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Theses, Dissertations and Projects - Physical Therapy

Theses/dissertations from 2022 2022.

High-Intensity Interval Training and Biological Age , Trevor Lohman

Theses/Dissertations from 2021 2021

The Impact of Intraneural Facilitation Therapy on Diabetic Peripheral Neuropathy , Kyan Zhra-Sahba Alnajafi

The Influence of Strength and Mobility on Lumbar Biomechanics During Lifting , Christopher S. Patterson

Theses/Dissertations from 2019 2019

Spine Kinematics and Muscle Activities in Non-specific Chronic Low Back Pain Subgroups in Sitting , Mansoor Ahmed Alameri

Relationship between Balance and Physical Activity in Subjects with Non-Specific Chronic Low Back Pain , Muhsen B. Alsufiany

Does self-evaluation and education in students change attitudes and beliefs towards Weight Stigma? , Henry A. Garcia

Effects of Head Motion on Balance in Middle-Aged and Young Adults with Chronic Motion Sensitivity , Ammar E. Hafiz

Effect of Pediatric Ear Infections on Postural Stability , Ohud A. Sabir

Biomechanics and Postural Control Characteristics in Low Back Pain Subgroups During Dynamic Task , Amjad Shallan

Theses/Dissertations from 2018 2018

Effect of Adding Stretching Techniques to Standardized Intervention on Nonspecific Mechanical Neck Pain , Saad S. Alfawaz

Theses/Dissertations from 2017 2017

Effects of Head Motion on Postural Stability in Participants with Chronic Motion Sensitivity , Abdulaziz A. Albalwi

Relationship between Vestibular System, Vision, Anxiety, and Chronic Motion Sensitivity , Ahmad A. Alharbi

The Effects of Frequent Smartphone Use on Children’s Upper Posture and Pulmonary Function , Asma Alonazi

The Effects of Wearing Headscarves on Cervical Spine Proprioception and Range of Motion , Samiah Alqabbani

A Comparison of Neuromuscular Control between Subjects with and without Chronic Ankle Instability , Hatem Jaber

Theses/Dissertations from 2016 2016

Effects of Adjustments to Wheelchair Seat to Back Support Angle on Head, Neck, and Shoulder Postures , Afnan M. Alkhateeb

Effect of Jet Lag on Postural Stability , Faisal M. Al Mubarak

Effect of Heavy Lifting with a Head Strap on the Pelvic Floor across the Menstrual Cycle , Yvonne Biswokarma

Theses/Dissertations from 2015 2015

Physical Therapy after Triangular Fibrocartilage Injuries and Ulnar Wrist Pain , Mohamed A. Abdelmegeed

The Effect of Cervical Muscle Fatigue on Postural Stability during Immersion Virtual Reality , Mazen M. Alqahtani

The Effects of a Novel Therapeutic Intervention in Diabetic Peripheral Neuropathy Patients , Adel M. Alshahrani

Cross-cultural Adaption and Psychometric Properties Testing of The Arabic Anterior Knee Pain Scale , Abdullah S. Alshehri

Effect of Tai Chi Exercise Combined with Mental Imagery in Improving Balance , Abdulrahman Alsubiheen

Effect of Vestibular Adaptation Exercises on Chronic Motion Sensitivity , Danah Alyahya

Muscle Dynamics as the Result of Whole Body Vibration and Plyometrics , Richard Jeremy Hubbard

Theses/Dissertations from 2014 2014

Effect of Monophasic Pulsed Current on the Treatment of Plantar Fasciitis , Abdullah Alotaibi

Screening for Torticollis and Plagiocephaly: The Role of the Pediatrician , Lisa Ann Change-Yee Hwang

Effect of 17β Estradiol & Foot Strike Patterns on Physiological & Biomechanical Changes in Runners , Iman Akef Khowailed

Theses/Dissertations from 2013 2013

Inter-rater Reliability of Lumbar Segmental Instability Tests and the Subclassification , Faisal Mohammad Alyazedi

Sleep-wake Cycle Assessment in Type 2 Diabetes and Salivary Melatonin Correlates , Paula Regina Aguiar Cavalcanti

Anterior Cruciate Ligament Elasticity and Force for Knee Flexion during the Menstrual Cycle in Women , Haneul Lee

Effect of Passive Vibration on Skin Blood Flow in Good Glycemic Control and Poor Glycemic Control Type 2 Diabetics , Kanikkai Steni Balan Sackiriyas

Theses/Dissertations from 2012 2012

Co-diagnosis Frequency of Peripheral Vestibular Disorders and Physical Therapy , Summer M. San Lucas

Postural Sway, EEG and EMG Analysis of Hip and Ankle Muscles during Eight Balance Training Tasks , Yuen Yi Florence Tse

Effect of a Single High-Fat Meal and Vitamins on the Circulatory Response to Local Heat in Koreans and Caucasians , JongEun Yim

Theses/Dissertations from 2011 2011

Virtual Reality Gaming as a Tool for Rehabilitation in Physical Therapy , Abel A. Rendon

Theses/Dissertations from 2010 2010

Aerobic Exercise and Bone Turnover in Trained and Untrained Premenopausal Women , Michelle Prowse

Theses/Dissertations from 2008 2008

Effect of 3-Electrode Electrical Stimulation on Current Delivery and Healing in Chronic Wounds , HyeJin Suh

Theses/Dissertations from 2007 2007

Is Electrical Stimulation a Predictive Tool for Autonomic Dysfunction in Males with Diabetes? , Susan Dorothy Rand

Theses/Dissertations from 2005 2005

The Effect of Posterior Versus Anterior Glide Joint Mobilization on External Rotation Range of Motion of Patients with Shoulder Adhesive Capsulitis , Andrea J. Johnson

The Effect of Electrical Stimulation on Blood Flow in Chronic Wounds in Patients with and without Diabetes , Daryl J. Lawson

Isokinetic Knee Strength in Females with Fibromyalgia , Flora F. Shafiee

Difference in Transverse Plane Scapular Position of Professional Baseball Players Relative to Baseball Field Position , James M. Syms

The Effect of Positioning on Pelvic Floor Muscle Activity as Evaluated with Surface Electromyography in Normals , Karen R. Whitter-Brandon

Theses/Dissertations from 2004 2004

Orthopedic Treatment Outcomes and Physical Therapists' Orthopedic Clinical Specialist Status , Karin Granberg

The Effectiveness of a Physical Therapy Intervention for Children with Hypotonia and Flatfeet , Charmayne G. Ross

Theses/Dissertations from 2003 2003

The Role of Health Promotion in Physical Therapy , Brenda L. Rea

Predicting Sacroiliac Syndrome: The Association Between Noninvasive Sacroiliac Joint Tests and Sacroiliac Joint Injections , Lorraine D. Webb

Theses/Dissertations from 2002 2002

Prevalence of various Upper Extremity Disorders in Patients with Carpal Tunnel Syndrome versus Patients without Carpal Tunnel Syndrome , Daniel C. Buda

Effect of Electrode Size, Shape, and Placement on Electrical Current and Subject Comfort During Electrical Stimulation , Bonnie J. Forrester

Patterns of Scholarly Productivity in Physical Therapy Faculty , Ardith L. Williams-Meyer

Theses/Dissertations from 2001 2001

The Effects of Education on Fear-Avoidance Behavior of Subjects with Work-Related Low Back Pain , Marie A. Anger

Toward the Optimal Waveform for Electrical Stimulation , Scott Douglas Bennie

Factors in Predicting the Number of Home Care Physical Visits , Bruce D. Bradley

A Practice Analysis Survey: Defining the Clinical Practice of Primary Care Physical Therapy , Edsen Bermudez Donato

Disability Self-Assessment and Upper Quarter Muscle Balance in Females , Eric Glenn Johnson

Theses/Dissertations from 2000 2000

Comparison of Elderly Non-Fallers and Fallers on Performance Measures of Functional Reach, Sensory Organizations, and Limits of Stability , Harvey W. Wallmann

Theses/Dissertations from 1999 1999

Patient participation in physical therapy goal-setting , Susan M. Baker

Theses/Dissertations from 1998 1998

Prediction of Discharge Destination from Initial Physical Therapy Assessment using the Physical Assessment Key (PAK) , Wendy L. Chung and Kimberly A. Vieten

Does the Oswestry or SF-36 Help a Therapist to Predict Treatment Classification , Amy Crawford and Denese D. Kaufeldt-Soliz

Reliability and Validity of Assessing Student Performance of Psychomotor Skills in Entry Level Physical Therapy Curricula , Nancy Sue Darr

Theses/Dissertations from 1997 1997

Reference Serum Chemistry and Hematological Values for Spinal Cord Injured Patients , Michael S. Laymon and Antone L. Davis II

Discharge Outcomes : An Evaluation of a Functional Index of Physical Assistance , Jan R. Snell

Theses/Dissertations from 1985 1985

A Comparison of Strength Improvement on Free Weights and the Universal Centurion , David J. Davies

Theses/Dissertations from 1984 1984

The effect of dextrose ingestion on cardiovascular endurance , Judith M. Axford

Theses/Dissertations from 1980 1980

The Ingestion of Garlic and its Effect on Cardiovascular Endurance , Thomas G. Blackwelder

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Physical Therapy

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• Department of Physical Therapy Handbook All information found in this guide was taken from the University of Mary's Department of Physical Therapy Research Handbook.

