administration, Research, and Consultation competencies warrant further investigation. Additionally, further assessment of the programÕs curriculum is needed to ensure course objectives match the curricular competencies.Clinical Relevance : Revalidation ensures recipients of the Emory University entry-level Doctor of Physical Therapy degree have the competencies necessary to enter the current healthcare environment.

BACK to Abstract Results

  • Control #: 1725799
  • Type: Poster
  • Event/Year: CSM2014
  • Authors: Patricia H. Bridges, Vincent M. Carter, Tambre A. Phillips, Hyun Chong, Ryan A. Conwell, Brittany Hensley, Alyson Kimbrell, Mallory Sigle
  • Keywords: Competency-based education|clinical education|Doctor of Physical Therapy

BACK to Abstract Results