Gail M Jensen1, Terrence Nordstrom2, Elizabeth Mostrom3, Laurita M Hack4, Janet Gwyer5. 1. Department of Physical Therapy, School of Pharmacy and Health Professions, Creighton University, 2500 California Plaza, Omaha, NE 68178 (USA). 2. Department of Physical Therapy, Samuel Merritt University, Oakland, California. 3. Program in Physical Therapy, School of Rehabilitation and Medical Sciences, Central Michigan University, Mount Pleasant, Michigan. 4. Department of Physical Therapy, Temple University, Philadelphia, Pennsylvania. 5. Physical Therapy Division, Duke University, Durham, North Carolina.
Abstract
BACKGROUND: The Carnegie Foundation for the Advancement of Teaching commissioned the Preparation for the Professions Program, a qualitative study of professional education in 5 professions: medicine, nursing, law, engineering, and clergy. These studies identified curricular structures, instructional practices, assessment approaches, and environmental characteristics that support the preparation of professionals and led to educational reforms. The physical therapy profession has not had any in-depth, national investigation of physical therapist education since the Catherine Worthingham studies conducted more than 50 years ago. OBJECTIVES: This research was a Carnegie-type study, investigating elements of excellence and innovation in academic and clinical physical therapist education in the United States. DESIGN: Five physical therapist education researchers from across the United States used a qualitative multiple-case study design. METHODS: Six academic and 5 clinical programs were selected for the study. The academic institutions and clinical agencies studied were diverse in size, institutional setting, geography, and role in residency education. Qualitative case studies were generated from review of artifacts, field observations, and interviews (individual and focus group), and they provided the data for the study. RESULTS: A conceptual framework grounded in 3 major dimensions was generated, with 8 supporting elements: (1) culture of excellence (shared beliefs and values, leadership and vision, drive for excellence, and partnerships), (2) praxis of learning (signature pedagogy, practice-based learning, creating adaptive learners, and professional formation), and (3) organizational structures and resources. CONCLUSION: Building on the work of the Carnegie Foundation's Preparation for the Professions Program, a conceptual model was developed, representing the dimensions and elements of excellence in physical therapist education that is centered on the foundational importance of a nexus of linked and highly valued aims of being learner centered and patient centered in all learning environments, both academic and clinical.
BACKGROUND: The Carnegie Foundation for the Advancement of Teaching commissioned the Preparation for the Professions Program, a qualitative study of professional education in 5 professions: medicine, nursing, law, engineering, and clergy. These studies identified curricular structures, instructional practices, assessment approaches, and environmental characteristics that support the preparation of professionals and led to educational reforms. The physical therapy profession has not had any in-depth, national investigation of physical therapist education since the Catherine Worthingham studies conducted more than 50 years ago. OBJECTIVES: This research was a Carnegie-type study, investigating elements of excellence and innovation in academic and clinical physical therapist education in the United States. DESIGN: Five physical therapist education researchers from across the United States used a qualitative multiple-case study design. METHODS: Six academic and 5 clinical programs were selected for the study. The academic institutions and clinical agencies studied were diverse in size, institutional setting, geography, and role in residency education. Qualitative case studies were generated from review of artifacts, field observations, and interviews (individual and focus group), and they provided the data for the study. RESULTS: A conceptual framework grounded in 3 major dimensions was generated, with 8 supporting elements: (1) culture of excellence (shared beliefs and values, leadership and vision, drive for excellence, and partnerships), (2) praxis of learning (signature pedagogy, practice-based learning, creating adaptive learners, and professional formation), and (3) organizational structures and resources. CONCLUSION: Building on the work of the Carnegie Foundation's Preparation for the Professions Program, a conceptual model was developed, representing the dimensions and elements of excellence in physical therapist education that is centered on the foundational importance of a nexus of linked and highly valued aims of being learner centered and patient centered in all learning environments, both academic and clinical.