Competencies for 2020: Revalidation of the Curricular Competencies of the Emory University Doctor of Physical Therapy Program

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, Interperson...

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Bibliographic Details
Published in:Universal journal of educational research (Print) 2013-01, Vol.1 (3), p.228-239
Main Authors: H. Bridges, Patricia, M. Carter, Vincent, Phillips, Tami, Chong, Ryan Conwell, Hyun, Hensley, Brittany, Kimbrell, Alyson, Sigle, Mallory
Format: Article
Language:English
Subjects:
Allied Health Occupations Education
College Curriculum
Competence
Competency Based Education
Doctoral Programs
Georgia
Physical Therapy
Statistical Analysis
Surveys
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Summary: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
ISSN:2332-3205
2332-3213
DOI:10.13189/ujer.2013.010313