Exploration of medical screening and differential diagnosis instructional methods and faculty perceptions in physical therapist educational programs

Brian A. Young, Michael D. Ross, John Heick, David G. Greathouse, Hadiya Green Guerrero, William G. Boissonnault

Research output: Contribution to journalArticlepeer-review

Abstract

Background: Little is known about medical screening and differential diagnosis (MSDD) preparation of physical therapist students. Methods: Professional degree physical therapist programs in the U.S. were surveyed regarding MSDD content and faculty perception of graduate competence. Results: Fifty-five of 226 programs responded for a 24.3% response rate. Sixty-six percent strongly agreed that students were adequately prepared to perform MSDD with patients who are referred, whereas 47.3% strongly agreed for patients who are direct access. Faculty board specialty certification status affected perception of student competence (p=0.04). Increased emphasis during clinical affiliations was the most beneficial way to increase student knowledge of MSDD skills. Non-response bias assessment was non-significant. Conclusion: Increasing clinical exposure was the top recommendation for expanding both faculty and student knowledge and skills. Factors potentially impacting student preparation in MSDD content have been identified and require further study.

Original languageEnglish (US)
Pages (from-to)E89-E97
JournalJournal of Allied Health
Volume49
Issue number2
StatePublished - May 2020

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

Fingerprint

Dive into the research topics of 'Exploration of medical screening and differential diagnosis instructional methods and faculty perceptions in physical therapist educational programs'. Together they form a unique fingerprint.

Cite this