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Assimilation of the Pediatric Essential Core Competencies by Professional Physical Therapist Education Programs
Priscilla A Weaver1, Tricia Catalino, Elise L Townsend
1Department of Physical Therapy (Dr Weaver), St Ambrose University, Davenport, Iowa; Doctor of Physical Therapy Program (Dr Catalino), Hawai'i Pacific University, Honolulu, Hawaii; Department of Physical Therapy (Dr Townsend), MGH Institute of Health Professions, Boston, Massachusetts; Krannert School of Physical Therapy (Dr Martin), University of Indianapolis, Indianapolis, Indiana; Institute for Physical Therapy (Dr Dole), Widener University, Chester, Pennsylvania.
Purpose:
This study examined the degree to which pediatric essential core competencies (ECCs) are meeting their intended purpose to provide guidance to pediatric educators in professional physical therapy (PT) education programs and to determine facilitators, barriers, and recommendations to implementation of ECCs in curricula.
Methods:
Pediatric PT educators from professional PT education programs were recruited to participate in a survey. Descriptive statistics were used to analyze close-ended questions for frequency of responses and content analysis to generate themes.
Results:
Of the 162 completed surveys, most participants were aware of the ECCs (96%) and used them to inform pediatric curriculum (88%). A mean proportion (86%-95%) of participants perceived their program curricula addressed the ECCs very or moderately well. Multiple themes of facilitators/barriers/recommendations to ECC implementation were determined.
Conclusions:
Most pediatric educators are aware of and using the ECCs to guide pediatric education to prepare graduates for pediatric patients/clients.
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