In this section, you will find details of different parts of your proposal/final project. All of the information here is found in the Department of Physical Therapy Research Handbook. 

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Delineation of Section Heading for the Proposal

Introduction 

Justification 

Purpose Statement 

Reseach Hypothesis 

Delimitations

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• Last Updated: Jan 31, 2024 12:01 PM
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The Career of a Physical Therapist Research Paper

Introduction, education and university training, financing education, works cited.

Physical therapists are medical experts who handle cases dealing with impairments, disability, immobility, or any other critical change of physical function of the body and healthiness as a result of injury.

Their job include but is not restricted to diagnosis procedures, assessments, evaluations and conducting intervention duties so as to attain the highest functional results for every patient. In their daily work, physical therapists are charged with the responsibility of assisting patients suffering from a multitude of illnesses, and victims of accidents as well.

In 2008, it is estimated that the physical therapist were holding about 185,500 positions in the employment register of the US. Some of the physical therapist worked two or more jobs and that made the job statistic greater than they actually are. Most of the therapies do their job is hospital settings, Offices and other health facilities. The physical therapist assist in relieving pain to patients, enhance mobility of their body, reducing physical disability and re-establishing use (Coppola para. 4).

Through the assistance of a patient’s medical history, a medical therapist is in a position to examine the patient’s strength, posture, coordination, breathing capability, and motor and body balancing function. Plans are the executed in treating patients that have exhibited specific medical conditions.

Physical therapy is a challenging career that needs greater responsibility and dedication. The therapist often faces challenging situations that test their ability to do the job. For this reason, this paper shall address the career of a physical therapist. The physical therapist usually plan and work to treat physically disabled people of all divides regardless of the source of the problem (Jensen et al1256).

Therapists are further required to offer counseling to these patients and even to their families (Curtis 56). The therapist coordinates the processes of consultation and rehabilitation. This can be one at service groups, clinics and hospitals.

There are several universities across the united states that are offering Physical Therapy degrees. One of the best colleges is the University of Delaware. Basically interested students study a degree in Physical Therapy and then proceed to masters of the same when they want to have more expertise (Curtis 56). A better preparation to become a physical therapist has to begin with deed dedication to the job. Students who wish to become therapists should start their preparation while still in high school.

This means that they should take course like physics, biology; psychology among other related subjects so that they can use this as a solid foundation for the future career (Curtis 56). The next step here would be to join a university that offers the training in Physical therapy. Students can study an associate degree or a higher degree in this field.

Students that are in such colleges study social sciences, mathematics, physiology, biochemistry, psychology, physics and other courses that ate considered lifesaving. For the degree, the students increase their scope to cover more specialized courses including neuroscience, physiology, metal issues and pathology (Krumhansl 87). Choosing University of Delaware for study is so critical to anyone wanting to study therapy course.

This is because the university has been ranked number four in the country. Here, the students get the best facilities that are at the cutting edge. This means that their education is great and that they have the best quality of research and better facilities (Krumhansl 87). To be better at the job, graduates that have been in the program can then advance to do their masters degrees. Students take part in the study of the intensive care courses and they are also expected to go through an internship program.

From here, students then still have a choice for further specialization in either neurological therapy or musculoskeletal therapy among other needs (Jensen et al 20011258). In order for a student to be granted the license to practice, he/she is first required to have studied medical imaging, kinesiology, as well as to have undertaken professional and physiology course during their internship period. Upon graduation, the candidate could get the license.

The undergraduate take a minimum of four years while the post graduate programs take only about a year and a half. Basically there is no need to relocate because there are online studies but for practical course like Physical Therapy, one needs to attend classes and online is not a better option (Langenberghe 522).

The cost of attaining a degree in Physical therapy at the University of Delaware is estimated to be about 9,486 dollars for the in-state tuition fee and 23,186 for the out-of-state. There is some financial aid for some students in Delaware University. The fellowships offer full tuition reimbursement and this is averaged at 14,600 dollar for one academic year (Chilsolm 67). This is for the students in degree programs.

For the post graduate and research assistants, there is a reimbursement of 20,772 dollars for every student’s tuition. Assistants in physical therapy get the same amount as degree students and opportunities for internships. Some important statistics are that the percentage of children that get financial aid is 60% and those on Federal grants are 9% (Chilsolm 2002 67). The average grant that the Federal government gives is 3,704 dollars.

The percentage of students that get state aid is 9% and the average amount that is often given is 3,334 dollars. The numbers of students that get this are 37%. Loans are also offered to the students and on average, students get a loan of 6,947 dollars and 48% of the students get these loans. More assistance comes in the name of institutional aid and on average the eligible students get 6,947 dollars.

There is a body known as the Physical Therapy association of America which offers financial assistance to physical therapy studies and research in universities. Application is simple as one only needs to enroll for the graduate degree program (Chilsolm 67). Then search for opportunities in their databases. After that, one can sign out for the internships and apply for funding.

Application process can take a lot of time. However, first it is important that a student determines what type of degree she/he wants in the field of physical therapy. Second is to check the geographical region that one would like to live in. this way, one can narrow down program search and even carry out assessment of cost of living while studying (Jensen et al 1258).

Most of the programs in universities will demand a degree. However, master’s degree would be very appropriate at a later stage. It’s very important to ensure that you are clear with many of or all of the requirements. Minimum GPA is usually a 3.0. It is estimated that the cost of living in Delaware at the university ranges from 12,657 to 15,821 dollars.

The tuition fee is usually the same for people living at the campus and those living at home. The differences are mainly on food, accommodation and transport (Langenberghe 522). Living on campus means that students will pay about 9,894 dollar for the accommodation. Those that live outside the campus can get expensive or cheaper house depending on the place they choose to live (Sneed et al 1287). Credit per hour for the students who stay in state is 377 dollars and out of state credit hour is 1,010 dollars.

Career Development

Getting a degree in medical courses particularly physical therapy is a great investment. This degree allows people to be experts in this subject area. Traditionally, students who decide to pursue the career have three alternatives to choose from as they advance to doctoral level (Krumhansl 89). One is that they can pursue professional physical therapy, two, to pursue transitional therapy of three, to work on physical therapy.

There are some courses that are very important in therapeutic clinical practice. They include palpations, neuroscience, pathology, diagnostic imaging and clinical anatomy among others (Langenberghe 522). When students complete their studies in the subject and hand over their dissertations which are publishable, then they have fulfilled the procedure of being licensed to practice (Krumhansl 90).

The graduates have to meet the requirements by the association of physical therapist of America. The course presents a good opportunity to venture into medical practice because there are job opportunities readily available for people who study physical therapy (Blau et al 649). As projected by the government of the United States, the need for physical therapists is bound to increase through 2013.

This is because the population increases and as a consequence people suffering from physical disability also increase. Notable is the increase in the number of senior member of the society, the baby-boom generation who need therapy for relieve of pain and management of physical problems that in most cases result from heart attacks and strokes (Blau et al 649).

These conditional are increasingly becoming common among older people. Furthermore, it’s been noted that, more babies nowadays are being born with birth defects and the technology today has seen more victims of traumatic conditions survive (Sneed et al 1287).

As a result, this new technology is going to permit increase of debilitating conditions to me managed by specialist in this field (Krumhansl 95). As American become more conscious about their health, the will definitely require more physical therapist and more specialized treatment. Therefore the employment for these experts is expected to increase faster than average growth of the entire medical care needs.

In an effort to do their job, therapists get to move around a lot and seek new pastures. These relocations are often very influencing on their lives.

Though the government encourages people to work with bigger organizations and also to adopt practices that allow work-life balance doctrine, relocation at times is inevitable (Blau et al 652). Workers tend to link relocation with great achievement or career development (Frankl para. 5). This can impact on families in a negative manner. Family responsibilities are affected and its stability shaken.

Parents move away from children and spouses away from each other (Green and Canny Para. 4). Most impact is on school going children because their education is disrupted. Young adults loose friends or financial resources that had already started establishing. For the elderly and their declining health, they can lose friendship networks and this can seriously affect their condition (Green and Canny Para. 4).

Blau, Rosemary, et al. (2002). The Experience of Providing Physical Therapy in a Changing Health Care Environment, Phys Ther journal, 82(2002): 648-657.

Chilsolm, Stephanie. The Health Professions: Trends And Opportunities In U.S. Health Care , Sudbury, MA, Jones & Bartlett, 2002. Print.

Coppola, Stephen. Interview with a Physical Therapist. Projects by Students for Students. 2005. Web.

Curtis, Katherine. Physical Therapy Professional Foundations: Keys To Success In School And Career , Thorofare, NJ, SLACK Inc, 2003. Print.

Frankl, Daniel. Interview with a Physical Therapist. 2003. Web.

