Browsing by Author "Howland, Chad"

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    A SURVEY STUDY EXPLORING THRUST JOINT MANIPULATION CURRICULUMS WITHIN ENTRY-LEVEL DOCTOR OF PHYSICAL THERAPY PROGRAMS
    (2024-04-18) Howland, Chad
    Background and Purpose: The Commission of Accreditation in Physical Therapy Education (CAPTE) requires entry-level Doctor of Physical Therapy (DPT) programs to produce students competent in delivering physical therapy interventions, which include thrust joint manipulation (TJM). However, no mandate exists concerning TJM curricular design or what constitutes entry-level competency. This study sought to explore the current state of TJM education and provide an update on curriculum characteristics and standards. Methods and Results: An online-based survey was distributed to accredited entry-level DPT programs between September 2022 to August 2023. Eligible respondents were physical therapist educators serving as the primary instructor in musculoskeletal coursework for the spine or pelvis. The survey collected data on program demographics, instructor demographics, TJM curriculum design, and perceived competency of students specific to TJM of the spine or pelvis. Survey respondents’ data was analyzed using descriptive statistics (n = 78). Survey results showed the highest percentage (78.%) of respondents were board-certified orthopedic specialists (OCS), with less than one-half reporting advanced certifications in spinal manipulative therapy (47.4%). Nearly all respondents (94.8%) viewed TJM as an entry-level skill and considered their students satisfactory or above satisfactory by graduation. Most respondents view TJM of the upper cervical spine as a post entry-level skill (Figure). A disparity between spinal regions taught in TJM curricula was observed, with lumbar TJM representing the highest percentage of responses (98.7%). Conclusion: Compared to a decade ago, a higher percentage of physical therapist educators teaching TJM reported advanced certifications in orthopedics or manual therapy. However, both program and TJM curriculum characteristics appear comparable to previous reports. The results from this study may not be generalizable to all entry-level DPT programs given the low response rate.
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    THE EDUCATION DESIGN AND IMPLEMENTATION OF THE CONTINUING EDUCATION COURSE IN ANATOMY FOR REHABILITATION SPECIALISTS
    (2023-04-20) Brown, Colby; Conant, Kaicey; Durant, Jordan; Hooker, Cora; Robichaud, Shelby; Smith, Ashely; Howland, Chad
    Purpose: Continuing education (CE) is essential to evidence-informed practice for healthcare providers such as licensed physical therapists. However, evidence suggests that approximately 1/3rd of physical therapists have participated in an anatomy-related CE course within the previous three years.1 Our teaching and learning project sought to design and implement a CE course specific to musculoskeletal anatomy for allied health professionals and physical therapy students. Description: A two-day CE course in functional and clinically oriented anatomy was designed and taught by a collaborative team of physical therapy educators and entry-level DPT students. The course implemented components of adult learning theory through experiential learning, peer-to-peer teaching, and collaborative learning in small groups.2,3 Summary of Use: Twenty-three registrants attended the CE anatomy course, with a significant percentage being student physical therapist assistants from a local community college (>70%). Nearly all attendees participated in the entire two-day session for twelve contact hours. After completing the final day of the CE course, all attendees completed the post-course survey. The results showed excellent ratings for an overall learning experience (95.5% of respondents), the quality of course instruction (100% of respondents), and course organization (86.4%). The CE course earned $ 8,120.00, and funds were allocated to DPT student scholarships and educational resources. Conclusion: Entry-level physical therapy education programs can meet the demand through collaborative teaching and learning projects between faculty and DPT students. When targeting a consumer population of healthcare providers, institutions need to consider the needs of the healthcare providers and correlate human anatomy to their area of clinical practice.