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Learning Experiences for Addressing Financial Management Knowledge, Skills, and Attitudes in Entry-Level Physical
Alexia Lairson1,2,3,4, Cara Berg-Carramusa1,2,3,4, Leigh Murray1,2,3,4
1Alexia Lairson is a Board Certified Geriatric Clinical Specialist, Director of Clinical Education and assistant professor in the Physical Therapy Program, Walsh University, 2020 East Maple Street, North Canton, OH 44270 (alairson@walsh.edu). Please address all correspondence to Alexia Lairson.
Physical therapist education programs (PTEPs) use varied learning experiences to teach financial management (FM) knowledge, skills, and attitudes (KSAs). Further research is needed to determine the most effective methods for preparing entry-level physical therapists (PTs) in FM.
Area of Science:
- Physical Therapy Education
- Healthcare Financial Management
- Curriculum Development
Background:
- Financial management (FM) knowledge, skills, and attitudes (KSAs) are crucial for contemporary physical therapist (PT) practice.
- Accreditation standards mandate FM content in professional PT education programs (PTEPs), allowing flexibility in delivery methods.
Purpose of the Study:
- To systematically review learning experiences utilized by PTEPs in the United States to educate students on essential FM KSAs for entry-level PT practice.
Main Methods:
- A systematic review of peer-reviewed articles published in English was conducted.
- Included articles described learning experiences (didactic, clinical, service-learning) in US-based PTEPs reporting on FM objectives or outcomes.
- Data extraction, analysis, and synthesis were performed on selected articles after rigorous evaluation.
Main Results:
- Eighteen articles met the inclusion criteria.
- Four categories of learning experiences were identified: classroom learning, clinical education, pro bono clinics, and service learning.
- Variability was noted in participation requirements, student time commitment, and specific FM concepts covered.
Conclusions:
- Physical therapist students encounter FM content through diverse educational approaches.
- Significant opportunities exist for future research to define FM, identify necessary KSAs, and establish optimal learning experiences for entry-level PTs.
- Ensuring new clinicians are prepared for FM aspects of practice requires further investigation into effective educational strategies.
