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A profile of faculty development in physical therapy education programs.
1College of Staten Island, City University of New York 10301.
Physical Therapy
|May 1, 1990
Summary
Most physical therapy programs lack formal faculty development plans. While evaluation criteria are similar, structured support for research, teaching, and service skills is infrequent, despite creative individual efforts.
Area of Science:
- Physical Therapy Education
- Academic Faculty Development
Background:
- Faculty development is crucial for advancing physical therapy education.
- Understanding current faculty development practices is essential for program improvement.
Purpose of the Study:
- To assess the current state of faculty development in physical therapy programs nationwide.
- To identify common practices and challenges in supporting faculty growth.
Main Methods:
- A survey questionnaire was distributed to directors of 110 physical therapy programs.
- Responses from 79 programs (72% response rate) were analyzed.
Main Results:
- Faculty evaluation criteria showed institutional similarity.
- Fewer than half of programs reported having a formal faculty development plan (FDP).
- Institutions with FDPs supported common areas and activities; creative support methods were noted.
Conclusions:
- Most physical therapy programs lack formalized faculty development programs.
- There is a need for structured support to enhance faculty skills in research, teaching, and service.