Development of a Novel Evidence-Based Practice-Specific Competency for Doctor of Physical Therapy Students in Clinical Education: A Modified Delphi Approach.

INTRODUCTION: Evidence-based practice (EBP) results in high-quality care and decreases unwarranted variation in practice. REVIEW OF THE LITERATURE: Few performance criteria related to EBP are included in physical therapy clinical education (CE) performance measures, despite EBP requirements in Doctor of Physical Therapy education. The purpose of this study was to develop EBP-specific competencies that may be used for Doctor of Physical Therapy students for use throughout CE. SUBJECTS: Thirteen subject matter experts (SME) participated in this study. METHODS: Subject matter experts were asked to rank each core EBP competency, from a previously described framework, using a 3-point Likert scale, which included "Not Essential," "Essential," and "Not Sure." A consensus of 70% or greater for the "Essential" rating advanced the competency to the final Delphi round, whereas a consensus of 70% or greater for the "Not Essential" rating was required for competency elimination. Subject matter experts voted to either "Accept" or "Modify" the competencies that had reached the inclusion consensus threshold. All competencies that reached consensus for inclusion after all 3 rounds were included in the final EBP Domain of Competence. RESULTS: Consensus was achieved in round one for 38% (n = 26) of items. In round 2, a consensus was achieved for 20% (n = 8) of items. Of the items remaining after rounds 1 and 2, 6 overarching competencies were identified, and all remaining items served as descriptions and specifications in the final EBP Domain of Competence. DISCUSSION AND CONCLUSIONS: The 6 competencies developed from this study constitute the EBP Domain of Competence and may be used throughout CE to assess students' EBP competency in clinical practice.

2023 Pauline Cerasoli Lecture: It Takes a Village to Raise a Profession.

BACKGROUND AND PURPOSE: Personal and profession-related factors affect graduate transition to practice. Social supports and a sense of belonging are recognized as critical factors affecting success. The need for a professional to postprofessional continuum of learning has been identified. Development of a process to effectively move learners through this continuum are affected by conflicts such as economic issues, varied educational and practice philosophies, and capacity demands for clinical sites and instructors. The purpose of this article was to discuss professional formation as an individual experience that needs environmental support. If we look to the intrinsic needs of the individual to develop effective systems, both individuals and the profession will thrive. POSITION AND RATIONALE: The changing demographics of students and factors affecting health care and education offer compelling reasons to reconsider the pathway for early professional development. Education and practice must collaborate to cocreate the foundation for professional formation. Basic needs such as economic security and social belonging must be met to create optimal conditions for learning and growth. DISCUSSION AND CONCLUSION: The profession has not adopted an intentional pathway for new graduates to meet foundational practice needs. Some new graduates seek residencies, but residencies are focused on specialization and supply does not meet the demand. Strategies to promote success of early career professionals include a professional to postprofessional curriculum with intentional mentorship, changes in the regulatory environment, and formation of effective partnerships to support education and practice.

Collaborations in Clinical Education: Coordinating Top-Down and Bottom-Up Efforts to Advance Best Practices in Physical Therapist Education.

BACKGROUND: Preparing students for today's healthcare environment requires visionary leadership and strategic implementation at the grassroots level. This paper describes the process used in physical therapy (PT) to gather information about regional clinical education consortia, enhance networking, and improve connectivity with national initiatives. PROCESS: Twenty consortia shared information about their structures, processes, and outcomes during small-group discussions using a mixed methods approach. Two additional consortia were later identified and interviewed. FINDINGS: Consortia structure varied, but an average lifespan of 27 yrs with limited turnover was noted. Most consortia included both academic/clinical educators and PT/PTA educators. Commonly reported processes included holding meetings, serving as peer network, mentoring new members, and collaborating on research. The most frequent outcome was education of stakeholders. Consortia supported national initiatives but voiced need for more engagement at the grassroots level. DISCUSSION: Regional consortia play a vital role in shaping the future of clinical education but increased coordination between top-down and bottom-up efforts is needed. Recommendations were developed to use technologies, develop systematic communications, facilitate regional and national networks, and promote inclusion of all stakeholders. CONCLUSION: A systematic process engaging grassroots organizations can prove valuable for coordinating top-down and bottom-up efforts in all health professions.