A Proposed Method of Dpt Student Education for More Effective PTA Delegation
Purpose/Hypothesis: The purpose of this study was to explore attributes of two different educational activities using a scaffolding technique5 to improve DPT student understanding of the role, skills, and scope of the PTA in order to improve DPT student delegation and utilization of the PTA.
Number of Subjects: Participants: 79 DPT Students and 90 PTA students
Materials and Methods: DPT students and PTA students from three different schools received a lecture/educational materials focused on the scope of practice as recommended by the American Physical Therapy Association (APTA), including clinical roles, curriculum requirements, and PTA supervision guidelines. In the first interaction experience, 79 DPT students and 37 PTA students from two schools had an intra-professional experience lasting two hours which included small group, team building activities with case study examination based on APTA clinical roles and PTA supervision guidelines. DPT students were surveyed inquiring as to their experiences with four questions (Appendix A). In the second intra-professional interaction experience 79 DPT students and 53 students from a third PTA school, lasting one hour, used low fidelity simulation with small groups of three to four students. One student role-played the patient using scenarios to guide interactions which included specific triggers to discuss PTA skills, the scope of practice, and supervision guidelines. The DPT students self-reflected and shared their thoughts via online survey through Complio™ following this experience. Both researchers analyzed the survey results using individual review of the comments and compared. Results from the NVivo analysis were discussed by the research team until consensus on the final interpretation of the theme was reached. This process of centralizing themes to find congruency and then verifying with all researchers, assures data consensus and reliability.
Results: Results reveal DPT students reported an improved understanding of roles, skills, scope of practice, and the relevance of communication in providing appropriate supervision and delegations though this scaffolding technique in PT-PTA education. Additionally, DPT students developed improved confidence in their leadership ability and increased trust in the PTA and PTA knowledge.
Conclusions: This unique andragogical scaffolding technique progressing from lecture, to small-group case study, to simulation between PT-PTA students revealed an accurate understanding of the PTA curriculum, skills, clinical roles, and scope of the PTA as well as the importance of communication and collaboration creating a positive relationship. DPT students reported feeling more prepared to supervise PTA’s and expressed meaningful understanding of PTA’s ability to modify treatment goals. After the PT-PTA simulation experience, DPT student data indicated clarity and understanding of the PTA scope of practice, improved comfort with PTA delegation, and realization that PTA’s are able to perform most interventions. Of note, after the PT-PTA simulation experience, DPT students reported an appreciation of being able to lead and delegate in the intra-professional relationship. Additionally, DPT students felt they had developed greater trust in PTA skills.
Clinical Relevance: DPT students’ responses associated with trust and responsibility were elevated after the simulation experience to include greater comfort with leadership and trust in the PTA. Using scaffolding as an educational tool to develop DPT students understanding of the role and skills of the PTA was successful in improving DPT student leadership and PT-PTA trust in collaborative practice. Developing trust and partnerships between the PT and PTA is relevant in improving accurate utilization and supportive, knowledgeable delegation. The scaffolding progression of education in this study from lecture, to PT-PTA interaction for case studies followed by simulation was effective in allowing for growth in leadership and trust in the PTA by the DPT student.
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• STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF PHYSICAL THERAPIST ASSISTANT EDUCATION PROGRAMS. www.capteonline.org,. Accessed July 24, 2018.
• Brooks S, … RG-J of AHS and, 2017 undefined. A Physical Therapist and Physical Therapist Assistant Learning Activity to Examine Student Collaboration and Collaboration Readiness: An Intraprofessional. nsuworks.nova.edu. http://nsuworks.nova.edu/ijahsp/vol15/iss1/9/. Accessed July 24, 2018.
• Colgrove YM, VanHoose LD. DPT Student Perceptions of the Physical Therapist Assistant’s Role: Effect of Collaborative Case-Based Learning Compared to Traditional Content Delivery and Clinical Experience. https://www.ingentaconnect.com/content/asahp/jah/2017/00000046/00000001/art00001. Accessed November 15, 2018.
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