Jan Gwyer

Describing Expert Practice in Physical Therapy

In this article, the authors demonstrate how grounded theory may be used to develop models for understanding clinical practice. Through a series of research studies involving novice, experienced, and expert physical therapy practitioners, conceptual frameworks were continually revised based on data obtained from returning to the field and relevant literature available at the time. As concepts and relationships moved to larger themes, a theoretical framework for expertise in clinical practice was proposed. Current work on verifying the theoretical framework continues. Grounded theory is an excellent research approach to bound and help guide a multistage research program involving multiple researchers working in multiple settings.

History of Clinical Education in Physical Therapy in the United States

&NA; Clinical education has been an integral part of the preparation of physical therapists from the inception of educational programs to train reconstruction aides until the current curricula to prepare Doctors of Physical Therapy. In this historical review of clinical education, the structure and format of the clinical education component of professional physical therapist education curricula are presented. The number of clinical education sites and characteristics of clinical education faculty for the past half century will be described, as will developments in methods used for the assessment of student performance. Descriptions of some of the major developments in clinical education are provided, including interinstitutional agreements, roles for clinical education faculty, professional development for the clinical instructor, clinical education consortia, clinical site selection, clinical education research, and conferences. Factors anticipated to have an effect on the future of clinical education in physical therapist educational programs are also discussed.

In Search of Cultural Competence

We have foiled to understand that teachers are first and foremost cultural workers, not neutral professionals exercising pedagogical or psychological skills on a culturally-detached playing field. 1(p306)The winter issue of the Journal of Physical Therapy Education provides several articles that give us an opportunity to reflect on some of the more difficult and complex issues that face physical therapy education.First is an innovative position paper by Wehbe-Alamah and Fry, which describes a model for developing and maintaining a culturally sensitive and welcoming academic environment for students, faculty, and staff of culturally diverse backgrounds. Physical therapy faculty often address the importance of assuring culturally competent behavior in the clinical setting. Wehbe-Alamah and Fry have provided a position paper that shifts the focus to the educational setting, challenging academic educators to evaluate the cultural competence of their own behaviors and environment. Providing a welcoming and culturally sensitive environment to an ethnically and religiously diverse community of learners and staff is becoming an increasingly complex task, as our learners becomeslowly but surely-more diverse in their race, ethnicity, religious affiliations, socioeconomic background, and learning abilities. For some physical therapy faculty, this may mean a wealth of new experiences; while, for many of our students, diversity is representative of their high school and college experiences. Educators across primary, secondary, and higher education have long focused on developing educational institutions and programs designed to provide appropriate educational environments for students of diverse backgrounds. This May 2014 marks the 60th anniversary of the landmark Brown versus the Board of Education Supreme Court decision, which made racial segregation illegal in the United States.Thus, there is potential that our students arrive to physical therapy education with more tolerance for and interest in cultural differences than ever before. Is the diversity gap between our faculty and students a barrier to modeling cultural competence in our academic settings? Wehbe-Alamah and Fry present a model that can assist our generation of teachers to continue this decades-long pursuit of cultural competence in our own clinical and educational practices. If all members of the educational community model a commitment to creating a culturally sensitive learning environment, our students may have more success carrying these values and practices into the clinical setting.Also in this issue, Hinman, Peel, and Price, members and staff of the Commission on Accreditation in Physical Therapy Education, contribute the results of a study of leadership retention in physical therapist (PT) and physical therapist assistant (PTA) programs The findings may not surprise our readership. An invited commentary on this research, by Gordon, provides a suggested position description for the academic leader of a PT program. The findings of this study and the recommended role responsibilities by Gordon will provide those hiring academic leaders and those considering such opportunities with important perspectives to consider. …

The Continuing Conversation on Educational Research in Physical Therapy

Journal of Physical Therapy Education 5 Over the past several issues, we have discussed the need to strengthen educational research in physical therapy education. At APTA’s 2016 Combined Sections Meeting, Drs Jan Gwyer, Rick Segal, and Gail Jensen presented views on this topic from the perspectives of JOPTE editor, senior educational researcher, and senior clinical sciences researcher, respectively. They discussed the gaps between what is desired and what is actually happening, along with many suggestions for improvement. Dr Hack then turned to the audience to ask for their suggestions about how to improve the status of educational research in physical therapy education. One hour later, the line at the microphone finally finished! The clearest message was that attendees wanted to gain the skills to be good educational researchers, looked for support from their more senior colleagues, hoped for resources from their colleges and universities, and expected various APTA components (APTA, Education Section, American Council of Academic Physical Therapy) to take leadership roles. Plans are underway for papers on this topic and further conversation at the 2016 Educational Leadership Conference. Watch for news over the coming months on specific actions to help the profession of physical therapy develop the strong educational research program it needs and deserves! —————————-——--—--—--—––––––––– guEsT EDITORIAL –––––––––––-—--—-—-——————-——---

The Challenge of Communication

As educators in physical therapy, we take seriously the goal of developing effective communication skills in our students. Sometimes this simply takes the form of correcting students’ overuse of the word “like” as they speak with their patients. Sometimes our teaching helps students with the complex task of listening for true understanding as they take a patient’s history. This issue of the Journal of Physical Therapy Education (JOPTE) includes 2 papers that address professional communication in challenging situations. Cambier presents a perspective paper that recommends instructional methods for educating students in addressing inappropriate patient sexual behavior in the clinical environment. The Ingram and colleagues study indicates that one-third of physical therapist students report occasions in which their clinical instructors have “badmouthed” a professional colleague in their presence. Inappropriate patient sexual behavior is experienced by a significant number of physical therapists, and it is likely a topic of discussion of many clinicians. Similarly, it is likely that many physical therapist educators are aware of instances of badmouthing. Both of these topics describe very challenging communication scenarios, and ones in which practitioners may rely primarily on their lived experiences as PTs or PTAs to guide their actions with students. The editors invited 2 members of the Editorial Board of JOPTE to write commentaries for the 2 aforementioned papers to extend the discussion of communication in difficult situations. We hope that all physical therapy educators take up the challenge of enhancing their teaching of professional communication in these complex situations. Both of these papers, and the commentaries, will provide a context for important discussions between educators and students. Speaking of communication, we are pleased to have received a letter to the editor about a previously published article, which has allowed the letter writers and the author to clarify information. We hope this inspires more of you to send us letters of clarification, discussion, and further exploration of the ideas presented by our authors. This issue presents a wide range of topics: classroom teaching, clinical teaching, PTA education, international perspectives—demonstrating the breath of physical therapy education. We hope that you find this issue valuable to you in your role as an educator. —————————-——--—--—--—–––––––-––– EDITORIAL –––––––––––––-—--—-—-——————-——-—--

Rewards of Teaching Physical Therapy Students: Clinical Instructorʼs Perspective

ABSTRACT: Physical therapy clinical instructors were surveyed to determine the most important factors influencing their decision to continue to participate in clinical teaching. Three hundred forty‐nine clinical instructors from five types of clinical settings rated 34 items in terms of their importance as rewards for clinical teaching. Six categories of rewards for clinical teaching were identified: intellectual stimulation, professional rewards, adjunct university amenities, status, altruistic motivations, and enhanced self‐image. Intangible rewards associated with altruistic motivations and intellectual stimulation were rated substantially higher than were tangible rewards associated with use of university facilities or financial compensation for teaching.