Do different clinical education curricular models lead to differences in 1st time and ultimate pass rates among CAPTE accredited programs?

Purpose/Hypothesis : PT education programs should include use of evidence based education principles in curriculum design. First time and ultimate pass rate on the national physical therapy examination is a standard outcome measure and a quality marker. A lack of evidence currently exists to assist curricular designers develop an evidence based curriculum that leads to positive professional standards such as passing the NPTE. Our purpose was to examine differences in first time and ultimate pass rates among different clinical education curriculum models, among all CAPTE accredited programs from 2011.Number of Subjects : Data were captured from the 2011 CAPTE Annual Accreditation Report. from 193 accredited PT programs from the United States and Puerto Rico.Materials/Methods : Clinical education curricular models were created by combine coding programs with part-time and a lack of part-time clinical experiences, and programs with intensive versus non-intensive terminal CE experiences. Using this coding strategy four unique clinical education profiles were created: 1) no part time, no intensive terminal experience (NN), 2) no part time, intensive terminal experience (NY), 3) yes part time, no intensive terminal experience (YN), and 4) yes part time, intensive terminal experience (YY). Non-parametric comparative analyses were used . A Kruskal-Wallis was used to compare differences among the four clinical education profiles for first time and ultimate pass rates. If differences were found within the model, a post hoc Mann Whitney U was used to identify which subgroups were statistically significantly different.Results : Within the CAPTE programs totals were N=74 (NN) mean and SD 85.6% (14.5), N=61 (NY) mean and SD=89.9% (12.1), N=28 (YN) mean and SD= 90.1% (8.9), and N=29 (YY) mean and SD= 93.4% (7.5). The Kruskal-Wallis model for first time pass rate was statistically significant (p=0.02) and the post hoc Mann Whitney U found significant differences only between two models; those with no part time and no intensive terminal experience (NN) and those with a part time experience and an intensive terminal experience (YY). There were no significant differences in the comparison of groups for ultimate pass rates.Conclusions : We created unique, clinical education curricular models by determining the presence or absence of part time clinical education experience and by examining the intensiveness (75% of total clinical education weeks) of the terminal experience. Using our method of profiling a curriculum design, there are differences among programs for 1st pass rates, but not ultimate pass rates. Further research should look at why these findings occurred and whether programmatic modifications are necessary.Clinical Relevance : PT education programs can use this information to help support/refine curriculum design that involves clinical education. While this study revealed differences in 2 different models in first time pass rate, it also revealed that there are not differences in other models that use varying lengths of clinical education.

BACK to Abstract Results

  • Control #: 1996022
  • Type: Platform
  • Event/Year: CSM2015
  • Authors: Christine McCallum, Chalee Engelhard, Chad Cook
  • Keywords: Clinical education |curriculum design|Outcomes

BACK to Abstract Results