Changing trends in program assessment in physical therapy education: perceptions of program directors

Area of Science:

• Health Professions Education
• Physical Therapy Education
• Program Assessment

Background:

• Educational programs increasingly assess activities aligned with mission and goals, not just student outcomes.
• Accreditation bodies for physical therapy education introduced new assessment criteria with stakeholder participation recommendations.
• These criteria encompass 11 components related to program content, management, and resources.

Purpose of the Study:

• To determine the extent of stakeholder participation in assessing three key program components.
• To understand how program directors perceive the importance of new accreditation criteria.

Main Methods:

• A survey was administered to program directors of accredited physical therapy programs in the United States.
• Data collection focused on the participation levels of various stakeholders in assessment activities.
• Statistical analysis was used to compare participation rates (p = 0.0000).

Main Results:

• Program chairs and faculty consistently participated (76-100%) in assessment of policies and resources.
• Student, graduate, and support staff participation ranged from 20-57%.
• Approximately 90% of program directors deemed the new criteria important for program effectiveness.

Conclusions:

• Significant disparities exist in stakeholder participation in physical therapy program assessment.
• Faculty and chairs are more involved than students, graduates, and support staff.
• Program directors perceive the new accreditation criteria as valuable for enhancing program effectiveness.