Green, Anne and Canny, Angela. The Effects on Families of Job Relocations , Joseph Rowntree Foundation. 2003. Web.

Jensen, Gail et al. Expert Practice in Physical Therapy. Journal of the American physical therapy association , 280.14(2001): 1256–63.

Krumhansl, Bernice. Opportunities in Physical Therapy Careers , New York, McGraw Hill Professional, 2006. Print.

Langenberghe, Harry. Evaluation of Students’ Approaches to Studying in a Problem-based Physical Therapy Curriculum, Phys Ther, 68(2010): 522-527.

Sneed, Robert et al Physicians’ Reliance on Specialists, Therapists, and Vendors When Prescribing Therapies and Durable Medical Equipment for Children With Special Health Care Needs Pediatrics, 107(2001):1283-1290.

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IvyPanda. (2023, December 25). The Career of a Physical Therapist. https://ivypanda.com/essays/physical-therapy/

"The Career of a Physical Therapist." IvyPanda , 25 Dec. 2023, ivypanda.com/essays/physical-therapy/.

IvyPanda . (2023) 'The Career of a Physical Therapist'. 25 December.

IvyPanda . 2023. "The Career of a Physical Therapist." December 25, 2023. https://ivypanda.com/essays/physical-therapy/.

1. IvyPanda . "The Career of a Physical Therapist." December 25, 2023. https://ivypanda.com/essays/physical-therapy/.

Bibliography

IvyPanda . "The Career of a Physical Therapist." December 25, 2023. https://ivypanda.com/essays/physical-therapy/.

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• RESEARCH ARTICLE
• Open access
• Published: 01 March 2021

Physiotherapy in nursing homes. A qualitative study of physiotherapists’ views and experiences

• Shanty Sterke 1 , 2 , 3 ,
• Ana Paula Nascimento da Cunha 4 ,
• Hanneke Oomen 5 ,
• Lennard Voogt 1 , 6 &
• Marleen Goumans 1  

BMC Geriatrics volume  21 , Article number:  150 ( 2021 ) Cite this article

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There are distinct differences in the implementation of physiotherapeutic care in nursing homes. Both nationally and internationally staffing levels of physiotherapy differ significantly between and within nursing homes. Since legislation or guidelines that specify the parameters of physiotherapy required in nursing homes are lacking, it is unknown how physiotherapists currently estimate the usefulness and necessity of physiotherapy in individual situations in long-term care. The purpose of this study was to describe how physiotherapists actually work, and how they want to work, in daily practice in Dutch nursing homes.

We performed a qualitative study with an online questionnaire. We asked 72 physiotherapists working in Dutch nursing homes to describe as accurately as possible usual care in nine different cases in long-term care. Furthermore we asked them to describe their role in the prevention and treatment of a number of indicators that measure the quality of care in nursing homes. Two reviewers thematically analysed the answers to the questionnaires.

Forty-six physiotherapists returned the questionnaire. Physiotherapy services include active exercise therapy aimed to improve mobility and movement dysfunctions, advising on prevention and management of falls, pressure ulcers, incontinence, malnutrition and sarcopenia, overweight, physical restraints, intertrigo, chronic wounds, behavioural and psychological symptoms in dementia, and physical inactivity, and ergonomic and behavioural training. The way and extent in which physiotherapists are involved in the various care- and functional problems differs and depends on organisational and personal factors such as, organisation’s policy, type of ward, time pressure, staffing level, collaboration with other members of the multidisciplinary team, or lack of knowledge.

Physiotherapists in nursing homes are involved in the prevention and management of different care situations and functional problems. The way in which they are involved differs between physiotherapist. Aiming for more uniformity seems necessary. A shared vision can help physiotherapists to work more consistently and will strengthen their position in nursing homes.

Peer Review reports

Introduction

The number of old and very old people in the world increases and challenges health care systems to provide effective and sustainable care [ 1 ]. In The Netherlands, approximately 8 % of the people aged 65 years and older live in a nursing home. It is estimated that the number of people living in institutional care facilities will increase in the years to come [ 2 ].

Residents in nursing homes are often frail and usually depend on integrated care in which the nursing staff, physicians, physiotherapists, occupational therapists, and other care providers work together in order to provide optimal support [ 3 ].

Physiotherapists are involved in the multidisciplinary care for residents with pain [ 4 ], pressure ulcers [ 5 , 6 ], wound care [ 7 ], urinary incontinence [ 8 ], and/or falls [ 9 ]. Outcomes of physiotherapy interventions can be on a resident level (e.g., ADL functioning), or on a facility level (e.g., monthly falls rate, education to staff, environmental changes, facility policies) [ 10 , 11 ]. As a consequence, physiotherapists in nursing homes provide care for different sorts of specific and complex health problems under local circumstances and financial, supportive and institutional constraints. This may lead to distinct differences in the implementation of physiotherapeutic care in nursing homes, a situation that is currently reported by several research groups. In addition, recent studies described that both nationally and internationally staffing levels of physiotherapy significantly differ between and within nursing homes [ 12 , 13 , 14 , 15 ].

A previous study showed a significant, positive relationship between physiotherapy staffing levels and quality of care. Evidenced by quality measures as the number of fall injuries, the percentage of residents with moderate to severe pain, pressure ulcers, functional decline [ 14 ].

We assume that staffing level will influence the choices physiotherapists make in daily practice. Moreover, as far as we are aware, clear guidelines for physiotherapy in nursing homes are lacking. Therefore, legitimizing evidence based interventions, demarcating professional domains and roles within specific local (institutional) circumstances and within interprofessional teams are inherent and complex aspects of physiotherapy in this health care context.

Since there are no guidelines or legislation that specify the parameters of physiotherapy required in nursing homes, we think it is important to understand how physiotherapists currently estimate the usefulness and necessity of physiotherapy in individual situations in long-term care. Reviewing the current situation is the first step towards the development of a quality standard, in which a shared vision of how physiotherapists in nursing homes are both currently working, and want to work is documented.

The aim of this study is to describe the methods of working of physiotherapists in daily practice in Dutch nursing homes, and how physiotherapists want to position themselves within this context.

Study design

We performed a qualitative study with an online questionnaire. We invited all physiotherapists working in nursing homes in an urban area (Rotterdam-Rijnmond) in The Netherlands. We also approached physiotherapists from the healthcare organisations that collaborate in the University Network for the Care sector Zuid-Holland (UNCZH) and colleagues from the researchers’ personal networks, to participate. In addition, we made an appeal for participants in the newsletter of the Dutch association for geriatric physiotherapy.

Most nursing homes in the Netherlands have separate wards for long-term physical care, and for residents with psychogeriatric problems. Physiotherapists who provide specific paramedical care for older people permanently living on these long-term care wards were included. Exclusion criteria were physiotherapists who work exclusively on short-term care wards and/or on geriatric rehabilitation wards, where residents stay temporarily and will be expected to be discharged.

The participants received an online questionnaire in which we asked them to describe their role in the prevention and treatment of common care and functional problems in daily practice in the nursing home.

Questionnaire

In order to develop the questionnaire, we asked an expert panel of six physiotherapists to discuss with us which topics should be covered in the questionnaire, and which cases and scenarios are a good reflection of daily practice. The experts were geriatric physiotherapists specialised in the care for older patients, or had an extensive practical experience in nursing home care. The expert panel had on average 22,5 (± 8,4) years of experience in nursing home care.

We tested the pilot questionnaire in this expert panel. The questionnaire was repeatedly modified in an iterative process with the expert panel, until consensus was reached.

The questionnaire consisted of two parts, both with open questions. In the first part we asked the physiotherapists to describe as accurately as possible the care as usual in nine different cases in long-term care. In describing the cases, we made a distinction between psychogeriatric and somatic problems, and we took into account that cognitive and physical problems occur in different degrees (Table  1 ).

For each case, we asked the physiotherapists to describe what they actually do in their current work by the following questions:

Describe your involvement shortly after the admission into the nursing home, in the first few weeks.

Describe your involvement after the first weeks, during the following months and years.

Describe your involvement in the palliative phase.

Can you do your job the way you want? If not, which barriers do you face?

We asked them to consider both directly client-related and indirectly client-related activities, such as the purchase of aids; contact with other people and/or organisations; consulting or advising other disciplines or family members.

The second part of the questionnaire consisted of general questions about the prevention and treatment of a number of indicators that measure the quality of care in nursing homes [ 16 ]. Measuring the prevalence, prevention, and treatment of quality indicators offers healthcare organizations the opportunity to improve their quality of care [ 17 ]. Furthermore, quality measures are topics of interest for external supervision by the health care inspectorate [ 18 ]. These quality measures were: pressure ulcers, incontinence, malnutrition, overweight, falls, physical restraints, intertrigo, chronic wounds, transfers, behavioural and psychological symptoms in dementia (BPSD) and physical inactivity. For each quality measure, we asked the following two questions:

What is the policy regarding prevention and treatment of this quality measure in your institution?

What role do you have, or would you like to have, in the prevention or treatment of this quality measure?

