Equitable Grading Practices in Physical Therapist Education: A Case Report.

OBJECTIVE: To optimize learning in physical therapist education, learners need opportunities to grow from their unique starting points. Traditional grading practices like A to F grades, zero grades, and grading on timeliness and professionalism hinder content mastery and accurate competency assessment. Grading should focus on mastery of skill and content, using summative assessments for final grades, a no-zero policy, and actionable feedback. Equitable grading supports learners from all backgrounds and identities and promotes academic success. This case study provides guidance and recommendations for implementing equitable grading practices in academic physical therapy programs. METHODS: Over a 2-year period, a DPT program began implementing 5 strategies to create more equitable grading practices: (1) eliminating zero grades, (2) allowing late assignment submissions without penalty, (3) using low-stakes formative assessments throughout the semester, (4) weighing end-of-course assessments more heavily than initial ones, and (5) offering a no-stakes anatomy prep course before matriculation. RESULTS: Outcomes from implementing equitable grading practices varied. Some learners felt increased stress from fewer points opportunities, while others appreciated the reduced anxiety from low-stakes assessments. Some saw multiple attempts for peers as unfair.Faculty faced higher workloads due to detailed feedback and remediation but believed it benefited learners. Median final grades improved in some courses, remained stable in others, and slightly decreased in one. Overall, the changes had minimal impact on most learners' grades but significantly improved outcomes and retention for struggling learners. CONCLUSION: This case report documents the implementation of equitable grading practices in a DPT program, offering valuable insights and recommendations for other institutions aiming to adopt similar practices. IMPACT: Inequity in assessment widens the gap between learners entering professional programs. Equitable assessment practices level the playing field, enabling learners from diverse backgrounds and identities to succeed. Increased diversity benefits everyone, especially patients, by reducing health disparities for historically marginalized groups.

The Acute Effects in Postural Sway as a Result of Self-Myofascial Release on the Lower Extremities in Collegiate Female Athletes.

Myofascial release is a popular therapy technique used to manipulate connective muscle tissue to become more pliable. The maintenance of body posture relies on mechanoreceptors located in connective tissue, thus manipulation of connective tissue should affect postural control. The effects of this phenomenon have not been well studied, leaving room for this investigation. PURPOSE: To observe if postural sway scores changed before and after foam rolling proximal (quadriceps and hamstrings) in comparison to distal (calves) muscles. METHODS: Thirty-six, college-aged female athletes (age 20.39 ± 0.25 years, mass 68.70 ± 1.97 kg, height 170.18 ± 1.56 cm.) performed approximately two and one-half minutes of moderate intensity foam rolling to their calves (n = 19, Group A) or to their hamstrings and quadricep muscle (n = 17, Group B). Center of Pressure (CoP) and Limit of Stability (LoS) testing was assessed both pre- and post-foam rolling using a computerized posturography balance plate. CoP sway was measured under both eyes open (EO) and eye closed (EC) Conditions on both stable and unstable surfaces. LoS was measured in the Anterior, Posterior, Left, and Right Directions. Effects of foam rolling on CoP and LoS were assessed using a repeated-measures MANOVA (α = 0.05). RESULTS: Eyes Open Stable Surface had the lowest postural sway (p = 0.001). However, CoP did not differ for any condition either between Groups (p ≥ 0.6) or from pre- to post-foam rolling (p = 0.3). LoS significantly differed between Directions such that LoS was greater in the frontal plane than in the sagittal plane (p = 0.011). There was also a significant Time X Group X Direction interaction effect (p = 0.001) such that LoS for Group A decreased after foam rolling (mean change = -1.621 cm) but increased for Group B after foam rolling (mean change = + 0.878 cm). No differences were found for any other Direction (p ≥ 0.1). CONCLUSION: This study demonstrated CoP and LoS improvements between the two groups based on acute effects of foam rolling intervention. Further research is suggested to determine if long-term gains are observed within or between groups.