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Updated: Jul 1, 2025
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Professional Development for Associated Faculty: A National Assessment of Available Resources
Catherine Bilyeu1,2,3, Jessica Niski1,2,3, Michelle Reilly1,2,3
1Catherine Bilyeu is an Assistant Professor at the University of Colorado Physical Therapy Program, 13121 E. 17th Ave., Aurora, CO 80045 ( Catherine.Bilyeu@cuanschutz.edu ). Please address all correspondence to Catherine Bilyeu.
Introduction:
Faculty development has been identified as an important initiative in Doctor of Physical Therapy (DPT) education. However, little is known about opportunities available for associated faculty (AF). These unique educators who make notable contributions to physical therapist education often lack formal preparation for teaching. The purpose of this study was to explore AF development opportunities across physical therapist education programs nationally.
Review Of Literature:
Formal faculty development programs have been successful in medical and nursing education programs to enhance educator identity, skill, and retention in both core and clinical faculty. No evidence of faculty development programs for AF in physical therapy education was found in the literature.
Subjects:
Participants were program directors or identified faculty development leads from CAPTE accredited and in-candidacy physical therapist education programs. Seventy participants completed an anonymous survey and 10 participated in semistructured interviews following the completion of the survey.
Methods:
A parallel, convergent, mixed methods approach was used to assess the national state of formal AF development opportunities. A survey was developed to assess development opportunities available to AF. Descriptive statistics and Chi square analyses were performed to analyze quantitative data. An instrumental collective case study further explored development opportunities. Deductive and inductive thematic analysis techniques were used to analyze qualitative data from interview transcripts. Quantitative and qualitative approaches were integrated in the data analysis.
Results:
Survey data, aligned with interview outcomes, suggest that despite ideologic support for faculty development, low percentages of AF have access to formal development activities, and even fewer are receiving adequate breadth of educational content related to proficiency in their role.
Discussion And Conclusion:
A lack of formal development opportunities exists for AF. Excellence in DPT education requires deeper development across all levels of faculty, including opportunities tailored specifically to the unique needs and role of AF.
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