Ethical approval

Research with online questionnaires filled out by healthcare providers does not require approval of an ethics review board in The Netherlands. Therefore, the study protocol was not examined in an ethics committee. All participants gave their informed consent. All study data were handled confidentially and in accordance with the Personal Data Protection Act. Only the first author (CS) had access to the questionnaires. To ensure the security of the data and the protection of the participants’ privacy, all participants were coded by a random two-figured number. Besides CS, nobody had access to the code.

Two researchers (CS and HO) read the answers of the physiotherapists to the questionnaire separately, segmented the text into meaningful expressions, and described the fragments in a single word or short sequence (open coding). In a meeting, the two researchers discussed their individual analysis to reach consensus about the codes. Next, the coded text fragments were related to each other by first combining the fragments with similar codes and assessing which meanings could be summarised under a new code (axial coding). Finally, the two researchers discussed how these axial codes were related to each other. Based on the content of identified themes and the interrelationships between them, we formulated an answer to the research question of this study.

Seventy-two physiotherapists had signed up to participate in the study. Forty-six of them returned the questionnaire. The 26 physiotherapists that did not return the questionnaire worked in twenty different nursing homes. We have no further data from the non-respondents. The respondents worked on average 20.3 (± 9.5) hours a week on a long-term care ward in a nursing home, delivering care to 55 (± 29.3) residents. The physiotherapists had on average 13.8 (± 10.9) years of experience in long-term care.

The answers of the respondents can be summarised in four themes, namely: care and functional problems; the way the physiotherapist gets a referral; the observations, assessments, physical examinations and analyses; physiotherapy interventions and actions.

Care and functioning problems

The way and extent in which physiotherapists are involved in the various care and functional problems differs. Whether a therapist is involved or not, depends on organisational and personal factors. For example, organisation’s policy, type of ward, time pressure, staffing level, collaboration with other members of the multidisciplinary team, or lack of knowledge.

With regard to the prevention and management of pressure ulcers, 37 respondents are involved. They evaluate and advise on lying and sitting posture, footwear, and anti-decubitus materials. Twenty-nine of them work in close contact with the occupational therapist on this problem, and with a large overlap of tasks. Those who are not involved, think that pressure ulcers are the occupational therapist’s field of expertise.

Nine physiotherapists are involved to manage or prevent incontinence. They give exercise therapy in order to keep the transfer to the toilet active as long as possible, and exercises to strengthen the pelvic floor muscles. Furthermore, they advise on sitting posture on the toilet and good use of toilet enhancers. Five respondents want to be involved. One of them thinks that the specialist knowledge to deal with this care problem is lacking, and that physiotherapists need further education on the pelvic floor muscles.

Four physiotherapists are involved in the management or prevention of malnutrition, and nine want to be more involved. They (want to) work closely together with dietitians, to match nutrition and physical training, especially in cases of severe sarcopenia or in educating the nursing staff on sarcopenia.

In case of overweight, nineteen physiotherapists have a role in advising, stimulating and guiding residents to physical activity, in close contact with the dietician. Furthermore, ergonomic training of the nursing staff, and purchase of aids are also tasks carried out by physiotherapists. Eight respondents want to be involved.

Most ( n  = 33) physiotherapists are involved in falls prevention. They mention directly client-related activities, such as fall risk assessments; balance and strength training; providing walking aids. Furthermore, they are involved in activities on an organizational level, such as participating in a falls prevention team, and educating staff.

Twenty-eight respondents are involved in the management of physical restraints. Thinking along in solutions with the other members of the multidisciplinary team to limit the use of physical restraints as much as possible, advising on alternatives. One respondent would like to give more education about preventing physical restraints.

With regard to the management of intertrigo, only six respondents are involved. They advise on applying the Passivity of Daily Living (PDL) method. This is an interdisciplinary approach comprising a complex of actions, facilities and measures to optimally guide, care for and nurse ‘passive’ patients. E.g., advise on lying or sitting posture, or teaching haptonomic techniques during daily care in order to prevent pain and restlessness, defensive tension and contractures [ 19 ].

Eighteen respondents are involved in the management of chronic wounds. They mention advise on lying and sitting posture, and physical activity, contact with the orthopaedic technician, and management of oedema.

Almost all ( n  = 42) physiotherapists give transfer advices for individual residents and/or general ergonomic training in transfer techniques.

Sixteen respondents are involved in the management of BPSD. These are mainly physiotherapists who had followed a course in Sensory Integration (SI). The therapist observes the interaction between senses and purposive movement, and analyses how a resident with BPSD behaves and process sensory stimuli. Responsive behaviours can result from over-stimulation or under-stimulation. A respondent expressed it as follows: ‘I think that a lot of responsive behaviours come from the body. Too much or too little stimulation, uncomfortable lying or sitting, pain, sleep disturbances. The physiotherapist can influence all these factors’.

Eighteen respondent are involved in promoting physical activity. They have an active role in advising, and educating family members, volunteers, and other staff. Furthermore, by participating in committees, they also have an active role in the promotion of physical activity at the facility level.

Depending on the case, one (cases 5, 7 and 9) to nine (case 1) respondents mention that they see a newly admitted resident only on referral of a physician. Others see newly admitted residents without a specific referral. They introduce themselves to the resident and his or her family members, examine whether there is a request for help in the domain of physiotherapy. Furthermore, they assess the functional mobility and fall risk, inspect the footwear, arrange new footwear and walking aids if necessary, for each new resident. One respondent thinks it’s important to assess the mobility of every newly admitted resident, however it depends on how busy it is. ‘Normally, I will introduce myself and get acquainted as soon as possible. In busy periods, I am waiting for a request for advice from the doctor or from the nursing staff’.

After the first few weeks of the admission to the nursing home, physiotherapists become involved either on referral or unsolicited. In case 3, twenty-nine respondents mention that they come into action only on doctor’s referral or when they receive a specific question from the resident, a relative or caregiver, or from the nursing staff or a colleague from another discipline in the multidisciplinary team. In the other cases this varies between zero tot six respondents.

When there is no specific defined treatment goal, or no specific request or referral, after the first few weeks, some physiotherapists walk around the ward in order to continue monitoring possible care problems. Eighteen respondents in case 2, thirteen respondents in case 3, and ten in case 1. In the other cases this varies between one and nine respondents. In their opinion, care and functioning problems can be prevented by acting pro-active. One respondent said: ‘I would like to monitor on a regular basis how people are functioning. Now I’m dependent on the nursing staff, who first make their own decisions about whether or not my involvement is necessary. Often you catch sight of a resident pretty late. It then takes a lot of energy to get back to a better level. For instance, when people develop wounds, I would like to be involved timely so that we can improve blood circulation and possibly reduce edema so that wound healing improves’.

Examinations and assessments

There are several ways in which physiotherapists make the assessments of the care and functional problems. At first, they use standardized clinical measurements to assess physical functioning. They mentioned specific measurements such as the Berg Balance Scale, Timed-Up-And-Go Test, Visual Analogue Scale, Functional Ambulatory Categories, Elderly Mobility Scale, Performance Oriented Mobility Assessment, Medical Research Council dyspnoea scale, 10 Meter Walk Test, 2-Minute Walk Test, 6-Minute Walk Test, Medical Research Council Scale, Hand Held Dynamometer, Timed Chair-Stand-Test, Romberg test, MINI-Best test, motricity Index, Frenchay Arm Test, Patient-Specific Complaints, Passivity’s of Daily Living list, Paratonia Assessment Instrument, gait analysis, and oxygen saturation.

In addition a large part of the work consists of observing both residents and nurses without a specific instrument during activities of daily living. For instance, in case 3 ( n  = 18) and case 7 ( n  = 28) physiotherapists observe the resident to find out which stimulus triggers the restless behaviour, and if patterns can be discovered. They try out different strategies to reduce the restlessness. They observe the physical capability of the resident, and the way other people interact with the resident. One respondent answered to case 7: ‘As a physiotherapist, I would focus on analysing the transfers. Why does he move his feet during the transfer? Is it possible that he can do more than the nurses think? Is he able to make the transfer actively himself under supervision with or without a walking aid? Does the problem with the transfer depend on how the nurses relate to the resident? Does it depend on the instruction he receives? Or is it the agitation, restlessness and purposeless behaviour? Is there a need for exercise that, if fulfilled, makes the resident calmer’.

