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Standardized Pediatric Outcome Measures in Physical Therapy Part 2: Clinical and Academic Perspectives
Jennifer Parent-Nichols1, Yvonne Jackson2, Caryn Ito3
1Physical Therapy Program, Medical University of South Carolina, Charleston, South Carolina (Dr Parent-Nichols).
Purpose:
This second article in a series examines the contextual factors influencing the selection and use of standardized pediatric outcome measures (OMs) in physical therapist (PT) education and practice.
Methods:
Four focus groups were conducted with 32 participants, including pediatric PT faculty and clinicians. Data were analyzed using a constant comparative method and thematic analysis.
Results:
Three major themes emerged: (1) curriculum selection, (2) practice selection, and (3) expectations of students. These themes were further divided into 11 categories and 32 subcategories, reflecting varied contextual influences such as institutional priorities, clinical demands, and perceptions of student readiness.
Conclusions:
Findings reveal the complex, context-dependent nature of OM decision-making and a persistent disconnect between academic and clinical practices. Understanding decision influencers is essential to improving alignment between educational preparation and clinical expectations, and to advancing evidence-based pediatric physical therapy practice.
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