Survey of Disability Competence Teaching and Assessment Strategies in Physical Therapist Education. Issue 1 (March 2018)

• Record Type: Journal Article
• Authors: Garrand, Kiersten; Pechak, Celia; Jimenez, Liliana; Gell, Nancy
• Is Part Of: Journal of physical therapy education. Volume 32:Issue 1(2018)
• Publication Date: 2018-03
• Subjects: Disability competence -- Physical therapist education -- Cultural competence; Physical therapy -- Study and teaching -- Periodicals; Physical therapy -- Study and teaching; Physical Therapy (Specialty) -- education -- Periodicals; Periodicals; Fulltext; Internet Resources; Periodicals; 615.82071
• DOI: 10.1097/JTE.0000000000000026
• Languages: English
• ISSNs: 0899-1855

Abstract

Abstract : Introduction: Current research indicates that health care professionals' biased attitudes toward people with disabilities (PWDs) may contribute to increased health care disparities and poorer quality of care. Targeted disability competence education may improve this situation. The 4 specific purposes of this study were to identify (1) the disability competencies physical therapist education program faculty identified as relevant to physical therapist education; (2) the disability competencies physical therapist programs addressed; (3) the training strategies physical therapist educators used to promote disability competence; and (4) the assessment strategies used to evaluate disability competence. Methods: Faculty members of entry-level Doctor of Physical Therapy programs in the United States (US) with the most knowledge of each program's disability-related curricula. An online survey was developed based on a review of the literature, and then e-mailed to program directors. Respondents were faculty members of entry-level Doctor of Physical Therapy programs in the United States (US) with the most knowledge of each program's disability-related curricula. Survey responses were summarized through frequencies and means; open-ended responses were analyzed using content analysis. Results: Eighty-four surveys were completed in part or whole for a final response rate of 38.7%. Most respondents (78.6%) stated that they include "disability" in the framework of "cultural competence, " but only 9.5% of respondents reported that their programs used the term "disability competence." The majority used the listed teaching methods except for planned community-based interactions with PWDs. Discussion and Conclusion: This study was the first to explore approaches to disability competence in US-based physical therapist education programs. However, further research is indicated to determine the most effective methods of promoting disability competence.