Interventions

Whether a physiotherapy intervention consists of exercise therapy depends on the case. In case 1, 24 respondents mention to start therapy to improve balance, endurance, and strength. Is case 2, twelve physiotherapists start therapy to improve walking function or quadriceps strength. Three respondents practice correct use of the walker. All other respondents in this case mention to give a tailor-made advise to the nursing staff and the family members to reduce fall risk, such as optimizing footwear, and how to use the walker correctly. In case 3, only one respondent mentioned to start therapy aimed reduce falls by improving dynamic balance and gait function. All others advise on fall risk reduction, footwear, walking aids. In case 4, twenty-four physiotherapists start therapy after they judged that the resident can improve. They use motor learning techniques to improve a safe transfer. One respondent answered to case 4: ‘physiotherapy trajectories always have a beginning and an end. Physical activity to maintain the level of functioning is not my department. That the job of the activity coach, whom I advise and guide where necessary’. There are also therapists who feel that exercise therapy to maintain the level of physical functioning is a part of their job. As one therapists said: ‘I’d like to offer residents more exercises. Many residents in long-term care are inactive, which has negative consequences. Because of this, I often feel that I am more busy putting out fires than actually preventing physical complaints or maintain the level of physical functioning’. In case 5, 32 respondents mention that therapy is aimed to restore physical functioning to the level before the hip fracture by improving walking distance, endurance, strength, and transfers. In case 6, 31 respondents start therapy to maintain standing function, strength, quadriceps strength, endurance, balance, and coordination. In case 7, four respondents, start active therapy aimed to improve the transfers, or offer a physical exercise plan to maintain physical functioning. In case 8, three respondents assess if the resident’s physical function can improve. Seventeen respondents start therapy to maintain the level of physical functioning by offering muscle strength and balance exercises. In case 9, four therapist start controlled active motion therapy, or MOTOmed movement therapy to prevent joint contractures, and decrease muscle tone. All other therapists evaluate lying and sitting posture in case 8 and case 9, in order to provide adjustments to increase sitting and lying comfort.

The physiotherapist’s involvement in the palliative phase is the same in all cases. Namely, interventions aimed at increasing comfort, such as advices on lying and sitting posture, transfer techniques and prevention of pressure ulcer. Furthermore, relaxation exercises are mentioned.

All therapists that finish the exercise therapy encourage residents to physical activity self-management, or delegate the activities to an exercise coach, an activity coach, the nursing staff, a volunteer or carer. However, some physiotherapists indicate that residents, or their carers have different expectations from the physiotherapy. For example, there are residents who would like to use the mechanized movement trainer in the physiotherapy gym in the presence of the physiotherapist. There is an area of tension between the physiotherapists’ opinion and the residents’ wishes. Because exercise is not synonymous with physiotherapy. Therefore, in the physiotherapists’ opinion, any other person can support or supervise the resident in this case. One physiotherapist said: ‘some people keep on asking for this. But because I am a physiotherapist, and no movement therapist, I am not involved in just physical activity to maintain physical functioning. I haven’t been doing this for years and I don’t see any complications in leaving out this way of performing physiotherapy. Selling no to purposeless cycling on a movement trainer or walking between bars, can be a challenge’.

Besides all the direct activities on a resident level, all respondents reported that physiotherapists play a role on the organisation level or the facility level. They are members of one or more committees. Such as a falls prevention team, pressure ulcer committee, or physical work load committee. Their role is to participate in policy making or decision making on the purchase of materials. For instance anti-decubitus materials and transfer aids. Also on educating nursing staff, family members, or volunteers on falls prevention, physical activity, transfer techniques. On a ward level physiotherapists play an important role in falls prevention activities.

Physiotherapists are involved in the prevention and management of care and functional problems. They are helping to slow down functional decline, and improve functional ability and quality of life. Physiotherapy services include active exercise therapy aimed to improve mobility and movement dysfunctions, advising on prevention and management of care problems, falls prevention, and ergonomic and behavioural training. The way and extent to which physiotherapists are involved differs. This is due to local policy or lack of time. There are also different points of view about the interpretation of the profession.

An earlier study showed that there is no ‘one-size fits all’ approach to enhancing evidence based practice implementation in physiotherapy. The organisational culture seems to play a crucial role in implementing evidence based interventions [ 20 ]. Differences in culture between organisations may be one of the reasons why we found different working methods between the therapists in our study. For instance, in some organisations, a physicians’ referral is necessary for the physiotherapist to go into action. This can help to sort out the requests for help and unburden the physiotherapist. On the other hand, involvement without a specific referral can be interpreted as a proxy of the usual involvement of the physiotherapists within the multidisciplinary team. Moreover, evidence for the effect of physiotherapy in long-term care is moderate. Effects of physical rehabilitation for long-term care residents appear to be quite small and may not be applicable to all residents. There is also insufficient evidence that improvements sustain or which interventions are most appropriate [ 21 ]. However, conclusive scientific evidence does not do justice to the personal character of good care in nursing homes.

Traditionally, physiotherapy is examined from a theoretical framework, in which improving physical outcome measures (e.g. strength, endurance, balance, walking speed) or pain reduction serve as a starting point. The assessed outcome measures are often irrelevant to physiotherapy in long-term care. In addition, the interventions studied mostly concern standard programmes in heterogeneous research populations [ 21 ]. This is not in accordance with daily practice in a nursing home where individual situations strongly differ, and where physiotherapists are involved in unique and complex care problems [ 22 ].

Physiotherapists are mainly focused on optimizing daily life by considering the residents’ possibilities to maintain (or improve) daily functioning. Based on the expected possibilities of the resident, the physiotherapists can give exercise therapy in order to reach an achievable goal. However, in their daily work they do much more than just give exercise therapy. On the basis of extensive observations of residents in daily life, they formulate advices on a variety of issues relating to mobility, posture, and movement dysfunctions. Physiotherapists largely integrate the therapy into everyday life. There they are in close contact with the family and the nursing staff. They constantly work in close contact with the other members of the multidisciplinary team. The multidisciplinary approach, in which the physiotherapist plays a unique role, has been found important in an international Delphi study on the assessments and management of geriatric syndromes [ 23 ].

Nursing home residents often suffer from multi-morbidities and geriatric syndromes [ 24 ]. Geriatric syndromes involve multiple organ systems and represent clinical conditions that share underlying causative factors [ 25 , 26 ]. Examples of geriatric syndromes include incontinence, cognitive impairment, falls, impaired mobility, malnutrition, weight loss and functional decline [ 27 , 28 , 29 ]. In a recent study in over 12,000 nursing homes in the United States researchers analysed data from various databases, such as annual state inspection surveys and certification processes. They studied the relationship between physiotherapy/occupational therapy staffing levels and a number of quality indicators. Such as: the percentage of residents requiring more help in their activities of daily living since the last quality measurement; the percentage of residents with severe fall injuries; the percentage of residents with moderate to severe pain; pressure spots; a physical restraint; anxiety or depression; incontinence; a catheter; urinary tract infection; weight loss. This study found that nursing homes that had the highest physiotherapy/occupational therapy staffing level, were on average, independently of the nursing staff level, associated with more favourable performance scores on the quality measures, compared to facilities with lower staffing levels [ 14 ].

This is in line with the physiotherapists’ opinions in our study. Physiotherapists provide benefits to residents in certain quality domains that nursing staff have less of an influence on. Livingstone et al. (2019) do not distinguish physiotherapy from occupational therapy [ 14 ]. Also in our study physiotherapists and occupational therapists work closely together, and there is a large degree of overlap between physiotherapy and occupational therapy. Therefore, it’s difficult to demarcate the professional domain and role.

The fact that there are differences in the way of working between physiotherapists, and in staffing levels between organisations may be due to the fact that there seems to be a lack of efficient documentation processes (e.g. information technology programs) and use of evidence-based benchmarks to monitor physiotherapy services. A recent systematic review aimed to consider how physiotherapy services were documented and monitored in nursing homes found that none of the included studies provided data on this topic [ 12 ].

A strength of this study is that in formulating the cases, we took into account the heterogeneity of the nursing home population. As a result, we think we have covered the care and health problems in long-term care quite well.

A potential limitation of this study is that the context is specific to Dutch nursing homes. However, we think that our results are also relevant for other countries. Because physiotherapy in nursing homes is not a typical Dutch service. Worldwide there is attention for the benefits of physiotherapy in falls prevention, pain management, improvement in physical performance, well-being, and functional ability, on pressure ulcer management in nursing homes [ 6 , 30 , 31 , 32 , 33 ].

Another potential limitation of this study is that there may be some selection bias. From the 72 physiotherapists that had signed up to participate, 46 returned a completed questionnaire. However, since the answers were very diverse and the therapists worked in different organisations and differed in years of experience and age, we think that we surveyed a reasonably diverse group of therapists.

Furthermore, we only asked the physiotherapists’ opinions. We have no information about the staffing levels and opinions of the other members of the multidisciplinary team. Since there is some overlap between the different disciplines, especially with occupational therapy, there is no clear difference between what does and doesn’t belong to the domain of physiotherapy. Besides, physiotherapists’ involvement could be influenced by the availability of other health professionals involved in each nursing home. For example, when movement therapists or occupational therapists are not available, physiotherapists are more likely to be involved in specific or unusual activities. We don’t have data about the number of other health professionals nor about the ratio of physiotherapy staffing levels and other professionals’ staffing levels.

Insufficient evidence that training effects sustain for nursing home residents [ 21 ] can be used by managers and policy makers as an argument that physiotherapy has no value in long-term care. However, our study shows that active exercise therapy is only a part of physiotherapy in nursing homes. Although, hardly any research has been done into all the other tasks and activities that physiotherapists perform in long-term care [ 12 ], the benefits seem quite clear. Managers and policy makers should take this into consideration when they have to weigh staffing levels and reimbursements of physiotherapy in nursing homes against quality of care.

