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Published on: January 17, 2013
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.
Background And Purpose:
Financial management (FM) knowledge, skills, and attitudes (KSAs) are essential components of contemporary physical therapist (PT) practice. The Commission on Accreditation in Physical Therapy Education requires that FM content is included in professional PT education program (PTEP) curriculums but provides freedom in how the content is delivered. The purpose of this systematic review is to identify learning experiences PTEPs used to educate students regarding FM KSAs that are necessary for entry-level PT practice in the United States.
Methods:
Articles were eligible for inclusion if they were 1) published in a peer-reviewed scholarly journal, 2) written in English, and 3) described a learning experience used to deliver FM content. Articles describing didactic education, clinical education, or service-learning activities that were a required or voluntary component of professional PTEPs in the United States were included if they reported on objectives or outcomes related to FM. Electronic databases and relevant journals were searched. Search results were subjected to title, abstract, and full-text review. Selected articles were evaluated for methodological rigor. Pertinent data were extracted, analyzed, and synthesized.
Results:
Eighteen articles were included. Four categories were identified: 1) classroom learning 2) clinical education 3) pro bono clinics, and 4) service learning.
Discussion And Conclusion:
Student PTs were exposed to FM content in several ways. There was variability in whether participation was required or voluntary, the time commitment required by the student, and the concepts to which students were exposed. There are many opportunities for future research in this area from operationally defining FM, determining necessary FM KSAs for entry-level PTs, and to identifying the most effective learning experiences to ensure that new clinicians are prepared to effectively engage in this aspect of clinical practice.
