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What Numbers Don\u27t Tell Us: Can Sociodemographic Factors Identify Grit, Resilience, and Imposter Phenomenon in Hybrid Doctor of Physical Therapy Students?
No full textPurpose: To determine whether routinely collected sociodemographic admissions criteria (e.g., first-generation status, race, government assistance, youth employment) could serve as proxies for non-cognitive traits such as grit, resilience, and imposter phenomenon in hybrid Doctor of Physical Therapy (DPT) students. Method: A descriptive, cross-sectional survey was conducted among first-year students (N=100) across three accelerated, hybrid DPT programs. Students completed validated instruments measuring grit (Grit-O), general resilience (Brief Resilience Scale), academic resilience (Academic Resilience Scale), and imposter phenomenon (Clance Imposter Phenomenon Scale) during their first semester. Sociodemographic data were obtained from admissions applications. Between-group comparisons were analyzed using independent t-tests and effect size calculations. Results: No significant differences were observed between sociodemographic groups for grit, academic resilience, general resilience, or imposter phenomenon. Histogram analyses confirmed comparable score distributions across all predictor variables. The mean grit composite score (3.83) aligned with published postgraduate norms, indicating overall consistency with prior literature. Conclusions: Sociodemographic admissions criteria did not predict differences in grit, resilience, or imposter phenomenon among hybrid DPT students. These traits appear broadly distributed across diverse groups and are not adequately captured by existing admissions variables. Findings reinforce that sociodemographic proxies are insufficient for evaluating non-cognitive strengths. Recommendations: Admissions committees should consider incorporating additional methods, such as structured interviews or personal essays, to directly evaluate non-cognitive attributes. Furthermore, embedding individualized supports within DPT curricula may help nurture resilience and persistence across all learners, regardless of background
Agreement of ChatGPT with Clinical Practice Guidelines for Knee Osteoarthritis Treatment
No full textPurpose: This cross-sectional study evaluated whether Chat Generative Pre-Trained Transformer (ChatGPT) GPT-3.5 and GPT-4O provide treatment information consistent with high-quality clinical practice guidelines (CPGs) for knee osteoarthritis (OA). Methods: High-quality CPGs published in the past decade were identified via PubMed and PEDro, with the search updated on November 11, 2024. Guidelines were appraised using the AGREE II tool. GPT-3.5 and GPT-4O were queried with common treatment-related questions, and their responses were compared to CPG recommendations. Two independent reviewers conducted a thematic content analysis of GPT-3.5 and GPT-4O responses using a deductive–inductive codebook, iteratively refined through consensus, to identify major themes/subthemes, and their frequencies. Consistency between ChatGPT outputs and CPGs was categorized as high agreement (4/4 “yes” responses), moderate (3/4 “yes” responses), or low agreement (2/4 or fewer “yes” responses or 2/4 not reported). Study selection and data extraction were performed independently by two reviewers, with a third reviewer consulted when necessary. Inter-reviewer agreement for data extraction, assessing alignment between ChatGPT and CPGs, was evaluated using the percentage agreement to measure consistency in data identification and categorization. Results: Four high-quality guidelines were identified and analyzed. GPT-3.5 and GPT-4o generated 14 and 10 questions, respectively, yielding 10 themes and 33 subthemes. The 10 themes included: exercise and physical therapy, lifestyle modifications, medications, supplements and herbal remedies, assistive devices, additional therapies, education, consultation, intraarticular injections, and surgical and advanced treatments. Among the subthemes, 6.06% demonstrated high agreement (e.g., low-impact aerobic exercises, patient education), 18.18% moderate agreement (e.g., strengthening, weight management), and 75.75% low agreement across interventions. Excluding the physical therapy-specific CPG increased agreement for treatments such as analgesics, NSAIDs, glucosamine and chondroitin, and intra-articular corticosteroid injections. Conclusion: While GPT-3.5 and GPT-4O demonstrated high or moderate agreement with CPGs for certain themes, most subthemes showed low agreement. A separate analysis excluding a CPG developed specifically for physical therapists modestly improved agreement levels but did not alter the overall pattern. These findings highlight the need for ongoing refinement of AI tools and underscore the importance of clinicians critically evaluating AI-generated content, particularly as patients may increasingly rely on such tools to guide self-management decisions
Assessing the Feasibility of a Virtual Objective Structured Clinical Examination for Medical Education: A Mixed-Methods Study Involving Students and Educators
No full textPurpose: The COVID-19 pandemic disrupted clinical training and accelerated the adaptation of the Objective Structured Clinical Examination to virtual formats (vOSCEs). Evidence on the feasibility of vOSCEs in undergraduate education remains limited in Latin America. Methods: A quasi-experimental mixed-methods study was conducted with fifth-year medical students at a Chilean university in 2021. Feasibility was assessed using Bowen’s framework—acceptability, implementation, integration, limited-efficacy testing, and adaptation—through online questionnaires and role-segmented focus groups. Two vOSCE iterations combined dynamic stations with simulated patients and static “mailbox” tasks delivered via Zoom and CANVAS. After the first iteration, modifications included a single Zoom session with breakout rooms and streamlined static materials. Results: Of 113 stakeholders, 63.7% participated (students n=41; faculty n=14; simulated patients n=14). Student satisfaction increased from 60.0% to 93.8% between iterations, while perceived competency coverage rose from 84.0% to 93.8%. Implementation favorability improved (68.0% to 93.8%), supported by high ratings for preparatory information (90.2%) and induction (85.4%). Focus groups emphasized the need for training, clear time management, and concise station design, while internet stability remained a challenge. Conclusions: The vOSCE is a feasible assessment method in medical education. Iterative improvements enhanced feasibility dimensions, though further multi-institutional validation and cost-effectiveness studies are needed
Impact of Physiotherapy Interventions on Pain, 6-Minute Walk Test, CIVIQ-20 Scores, and Edema in Patients with Varicose Veins: A Literature Review
No full textIntroduction: As a result of chronic venous insufficiency, varicose veins develop in almost 30% of the adult population across the globe. It causes myriad symptoms like fatigue in legs, pain, swelling, and alteration in skin texture. Conservative physiotherapy interventions—Buerger’s exercise and Manual Lymphatic Drainage (MLD)—aim to improve venous and lymphatic return. Objective: To compare the effects of Buerger’s exercise versus MLD on limb volume, venous hemodynamics, symptom relief, and quality of life in varicose vein patients. Approach: A systematic search was carried out from February 2020 until the date this study was completed in June 2020 on PubMed, Scopus, CINAHL, PEDro and Google Scholar using MeSH terms \u27Buerger’s exercise\u27, \u27Manual Lymphatic Drainage\u27, and \u27Varicose Veins\u27. Ten studies (5 RCTs, 5 quasi-experimental) met PICOS criteria. Data were narratively synthesized per PRISMA guidelines. Results: MLD reduced limb volume by 10–15%, Buerger’s exercise increased VRT by 20–35s, combined therapy yielded up to 18% volume reduction. Discussion: Buerger’s exercise leverages gravity and calf pump action; MLD stimulates lymphatic contractility. Conclusion: Both are effective; combined protocols recommended. Future research should standardize protocols and assess long-term outcomes
Shared Steps to Independence: Qualitative Exploration of a 4:1 Collaborative Pediatric Clinical Education Model
No full textPurpose: As demand for pediatric clinical placements increases, innovative supervision models are needed to expand capacity while supporting student learning. Grounded in situated learning and Communities of Practice theory, a 4:1 collaborative clinical education model was designed with four students to one clinical instructor (CI). This study explored how participation in this 4:1 collaborative pediatric clinical education model influenced physical therapy students’ learning, professional identity development, and clinical practice. Method: A qualitative study using a social constructivist paradigm was conducted. Nine Doctor of Physical Therapy students who completed a 4:1 collaborative pediatric clinical placement participated in semi-structured interviews immediately following the experience. Interviews were transcribed verbatim and analyzed using constant comparative methodology and thematic analysis. Two researchers independently coded transcripts, developed a shared codebook, and ensured analytic rigor through researcher triangulation, audit trails, consensus meetings, and NVivo reliability checks (percent agreement 99.06%, κ = 0.75). Data saturation was achieved after nine interviews. Results: Three major themes emerged: (1) Learning environment: students described a psychologically safe, supportive, and informal environment that encouraged inquiry, collaboration, and risk-taking; (2) Communication and interpersonal dynamics: peer feedback, shared decision-making, and caregiver communication enhanced confidence and interpersonal awareness; and (3) Student taking ownership: students progressed from reliance on the clinical instructor to increasing autonomy and initiative in patient care. The overarching theme, Shared Steps to Independence, reflected how peers and the clinical instructor collectively supported students as they moved from peripheral participation toward independent practice. Students valued learning alongside peers and described the clinical instructor as approachable and collaborative; however, some desired more structured feedback within the otherwise informal setting. Conclusions: The 4:1 collaborative model supported clinical skill development while also fostering professional identity formation and confidence. Functioning as a Community of Practice, the model provided psychological safety, shared responsibility, and opportunities for autonomy. These findings suggest the 4:1 collaborative model may expand clinical placement capacity while enhancing student learning outcomes. Programs implementing this approach should include clear expectations and structured feedback to maximize learning
Educational Outcomes in Conflict-Affected Areas: The Influence of School Characteristics
No full textThe negative consequences of armed conflicts on educational outcomes have been widely studied. However, less attention has been given to the role of school characteristics in mitigating the negative effects of conflict on academic performance. This study aims to evaluate whether the presence of psychology support teams and populations directly affected by conflict, such as victims and ex-combatants, in schools leads to differential impacts of conflict on academic performance in Colombia. To this end, we construct a panel dataset for the period 2016-2021 which includes information on the incidence of conflict at the municipal level, administrative data from schools, and the average results of standardized tests taken by final-year high school students. Estimations suggest that the effects of psychology teams do not reduce the negative effects of conflict while the presence of direct victims or ex-combatants helps alleviate the effects. Fixed effects estimations The findings of this study can inform public policy decisions aimed at mitigating the effects of armed conflict on human capital accumulation
Overcoming the Lack of Women’s Meaningful Participation in the Formal Mediation Processes of South Sudan
No full textThe increasing recognition of women\u27s roles in peacebuilding processes highlights ongoing gender inequalities, particularly in leadership positions during formal mediation and the negotiation of Peace Agreements. This study specifically investigates the challenges faced by women in South Sudan\u27s peace agreements, which stem from deeply entrenched societal expectations, patriarchal norms, and systemic marginalization. These factors not only render women invisible in public spheres but also hinder their rights to equal participation in peacebuilding initiatives. Additionally, the pervasive issue of women\u27s poverty is exacerbated by limited access to education and economic opportunities, further entrenching their exclusion. Utilizing a combined framework of phenomenological transcendental theory and Johan Galtung\u27s structural and cultural theory, this research explores the subjective experiences of women alongside the structural barriers they confront. The phenomenological approach underscores the importance of qualitative research in elucidating complex social phenomena, providing valuable insights that are crucial for both academic inquiry and effective policymaking within peacebuilding contexts.
Women’s meaningful participation, Inclusive-Mediation, Gender Inequality, Human Security, Women, Peace, Decision-making, Phenomenological Transcendental Theory, Structural and Cultural Barriers, South Suda
How to Find Empirical Research
Full text linkThis short tutorial will show you how to find empirical articles in the library databases using filters and keyword search strategies.https://nsuworks.nova.edu/library_learn_all/1120/thumbnail.jp
Ethical Use of AI in Higher Education
No full textA critical discussion on the ethical use of AI, bias, and the library’s role in guiding responsible adoption. The session highlights practical applications and the pros and cons of using AI tools compared to traditional library resources. Participants will gain insights into how AI can complement scholarly work while maintaining academic rigor and integrity.https://nsuworks.nova.edu/library_learn_all/1169/thumbnail.jp