Differences in insight can be addressed if the professional group records a shared vision in a quality standard. This should describe what they do and how they want to work, together with evidence-based support. This can help physiotherapists to work more consistently. It can also serve as a guide to explain to nursing home residents and their family members what they can expect from a physiotherapist. Furthermore, a standard can also help in negotiating staffing levels and reducing large differences between institutions.

In conclusion, physiotherapists in nursing homes are involved in the prevention and management of different care and functional problems. The way in which they are involved differs between physiotherapist. Aiming for more uniformity seems necessary in order to strengthen the position of physiotherapists in nursing homes.

Availability of data and materials

The dataset used and analysed in this study is available from the corresponding author on reasonable request.

Abbreviations

Activities of daily living

University Network for the Care sector Zuid-Holland

Passivity of Daily Living

behavioural and psychological symptoms in dementia

Sensory Integration

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Acknowledgements

The authors wish to thank Sandra Kurver Viergever, Liset Verhoeff and Susan Dekker for their support and contributions to the design of the study.

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1 Research Centre Innovations in Care, Rotterdam University of Applied Sciences, Rotterdam, The Netherlands. 2 Department of Physiotherapy, Aafje Nursing Homes, Rotterdam, The Netherlands. 3 Department of Public Health, Erasmus University Medical Center, Rotterdam The Netherlands. 4 Department of Physiotherapy, Laurens Care Center, Rotterdam, The Netherlands. 5 Department of Physiotherapy, Swinhovegroep, Zwijndrecht, The Netherlands. 6 Pain in Motion Research Group (PAIN), Department of Physiotherapy, Human Physiology and Anatomy, Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Brussels, Belgium.

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SS, AN, and HO designed the study; SS collected and analysed data, and prepared the manuscript; AN contributed to manuscript writing; HO was involved in the data analysis, and contributed to manuscript revisions; LV was involved in interpretation of findings, and manuscript writing; MG contributed to manuscript revisions. All authors have read and approved the final manuscript.

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Sterke, S., Nascimento da Cunha, A.P., Oomen, H. et al. Physiotherapy in nursing homes. A qualitative study of physiotherapists’ views and experiences. BMC Geriatr 21 , 150 (2021). https://doi.org/10.1186/s12877-021-02080-6

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Toward scientific dissemination of undergraduate thesis in physical therapy programs – a cross-sectional study

Guilherme s. nunes.

1 Department of Physical Therapy and Rehabilitation, Federal University of Santa Maria, Av. Roraima, 1000, Santa Maria, RS Postal Code97105-900 Brazil

Samantha L. Adami

Maitê m. pellenz, daniela rigo, rafael a. estivalet, ane priscila diel, inaihá laureano benincá.

2 Department of Health Sciences, Federal University of Santa Catarina, Araranguá, SC Brazil

Alessandro Haupenthal

Associated data.

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

The execution of undergraduate thesis is a period in which students have an opportunity to develop their scientific knowledge. However, many barriers could prevent the learning process. This cross-sectional study aimed to analyze the scientific dissemination of results from undergraduate theses in physical therapy programs and verify the existence of barriers and challenges in the preparation of undergraduate thesis. Second, to investigate whether project characteristics and thesis development barriers were associated with the dissemination of undergraduate thesis results.

Physical therapists who graduated as of 2015, from 50 different educational institutions, answered an online questionnaire about barriers faced during the execution of undergraduate thesis and about scientific dissemination of their results.

Of 324 participants, 43% ( n  = 138) of participants disseminated their results, and the main form of dissemination was publishing in national journals (18%, n  = 58). Regarding the barriers, 76% ( n  = 246) of participants reported facing some difficulties, and the main challenge highlighted was the lack of scientific knowledge (28%, n  = 91). Chances of dissemination were associated with barriers related to scientific understanding and operational factors, such as the type of institution, institutional facilities, and involvement with other projects.

Scientific knowledge seems to be a determining factor for the good development of undergraduate theses. In addition, it is clear the need to stimulate more qualified dissemination that reaches a larger audience. Changes in operational and teaching factors may improve the undergraduate thesis quality. However, the importance of rethinking scientific education within physical therapy programs draws attention.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12909-021-03087-8.

Undergraduate scientific education is fundamental to stimulate critical thinking, teach how to properly absorb and analyze information, and prepare future health professionals to apply that information in clinical practice [ 1 , 2 ]. The preparation of an undergraduate thesis (also known as final paper, degree project, bachelor’s thesis, undergraduate dissertation or research project) is perhaps the most direct interaction students have with scientific education [ 3 ]. Most undergraduate health programs require students to write an undergraduate thesis [ 4 – 6 ]; therefore, one may infer that undergraduate students contribute a considerable amount of knowledge each year. However, this rarely translates to knowledge dissemination [ 7 – 11 ]. Previous research has demonstrated that the proportion of dissemination in medical and dental undergraduate programs ranges from 17 to 23% [ 6 , 8 , 9 ]. The extent to which undergraduate thesis results are disseminated scientifically in other health programs, such as physical therapy programs, is uncertain.

Undergraduate theses should not be written with the intention of being published in scientific journals. The process is more essential than the outcome. However, scientific dissemination is an important aspect of the learning process, and knowledge of scientific communication is as fundamental as methodological exercise [ 12 , 13 ]. Qualified publication is also considered to reflect research project success [ 6 , 10 , 14 ], and the small proportion of dissemination may indicate concerns throughout the development of undergraduate theses. The problem is that there is a paucity of research on potential barriers to undergraduate thesis development from the perspective of health students [ 15 ]. The study by Frishman [ 15 ] described the experience of an education institution in the development of undergraduate theses. From 69 students, 32% of them reported having some difficulty in completing their projects, with the main difficulty being the limited time allotted for the project preparation [ 15 ]. Nonetheless, the study included a small number of participants and a high proportion of non-responders (43%) [ 15 ]. The identification of potential obstacles and barriers in developing undergraduate theses and disseminating their results could facilitate the implementation of educational strategies aimed at improving scientific skills. Furthermore, challenges in undergraduate thesis development could lead to perspective changes; students may view the undergraduate thesis as an obstacle to obtaining a bachelor’s degree rather than a learning opportunity [ 16 ]. Barriers may also lead to the execution of research with low methodological quality, obstructing more qualified scientific dissemination, or there may be little incentive for those results to go beyond the limits of the university center.

Study goal and the conceptual framework

This cross-sectional study aimed to analyze the scientific dissemination of results from undergraduate theses in physical therapy programs and verify the existence of barriers and challenges in the preparation of undergraduate thesis. Second, to investigate whether project characteristics and thesis development barriers were associated with the dissemination of undergraduate thesis results.

Our conceptual framework was centered on the need to improve scientific dissemination [ 17 ] and the lack of scientific education in undergraduate programs [ 18 – 21 ]. Most undergraduate programs have low specialized science teaching workloads in the curricula, therefore students’ development of scientific skills is likely to depend on their participation in laboratory activities or the pursuit of extra-class courses on the subject [ 19 , 22 ]. Therefore, we can consider the development of undergraduate theses that are crucial for building scientific skills, and a constructive alignment should be applied [ 23 ]. In this approach, students interact through their own schemata with teachers’ set up learning environment and are assisted during the project development while being continuously assessed with regard to the intended outcomes. The association of the constructivist methodology with a stimulus to disseminate undergraduate thesis results has the potential to transform students from knowledge consumers to knowledge producers. They transition from the role of a passive receiver of information with a pre-built and embedded meaning from one direction to an individual with a background to think critically and independently, aligning knowledge with reality demands towards new meanings. It is also important to determine what reasons may prevent adequate undergraduate thesis development so that specific educational programs can be established to enhance knowledge dissemination and translation. Based on previous research, we can infer that universities are forgetting a large amount of new knowledge, leading to a waste of resources, unnecessary duplication, and selective publication [ 24 ]. Although some solutions have been proposed to promote undergraduate publication [ 6 , 25 – 27 ], their effectiveness is debatable, given the low proportion of dissemination [ 6 , 8 – 11 ]. The effectiveness of educational programs will likely be improved by understanding the barriers to undergraduate thesis development.

Study design

This was a cross-sectional study reported according to the recommendations of the STROBE ( Strengthening the Reporting of Observational Studies in Epidemiology ) checklist for cross-sectional studies [ 28 ].

Participants

To be included in the study, the participants had to be physical therapists who graduated in Brazilian higher education institutions. Participants who graduated before 2015 were excluded. This criterion was adopted to uniform the sample in terms of time to disseminate the undergraduate thesis results. The sample size was calculated using: n = (Z 2 P (1–P))/d 2 , where n is the sample size, Z indicates the confidence level, P is the expected prevalence, and d is the precision [ 29 – 31 ]. Thus, considering Z  = 1.96, d  = 5%, and P deriving from a pilot study with twenty participants indicating the proportion of people who disseminated their results as 30%, the calculation indicated that at least 323 participants would be necessary to guarantee the reliability parameters. The study was approved by the human research ethics committee of Federal University of Santa Maria (registration number CAAE 41348620.6.0000.5346), and consent was obtained from all participants.

