BACKGROUND: Variability exists in pediatric training in physical therapy programs. Little is known about educator implementation of curriculum recommendations. Few options exist for evaluating student outcomes following pediatric instruction. PURPOSE: The purposes of this study are to describe the pediatric curriculum of a physical therapy program, quantify changes in self-efficacy following pediatric instruction, and define relationships between self-efficacy, prior experience, and interest in future pediatric practice. METHODS: A prospective cohort study included 48 students. Measures were pediatric content hours, the Pediatric Communication and Handling Self-Efficacy Scale, prior experience, and self-reported interest in future pediatric practice. RESULTS: Pediatric content hours followed published recommendations. There was a significant increase in self-efficacy after pediatric instruction. Prior experience and interest in future pediatric practice were significantly related to self-efficacy. CONCLUSIONS: Our results indicate that physical therapy programs reaching the recommended content hours for pediatric instruction support growth in student communication and handling self-efficacy.
BACKGROUND: Variability exists in pediatric training in physical therapy programs. Little is known about educator implementation of curriculum recommendations. Few options exist for evaluating student outcomes following pediatric instruction. PURPOSE: The purposes of this study are to describe the pediatric curriculum of a physical therapy program, quantify changes in self-efficacy following pediatric instruction, and define relationships between self-efficacy, prior experience, and interest in future pediatric practice. METHODS: A prospective cohort study included 48 students. Measures were pediatric content hours, the Pediatric Communication and Handling Self-Efficacy Scale, prior experience, and self-reported interest in future pediatric practice. RESULTS: Pediatric content hours followed published recommendations. There was a significant increase in self-efficacy after pediatric instruction. Prior experience and interest in future pediatric practice were significantly related to self-efficacy. CONCLUSIONS: Our results indicate that physical therapy programs reaching the recommended content hours for pediatric instruction support growth in student communication and handling self-efficacy.
Authors: Mia Erickson; Marisa Birkmeier; Melissa Booth; Laurita M Hack; Julie Hartmann; Debbie A Ingram; Janet M Jackson-Coty; Vicki L LaFay; Emma Wheeler; Shawne Soper Journal: Phys Ther Date: 2018-09-01
Authors: Joseph Schreiber; Victoria A Moerchen; Mary Jane Rapport; Kathy Martin; Jennifer Furze; Heather Lundeen; Eric Pelletier Journal: Pediatr Phys Ther Date: 2015 Impact factor: 3.049