Movement System Diagnoses for Balance Dysfunction: Recommendations From the Academy of Neurologic Physical Therapy's Movement System Task Force.

The movement system was identified as the focus of our expertise as physical therapists in the revised vision statement for the profession adopted by the American Physical Therapy Association in 2013. Attaining success with the profession's vision requires the development of movement system diagnoses that will be useful in clinical practice, research, and education. To date, only a few movement system diagnoses have been identified and described, and none of these specifically address balance dysfunction. Over the past 2 years, a Balance Diagnosis Task Force, a subgroup of the Movement System Task Force of the Academy of Neurologic Physical Therapy, focused on developing diagnostic labels (or diagnoses) for individuals with balance problems. This paper presents the work of the task force that followed a systematic process to review available diagnostic frameworks related to balance, identify 10 distinct movement system diagnoses that reflect balance dysfunction, and develop complete descriptions of examination findings associated with each balance diagnosis. A standardized approach to movement analysis of core tasks, the Framework for Movement Analysis developed by the Academy of Neurologic Physical Therapy Movement Analysis Task Force, was integrated into the examination and diagnostic processes. The aims of this perspective paper are to (1) summarize the process followed by the Balance Diagnosis Task Force to develop an initial set of movement system (balance) diagnoses; (2) report the recommended diagnostic labels and associated descriptions; (3) demonstrate the clinical decision-making process used to determine a balance diagnosis and develop a plan of care; and (4) identify next steps to validate and implement the diagnoses into physical therapist practice, education, and research. IMPACT: The development and use of diagnostic labels to classify distinct movement system problems is needed in physical therapy. The 10 balance diagnosis proposed can aid in clinical decision making regarding intervention.

The gender gap in peer-reviewed publications by physical therapy faculty members: a productivity puzzle.

BACKGROUND: Studies of peer-reviewed article publication by faculty in higher education show men publish more than women. Part of the difference in publishing appears to be attributable directly to gender. Gender differences in publishing productivity have not been explored in physical therapy. OBJECTIVE: The purpose of this study was to explore effects of gender on peer-reviewed publication productivity in physical therapy. DESIGN: This was a cross-sectional study using survey methods. METHODS: A survey was administered to a random sample of 881 physical therapy faculty members; 459 responses were used for analysis. RESULTS: Men were more likely than women to be married, have children, hold a PhD degree, be tenured or on a tenure track, and hold the position of department chair. There was a significant difference in peer-reviewed publication rates between male and female respondents. Negative binomial regression models revealed that female gender was a negative predictor of peer-reviewed publication, accounting for between 0.51 and 0.58 fewer articles per year for women than for men over the course of a career. Reasons for the gender differences are not clear. LIMITATIONS: Factors such as grant funding, laboratory resources, nature of collaborative relationships, values for different elements of the teaching/research/service triad, and ability to negotiate the academic culture were not captured by our model. CONCLUSIONS: The gender gap in peer-reviewed publishing productivity may have implications for individuals and the profession of physical therapy and should be subject to further exploration.

Career factors help predict productivity in scholarship among faculty members in physical therapist education programs.

BACKGROUND: Academic institutions and scholars play a critical role in the development of a unique and substantive professional science and disciplinary literature. Individual and environmental characteristics influence the scholarly work of higher education faculty generally, but little is known about factors that influence scholarly productivity of physical therapist faculty members. OBJECTIVE: The purpose of this study was to identify the factors that contribute to the variability in scholarly productivity among faculty members in physical therapist education programs. DESIGN: A cross-sectional study design was used. METHODS: A survey of a representative sample of faculty members in accredited professional (entry-level) physical therapist education programs in the United States was conducted. Descriptive analysis was conducted, and 5 blocked hierarchical regression models were constructed to identify factors that help explain variability in grantsmanship, peer-reviewed publications, and peer-reviewed presentations. RESULTS: A usable response rate of 58% was obtained. The 520 participants displayed variability in scholarly productivity. The regression models explained half of the variance in career publishing productivity and 28% to 44% of the variance in productivity in presentations and grants. Career factors, including discipline of highest degree, appointment status, and faculty rewards, contributed most substantially to the explained variance. Several phenomena unique to physical therapy were considered in light of these findings. The multidisciplinary nature of the faculty, national trends in faculty hiring and appointment, and the status of the DPT-trained faculty cohort all may influence physical therapy faculty scholarship. LIMITATIONS: Unidentified errors in sampling or reporting may limit the results of this study. CONCLUSIONS: Career factors generally predict the largest proportion of explained variance in scholarly productivity. Large numbers of questions remain regarding the status of scholarship and scholars in physical therapy.