The questionnaire was disseminated through social media posts and emails addressed to alumni by educational institutions. The questionnaire was completed by means of voluntary participation. Data collection was carried out from February to August 2021. Participants were given a link to an online questionnaire (Google Forms tool - Google LLC, Mountain View, CA, USA), that had to be completed just once. For those who answered more than once, only the most recent response was considered.

Questionnaire

The authors created a preliminary version based on an extensive literature review and records from focus groups [ 32 ]. The focus group comprised the authors, recently graduated physical therapists, and undergraduate students working on their undergraduate theses [ 33 ]. The questionnaire included closed and open-ended questions with multiple-choice answers, as well as including blank spaces for participants to elaborate the answer. After a panel of experts evaluated the preliminary version for content validity and then, 30 physical therapists and students answered the questionnaire to assess clarity and understanding of the questions. No change was made because the participants did not indicate any clarity or understanding faults.

The final version of the questionnaire (Additional file 1 ) contained questions on:

• (i) Participant characteristics : age, graduation year, type of educational institution (public if funded by the government, private if funded by for-profit organizations), and current education level.
• (ii) Undergraduate thesis characteristics : theme, advisor education level, and involvement of undergraduate thesis projects with other projects.
• (iii) Scientific dissemination : participants were asked whether they voluntarily disseminated the results of their undergraduate thesis. If so, participants were required to describe the forms of dissemination; otherwise, they had to describe the reasons for the non-dissemination. Participants were advised to consider scientific dissemination as the publication of the results obtained on any means of communication that reached people outside the group participating in the production [ 12 , 34 ].
• (iv) Experience and perceptions : participants were required to mention any possible difficulties and barriers in the execution process of undergraduate thesis.

Data analysis

The answers were analyzed descriptively using frequencies, percentages, and absolute values. To explore the nature of the relationship between results dissemination and the undergraduate thesis characteristics and barriers, three backward stepwise logistic regression analyses were performed. A regression was applied for each of the following dependent variables: a) dissemination of results (yes/no), and publication in scientific journals in which an appropriate peer review process is expected – b) publication in international journals (yes/no); c) publication in national journals (yes/no). The following variables were used as potential predictors in all analyses: type of educational institution (public/private) and integration with other projects (yes/no). In addition, the following barriers with frequencies greater than 10% were also included in the analysis as possible predictors, analyzed as present or absent: lack of scientific knowledge, organizational difficulties, lack of time, lack of stimulus to develop a good undergraduate thesis, problems in the student-advisor relationship, lack of adequate facilities at education institutions, and absence of remarkable difficulties. Possible predictors were excluded from the model until the p -value for all remaining predictors was smaller than 0.05 [ 35 ]. The assumption of multicollinearity was met (tolerance > 0.68) and the inspection of standardized residual values revealed no outliers for dissemination analysis, 10 outliers for international publication analysis (standard residual = 3.72–4.31), and three outliers for national publication analysis (standard residual = 3.36). The outliers were kept in the dataset due to low influence on the models and results. The analyses were conducted using SPSS version 26 (IBM Corp., Armonk, NY, USA).

We received 415 responses, of which one was from a person who did not consent to participate, 52 from physical therapists who completed their undergraduate program before 2015, and 38 were duplicate responses. Nonresponses were not observed among the valid responses. Hence, 324 participants who graduated from 50 different higher educational institutions were included in the analyses. The characteristics of the participants and their undergraduate theses are presented in Table  1 .

Characteristics of participants and undergraduate theses ( n  = 324)

Abbreviation: SD standard deviation

In terms of scientific results from undergraduate thesis, 43% ( n  = 138) of participants claimed to have disseminated their results, while 57% ( n  = 186) claimed to have done no dissemination (Fig.  1 ). The main reasons for the non-dissemination were lack of time ( n  = 81), lack of stimulus to disseminate their results ( n  = 67), and the belief that the results were not good enough to be disseminated ( n  = 48) (Fig. ​ (Fig.1 1 ).

Dissemination of results from undergraduate thesis

Regarding the barriers to develop undergraduate theses, 76% ( n  = 246) of the participants reported facing some difficulties, while 24% ( n  = 78) reported having no remarkable difficulty (Fig.  2 ). The main challenges highlighted were the lack of scientific knowledge (28%, n  = 91), organizational issues (23%, n  = 74), lack of time available to develop the project (23%, n  = 73), lack of stimulus to develop a good undergraduate thesis (16%, n = 73), problems in the student-advisor relationship (16%, n  = 51), and inadequate facilities at educational institutions (15%, n  = 47) (Fig. ​ (Fig.2 2 ).

Barriers faced during undergraduate thesis development

The logistic regression results showed that scientific dissemination was associated with attending to undergraduate programs at public institutions (odds ratio [OR] = 3.13, 95% confidence interval [CI] 1.80 to 5.42), not having faced problems in the student-advisor relationship (OR = 3.93, 95% CI 1.81 to 8.52), not having had motivational problems to develop a good undergraduate thesis (OR = 2.27, 95% CI 1.09 to 4.70), and the time for dedication not being an issue (OR = 2.10, 95% CI 1.17 to 3.76) (Table  2 ). Publishing the results in international journals was associated with attending to programs at public institutions (OR = 7.14, 95% CI 1.63 to 31.36), facing no remarkable difficulty while executing the undergraduate thesis (OR = 5.31, 95% CI 2.12 to 13.28), and the education institution having good facilities (OR = 3.76, 95% CI 1.91 to 11.90) (Table ​ (Table2). 2 ). In turn, publishing in national journals was associated with the absence of problems in the student-advisor relationship (OR = 4.92, 95% CI 1.46 to 16.62) and carrying out a project exclusively for the undergraduate thesis (OR = 2.21, 95% CI 1.22 to 4.03) (Table ​ (Table2 2 ).

Logistic regression results for the analysis of chances to result dissemination

Abbreviation: OR odds ratio, CI confidence interval, SE standard error

a For this analysis, participants with international publications were excluded ( n  = 294)

Although 43% of the sample disseminated their results, only 9% published in international journals and 18% in national journals. Our results revealed that physical therapists experienced relevant barriers throughout their undergraduate thesis execution, which likely contributed to the low rate of qualified scientific dissemination. Relative to the secondary objective of this study, it was possible to identify that having a good student-advisor relationship, attending a public institution, receiving stimulus to build a good project, and having time to conduct the study were all associated with the dissemination of results. Having a good student-advisor relationship and an exclusive project for the undergraduate thesis increases the chances of dissemination for a national article. In turn, being part of a public institution, not facing major difficulties in developing the project, and having an adequate structure to conduct the research were the factors associated with international publication.

Previous studies in medical programs reported that the proportion of dissemination of undergraduate thesis ranges from 11 to 33% [ 6 , 8 – 11 ] and master’s thesis results were published by 22 to 30% of the students [ 36 , 37 ]. A higher proportion of dissemination was observed in physical therapy master’s programs, ranging from 45 to 54% [ 38 , 39 ]. In terms of general dissemination, our study presented a similar dissemination proportion to previous studies (43%). However, if we consider only international publications, we can see that our percentage is relatively low (9%). Nevertheless, we may conclude that degree project results are poorly disseminated, and their visibility should be improved. Few research, involving health undergraduate students, has been conducted on the challenges to completing an undergraduate thesis [ 15 ]. Studies have been conducted on the participation of undergraduate medical and dental students in research activities, and the related barriers are similar to those reported in this study, such as lack of knowledge [ 40 ], lack of time [ 41 ], and issues in the student-advisor relationship [ 42 ]. The literature covers various aspects related to scientific publication [ 11 , 43 , 44 ], but specific factors related to undergraduate thesis have received little attention. The most important factors related to publication seem to be having adequate facilities and receiving grants to conduct research [ 43 , 44 ].

Our results are limited due to methodological factors. Only physical therapists who graduated in Brazilian institutions were included, which may limit the results to this group. However, this study is a pioneer in investigating the factors that influence the execution of undergraduate theses in physical therapy programs, and other countries may present similar barriers. Another limitation could be the large number of participants who graduated from public universities, which may have influenced the results. In any case, our results may be seem as an appropriate reflection of undergraduate physical therapy programs and their relationship with scientific education. In addition, our analyses included a few participants classified as outliers. We observed that maintaining outliers in the dataset had a minimal impact on the consistence of the regression models.

The primary means of dissemination among the participants was national journals and congresses, limiting the information to a domestic or Portuguese speaking audience. We are not claiming that the focus of scientific dissemination should be publishing in international journals. The existing scientific publication model is neither ideal nor a synonymous with appropriate far-reaching scientific dissemination, and other means of communication are also important and may reach an even wider audience [ 45 ]. However, the editorial process of peer-reviewed scientific journals ensures greater reliability of the information because the content is assessed before it is published [ 46 , 47 ]. When much disinformation is disseminated [ 48 , 49 ], techniques such peer review bring a higher level of security [ 50 ].

