participation with in-person wellness programs is anticipated. Virtual formats may offer an advantageous solution to provide adults with disabilities with continued access to this essential programming. While the current study showed positive self-perceived health and functional benefits from participation, further research is needed to determine the effectiveness of this format through expanded and standardized objective outcome measures and to better understand factors that may impact participation.

Entry-level Doctor of Physical Therapy (DPT) students are taught the neurophysiology of pain in their basic science courses, but there is concern that the time and quality of curriculums is not adequate. Since chronic pain results in central sensitization, the biopsychosocial and biomedical models are being used broadly in physical therapy clinical settings. The lack of pain science knowledge of an entry-level physical therapy student can be an obstacle in providing appropriate care to achieve optimal patient outcomes. The purpose of this study was to evaluate students’ knowledge of pain neurophysiology from an entry-level DPT hybrid-learning curricular model after completing all required internships.

Participants included 34 students who completed the Neurophysiology of Pain Questionnaire (NPQ). This questionnaire consisted of 19 questions to which each item has a true, false, or undecided response. Questions on the NPQ had two categories related to biological mechanisms and how and why pain is perceivedsychosocial model, it is unclear if this knowledge will translate to patient care. Future research in pain neuroscience education in DPT curriculums may be beneficial.

Professional behaviors are interpersonal skills central and necessary to perform the work of a given profession. Although covered in professional training programs, lapses in professional behaviors remain. We assessed how students of physical therapy ranked the importance of professional behaviors and shared examples of lapses in professional behaviors seen in student peers.

Out of 250 accredited physical therapist programs in the U.S., 135 students (age 26.2 ± 4.65 yrs) participated in our survey.

We analyzed the student ranking of professional behaviors as compared to the accepted standard of behaviors. Themes were identified from descriptions of lapses in professional behavior.

The ranking of professional behaviors was not consistent with the accepted standard ranking. Analysis of student observations resulted in the identification of six themes external professionalism, respectfulness, communication, relationship to learning, affective professionalism, and clinical decision-making.

Students’ rankings of professional behaviors did not correspond to the rankings in the reference standard of clinicians. We have identified a perception gap between professional behaviors previously ranked by clinicians as compared to how students ranked those same behaviors. Educators may benefit from consideration of student perceptions of professional behaviors to most effectively facilitate development of professionalism.

Students’ rankings of professional behaviors did not correspond to the rankings in the reference standard of clinicians. We have identified a perception gap between professional behaviors previously ranked by clinicians as compared to how students ranked those same behaviors. Educators may benefit from consideration of student perceptions of professional behaviors to most effectively facilitate development of professionalism.

This study explored the perceptions of female leaders in schools of health professions regarding the barriers, challenges, successes, and rewards of holding academic leadership positions.

The study utilized an exploratory survey research design with convenience sampling. The survey was electronically disseminated to academic representatives from 115 Association of Schools of Advancing Health Professions member institutions with subsequent distribution via institution representative.

310 individual responses were collected, 268 participants completed the entire survey, and 95 participants identified as female currently serving in a leadership position. Top perceived barriers included time demands and concerns about increased workload. Faculty personnel issues and time management/workload demands were reported as the top perceived challenges. Participants reported confidence, experience, and enjoying the responsibilities of the position as primarily perceived successes associated with leadership. Top rewarding responsibilities included making an impact/ability to make a difference, advancing department/school/institution, and collaborations with new colleagues.

Institutions should consider intentional succession planning, professional development on leadership, formal mentorship programs, and an evaluation and revision of policies to support work-life demands, affirmative action, and bias training.

Institutions should consider intentional succession planning, professional development on leadership, formal mentorship programs, and an evaluation and revision of policies to support work-life demands, affirmative action, and bias training.Simulation experiences that replicate the acute care environment are increasing due to the lower risk to patients and the ability to increase student experience prior to clinical rotations. One goal of simulation experiences in acute care is to improve students’ clinical decision-making prior to entering that environment. This pilot study aimed to identify the number of simulation experiences needed to change students’ clinical decision-making in the acute care environment.

The study is a quasi-experimental, pre-test/post-test design. Sixty-nine first-year physical therapy students were randomly assigned into 3 groups that completed 1, 2, or 3 simulations. Forty-two subjects completed the Clinical Decision Making (CDM) tool at baseline and after their assigned number of simulations. A mixed ANOVA was used to assess the difference in CDM scores between the three simulation groups.

All of the subjects’ scores improved significantly between their baseline score and after participating in simulation. buy Dibenzazepine However, there were no significant differences in scores on the CDM tool between the simulation groups.