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Current Practices for Pharmacology Instruction in Doctor of Physical Therapy Programs in the United States: A
Brian J Wilkinson1, Kathryn Bell, June Kume
1School of Physical Therapy and Athletic Training, Pacific University, 222 SE 8th Ave., Office 362, Hillsboro, OR 97123, USA. brianw@pacificu.edu.
Background:
Pharmacology constitutes a required element in physical therapist (PT) education curricula. There is insufficient evidence for pharmacology education specific to non-prescribing, non-administering healthcare providers. This study investigated the current educational practices for teaching pharmacology content within accredited Doctor of Physical Therapy programs in the United States.
Methods:
This study used a survey design that targeted instructors of pharmacology in accredited entry-level PT education programs. An original 16-question survey was distributed to inquire about instructor qualifications, pedagogical practices, and facilitative procedures.
Results:
The survey was distributed to 249 programs and yielded a response rate of 18% (n=44). Only 52% (n=23/44) of participants reported being a core faculty member, and 62% (n=16/26) confirmed status as a PT. 88% of participants (n=38/43) verified an in-person, synchronous format, and 98% of programs (n=41/42) used written examination as the primary method of evaluation.
Conclusions:
There is tremendous variation in pedagogical approach, qualifications, and training of instructors who facilitate pharmacology in PT education programs. Traditional methods of instruction and assessment remain prevalent. Future research should appraise clinical instructors, recent PT program graduates and administering, prescribing providers while analyzing outcomes on the National Physical Therapist Examination.
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