Barriers and difficulties are a part of the learning process and execution of any academic work [ 51 ], including undergraduate thesis writing, as observed in this study. A finding that draws attention is that over one-fourth of the participants reported a lack of scientific knowledge. This may reflect issues in scientific education throughout programs, and students may be hesitant in executing research projects without strong theoretical foundations [ 52 ]. Besides the increase in the workload dedicated to the development of scientific skills, the literature offers further recommendations for improving scientific learning in undergraduate programs [ 18 – 21 ]. For instance, active student engagement in knowledge building appears to be a determining factor [ 18 , 20 , 21 ]. Teachers should shift their focus from teaching specific scientific methodologies to a form of teaching that encourages scientific reasoning [ 18 , 20 , 21 ]. Scientific education does not need to be limited to “scientific bases” or “evidence-based practice” courses. Instead, scientific themes could be incorporated into each course and the activities that compose the curriculum.

By gaining scientific skills to overcome the main identified barrier, other obstacles may be resolved. The ignorance on the foundations of scientific processes may lead to problems in scientific planning, such as the formation of scientific questions that do not correspond to the academic realities of students or institutions. Students who do not perform proper planning may involve themselves in difficult-to-execution projects, which will entail organizational challenges, the need to dedicate more time, and, finally, a sense of discouragement, interfering in the relationships with their advisors. Moreover, motivating students by demonstrating the importance of an undergraduate thesis and making them feel emotionally connected to the work may be fundamental [ 52 ]. A point that reinforces the importance of working out the difficulties is that participants who did not face remarkable difficulties were approximately five times more likely to publish their results in international journals.

Operational issues were also related to disseminating results and requiring the attention of teachers and educational institution managers. Institutions with a lack of structure reduce the chances of being published in international journals. However, the most important operational factor seems to be the type of educational institution, as studying at a public institution increased the probability of publishing in an international journal by seven times. This may reflect the Brazilian scientific reality, where public education institutions are the primary research centers, concentrate the majority of graduate programs, and receive considerably more investments for research than private institutions [ 53 , 54 ], all of which are important factors for scientific production [ 44 , 55 ]. This suggests that private institutions should reconsider the role of research in their programs, and public investment in scientific production institutions should be raised or maintained to support scientific growth and knowledge generation [ 56 , 57 ].

Undergraduate thesis development is a form of active learning in which students practice the skills such as writing, thinking and argumentation, as well as clinical skills [ 2 , 58 ]. Teachers and advisors should abandon a strategy centered on knowledge transmission and regard undergraduate thesis as a project conducted by and for students. Consequently, the process becomes more dynamic, oriented on students, and implementing an adaptive form of learning in accordance with students’ request [ 59 ]. In addition, if we approach this process as a means to connect clinical practice with research, we may aid knowledge transfer from universities to everyday professional practice [ 60 ]. Accordingly, teachers and advisors must provide the necessary assistance to overcome the barriers identified in this study, thereby improving the learning potential [ 58 ].

The present study highlights the vast amount of new knowledge that exist within university walls. Educational institutions’ managers and advisors should encourage the dissemination of undergraduate thesis results by publicizing university activities and collaborating with building stronger literature. Furthermore, the importance of scientific education becomes evident, as this may facilitate the execution of undergraduate theses and, consequently, expand the transmission of new knowledge. Future research could promote various educational programs and methodologies centered on scientific teaching and evaluate their impact on different aspects of undergraduate thesis execution, such as barriers to execution and rate of dissemination. Even though publication of the results does not necessarily reflect what students have learned or developed, we can better understand how different factors influence this output by comparing practices that led to published and unpublished research projects in order to implement educational strategies that enrich students’ and advisors’ experience.

The results of the undergraduate thesis of physical therapy programs were disseminated by less than half of the participants, with most common method of dissemination being publication in national journals. The majority of participants reported that they faced difficulties in executing their undergraduate thesis, with a lack of scientific knowledge being the main barrier. Public educational institutions, an absence of remarkable difficulties, a friendly relationship between students and advisors, educational institutions with adequate facilities, projects exclusively designed for the thesis, motivated students, and available time to dedicate for project execution were all associated with scientific dissemination of results from the undergraduate thesis of physical therapy programs.

Acknowledgements

The authors would like to thank the Federal University of Santa Maria for the financial support.

Abbreviations

Authors’ contributions.

GSN and AH were responsible for the study conceptualization and methodology; GSN, SLA, MMP, DR, RAE, APD, ILB and AH validated the study design; SLA, MMP, DR, RAE, APD, and ILB were responsible for the data collection; GSN and AH were responsible for the formal analysis of the dataset; GSN, SLA, MMP, DR, RAE, APD, ILB and AH were responsible for writing the original draft; GSN, SLA, MMP, DR, RAE, APD, ILB and AH were responsible for the review and edit of the original draft; GSN and AH supervised the project. The authors read and approved the final manuscript.

This work was supported under public notices 005/2021 (FIPE - JÚNIOR/UFSM; scholarship to Ane Priscila Diel) and PRPGP/UFSM 021/2021.

Availability of data and materials

Declarations.

This study was approved by the Human Research Ethics Committee of Federal University of Santa Maria (register number CAAE 41348620.6.0000.5346). Consent was obtained from all participants. All methods were carried out in accordance with relevant guidelines and regulations.

Not applicable.

The authors declare that they have no competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Home > FACULTIES > Physical Therapy > PT-ETD

Physical Therapy Theses and Dissertations

This collection contains theses and dissertations from the Department of Physical Therapy, collected from the Scholarship@Western Electronic Thesis and Dissertation Repository

Theses/Dissertations from 2024 2024

The Signs and Symptoms of Discogenic Low Back Pain , Joe J. Putos

Theses/Dissertations from 2023 2023

Depression as a Prognostic Factor for Lumbar Spinal Stenosis Outcomes , Ariel M. Morales

Theses/Dissertations from 2022 2022

Adaptation with Injury, Family Role Responsibilities, & Social Support After Distal Radius Fracture (DRF) , Hajra Batool

Investigating Mechanobiology in Knee Osteoarthritis using High Tibial Osteotomy , Jenna M. Schulz

Theses/Dissertations from 2021 2021

Consideration of Executive Functioning for Physiotherapy Rehabilitation: Studies of Physiotherapists’ Knowledge, Normative Data, and a Practice Application , Nicole A. Guitar

Theses/Dissertations from 2016 2016

Optimizing the Composition and Delivery of Assessment and Treatment Following Distal Radius Fracture , Michael L. Szekeres

Development and Initial Validation of Novel Multi-Planar Neck Strength Assessment and Neuromuscular Training Protocols , Theo H. Versteegh

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How Do I Write My PTCAS Essay (Personal Statement)?

The PT School application process is challenging, to say the least. But, it’s incredibly rewarding, because at the end of this process you’ll be on your way to starting your career and getting your dream job as a physical therapist.

One of the most important parts of the PT School application process is the personal statement , or the essay . Each year, the Physical Therapy Centralized Application Service ( PTCAS ) sets a specific prompt for the personal statement. This personal statement is submitted to every school to which you apply. In short, it’s a chance for you to set yourself apart from the other applicants. So, how do you write your PTCAS essay ? Let’s dive in to learn more about this part of the application process, and learn more about our services to help you with your personal statement here !

What is a Personal Statement?

A Personal Statement is an essay that explains your background and allows you to describe yourself. It’s a common requirement for graduate schools and jobs, so it’s especially important for you to use the personal statement to explain why you want to pursue this opportunity.

A Personal Statement can be a general description of yourself or it can answer a specific prompt . It’s common for graduate schools to ask specific questions for the Personal Statement.¹ In this case, the Personal Statement is a chance for you to show the admissions committee who you are beyond the data in your application . In an essay format, you can expand upon your character, goals, and background, allowing the admissions committee to get to know you.

What Should I Know About a Physical Therapy Personal Statement?

PTCAS Personal Statement prompts can vary in topics, but ultimately they touch on the physical therapy profession. It’s important that you answer the PTCAS question in your essay. But you should also view this as an opportunity to describe yourself to the admissions committees. Keep in mind that these committees are reviewing hundreds, or even thousands, of applications each year. Use this opportunity to set yourself apart .

In your essay, you should explain why you want to become a physical therapist, but try to avoid using a common reason such as “I want to help people.” Show the admissions committee your passion for physical therapy and prove to them why you belong in physical therapy school and why you’re going to become a great physical therapist.

Above all, remember that through the 4,500 characters in your essay, you’re not just telling the admissions committees who you are… you’re showing them.

Contact us today with any questions or for help with your PT school personal statement!

Lab P. The Personal Statement // Purdue Writing Lab. Purdue Writing Lab. https://owl.purdue.edu/owl/job_search_writing/preparing_an_application/writing_the_personal_statement/index.html. Published 2020. Accessed July 26, 2020.

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Rehabilitation Sciences Theses & Dissertations

Theses and dissertations published by graduate students in the Department of Rehabilitation Sciences, College of Health Sciences, