An Innovative Doctor of Physical Therapy Experiential Learning Opportunity With Older Adults: A Description of a Unique Academic and Long-Term Care Partnership
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Background and Purpose. Despite the dramatic increase in older adults and the reality that this population often comprises a substantial proportion of physical therapists' client base, many Doctor of Physical Therapy (DPT) students feel unprepared or less willing to provide care to older adults after graduation. Method/Model Description and Evaluation. The University of Minnesota DPT program developed a unique model for all first-year DPT students to gain experiential learning with older adults through a year-long Clerkship experience. In addition to regular assessments of student learning, a pre/postmeasure of student attitudes toward older adults and a thematic analysis of student reflective journals were conducted. Outcomes. Students entered the DPT program with positive attitudes toward older adults. Although limited changes in student attitudes was observed over time through the quantitative pre/postmeasure, student reflective journals revealed more nuance, with many students describing gains in knowledge and confidence in practicing with older adults, as well as more positive attitudes toward older adults and geriatrics over time. Discussion and Conclusion. The University of Minnesota DPT first-year Clerkship experience is a unique experiential learning program that provides DPT students hands-on experience with older adults over an academic year in a real-life setting. This innovative approach dually contributes to the development of DPT students' essential competencies and has been shown to be beneficial to first-year DPT students in developing positive attitudes toward and comfort in working with older adults, thereby advancing toward a more prepared physical therapist workforce in the area of geriatrics.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it