Universal Journal of Educational Research Vol. 1(3), pp. 228 - 239
DOI: 10.13189/ujer.2013.010313
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Competencies for 2020: Revalidation of the Curricular Competencies of the Emory University Doctor of Physical Therapy Program


Patricia H. Bridges1,*, Vincent M. Carter2, Tami Phillips3, Hyun Chong, Ryan Conwell4, Brittany Hensley4, Alyson Kimbrell4, Mallory Sigle4
1 Department of Rehabilitation Medicine, School of Medicine, Emory University, 1462 Clifton Road, Atlanta, Georgia, 30322
2 Office of Institutional Research, Planning and Effectiveness, Emory University
3 Department of Rehabilitation Medicine, School of Medicine, Emory University
4 Physical Therapy students at Emory University

ABSTRACT

Background: Transformation in the healthcare environment prompted Emory University’s Doctor of Physical Therapy Program (DPT) to revalidate its competency-based education program. The goal was to revalidate the essentialness of its curricular competencies: Provision of Patient Care, Interpersonal Relationships, Teaching and Learning, Research, Administration, and Consultation. Purpose: The purpose was to revalidate the essentialness and exhaustiveness of the curricular competencies of the Emory University DPT Program. Methods: The methods involved descriptive research, using a single observation design. Analysis of an electronic survey, comprised of forced choice and open ended questions, determined the essentialness and exhaustiveness of the competencies. The final sample consisted of 1,135 potential participants. A modified Dillman approach was used to encourage participation. Descriptive statistics were employed to analyze the frequencies for each competency. A chi-square test determined any statistically significant differences between DCE/ACCE and CCCE/CI ratings of the Administration, Research, and Consultation competencies. Results: The response rate was 56% and the majority of participants rated Provision of Patient Care (98.6%), Interpersonal Communication (97.1%), and Teaching and Learning (89.3%) as essential. Administration (96.7%), Consultation (96%), and Research (94.2%) were rated either essential, or useful, but not essential by most participants. Results from the chi-square test indicated statistically significant differences between DCE/ACCE and CCCE/CI ratings of the essentialness of the Administration, Research, and Consultation competencies (p<0.05). Discussion/Conclusions: Overall, participants rated the Emory DPT Program’s curricular competencies as essential. Results suggested these competencies accurately reflect physical therapy practice expectations for the entry-level DPT graduate.

KEYWORDS
Competency-Based Education, Physical Therapy, Clinical Education

Cite this paper
Patricia H. Bridges , Vincent M. Carter , Tami Phillips , Hyun Chong, Ryan Conwell , Brittany Hensley , Alyson Kimbrell , Mallory Sigle . "Competencies for 2020: Revalidation of the Curricular Competencies of the Emory University Doctor of Physical Therapy Program." Universal Journal of Educational Research 1.3 (2013) 228 - 239. doi: 10.13189/ujer.2013.010313.