Physical Therapy Commons^™

Perceptions Of Approved Clinical Instructors: Barriers In The Implementation Of Evidence-Based Practice, Dorice A. Hankemeier, Bonnie L. Van Lunen

Rehabilitation Sciences Faculty Publications

Context: As evidence-based practice (EBP) becomes prevalent in athletic training education, the barriers that Approved Clinical Instructors (ACIs) experience in implementing it with students need to be understood.

Objective: To investigate barriers ACIs face when implementing EBP concepts in clinical practice and in teaching EBP to professional athletic training students and to investigate the educational emphases to improve the barriers.

Design: Qualitative study.

Setting: Telephone interviews.

Patients or Other Participants: Sixteen ACIs (11 men, 5 women; experience as an athletic trainer = 10 ± 4.7 years, experience as an ACI = 6.81 ± 3.9 years) were interviewed.

Data Collection and …

Effects Of Environment On Children's Motor Scores, Eligibility Status, And Administration Times, Derrick Mittelstadt, Abigail Parker, Kirsten Pickett, Heather Temkin

UNLV Theses, Dissertations, Professional Papers, and Capstones

Best practices for assessing developmental skills in young children focus on naturalistic observation in everyday settings, but the effects of environment on test scores, eligibility status and administration time have not been explored. The Peabody Developmental Motor Scales-Second Edition (PDMS-2) was administered to 34 children aged 18 to 59 months in natural and pull-out settings. PDMS-2 total, gross, and fine motor quotient (TMQ, GMQ, and FMQ) scores were significantly lower in the natural environment (p’s≤.014). Based on our results, more children would qualify for services when tested in natural environments using TMQ and GMQ scores. It also took significantly longer …

Advanced Education & Research Training Initiative [Aerti] 2009, Mark Daniel Geil, John W. Michael

Faculty Articles

The American Academy of Orthotists and Prosthetists has long recognized the valuable synergy between research and education, and the mutual importance of each in advancing the field. Consequently, a focal point of an Academy grant initiative funded by the U.S. Department of Education has been a systematic analysis of research capacity and advanced education. A grant project in 2004 convened a series of meetings and produced the Advanced Education and Research Training Initiative (AERTI) report.

Continuing the initiative, a multidisciplinary and multinational group of experts convened in Chicago July 17-19, 2009 to review the 2004 AERTI Report, evaluate its recommendations …

A Randomized Trial Comparing Digital Video Disc With Written Delivery Of Falls Prevention Education For Older Patients In Hospital, Anne-Marie Hill, Steven Mcphail, Tammy Hoffman, Keith Hill, David Oliver, Christopher Beer, Sandra Brauer, Terry P. Haines

Physiotherapy Papers and Journal Articles

Objectives: To compare the effectiveness of a digital video disc (DVD) with that of a written workbook delivering falls prevention education to older hospital patients on self-perceived risk of falls, perception of falls epidemiology, knowledge of prevention strategies, and motivation and confidence to engage in self-protective strategies. To compare the effect of receiving either education approach versus no education on patients' perception of falls epidemiology.

Design: Randomized trial (DVD vs workbook) with additional quasi-experimental control group.

Settings: Geriatric, medical, and orthopedic wards in Perth and Brisbane, Australia.

Participants: One hundred (n=51 DVD, n=49 workbook) hospital inpatients aged 60 and older …

You Can Be Me!, Tamara Gravano

Physical Therapy Faculty Research

Dr. Gravano discusses becomes a physical therapist.

Supervised Versus Independent Student Laboratories, Luther C. Kloth, Mary Ann Morrison

Physical Therapy Faculty Research and Publications

The purpose of this study was to determine if classroom laboratory time could be reduced in a basic physical agents course. Fifty-seven junior physical therapy students were randomly assigned to three laboratory sections. All students received identical lectures, demonstrations, course materials, and laboratory manuals. The control group, Section 1, received supervision and assistance during laboratory practice. Students in Section 2 and Section 3 worked independent of instructor supervision but could receive assistance from the instructor in an adjacent room. Students in Section 2 were provided with feedback following periodic assessment by the instructor. Attitudinal questionnaire responses indicated that the students …