Educational Program Attributes and Faculty Teaching Behaviors as Predictors of National Physical Therapy Examination Success

Autor/in	Early, Natonya Q.
Titel	Educational Program Attributes and Faculty Teaching Behaviors as Predictors of National Physical Therapy Examination Success
Quelle	(2017), (162 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-4839-3
Schlagwörter	Hochschulschrift; Dissertation; Teacher Behavior; Physical Therapy; Statistical Analysis; Surveys; Correlation; Predictor Variables; Scholarship; Scores; United States; Puerto Rico + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teacher behaviour; Lehrerverhalten; Physiotherapie; Statistische Analyse; Survey; Umfrage; Befragung; Korrelation; Prädiktor; Scholarships; Stipendium; USA
Abstract	Purpose: To determine the differences between PT program NPTE 3-year ultimate pass rates (3YUPR) based on program length and faculty scholarship. To explore relationships between 3YUPR and quality faculty behaviors. Subjects: A total of 112 CAPTE accredited PT educational programs in the United States and Puerto Rico during 2013. Method: A quantitative design method was used to retrospectively test differences between program and faculty traits and student NPTE 3YUPR using data from the Commission on Accreditation in Physical Therapy Education (CAPTE), PT Annual Accreditation Reports (AAR) and Federation of State Boards of Physical Therapy (FSBPT) score reports. A self-generated faculty survey was used to prospectively obtain faculty behavior data in programs with high versus low NPTE outcomes. Results: The final survey had an acceptable Cronbach alpha score of 0.701. All survey items yielded a high percentage of correct classification above 75%. Eighteen faculty behaviors were consistent with high rated NPTE PT programs (p-values between > 0.001 to 0.034 alpha level 0.05). Use of Independent t-tests found a significant difference between means of scholarly activity performed by faculty at high (22.54 +/- 11.63) and low (14.77 +/-8.47) ranked schools, t (70) = 2.99. p = 0.004. No statistically significant difference was found between PT program lengths in higher ranked programs (121.52 +/- 12.16) compared to low ranked programs (123.96 +/-18.80), t (37) = -0.595. p = 0.555. Conclusions: This study found the sum of scholarly activity performed by faculty differs between high and low 3YUPR. No differences found in total program lengths when assessing by program 3YUPR. A survey tool was created that tested faculty behaviors consistent with programs that score high on the NPTE. Recommendations: Testing should be performed on a greater number of constructs representing faculty behaviors of quality programs for survey development. Correlations should be performed with faculty data from the same year and NPTE first time pass rates for an assessment of predictive relationships. Also, a repeated longitudinal design study is recommended for PT educational programs with high versus low NPTE scores using the self-generated survey to see how faculty behaviors impact student first time pass rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01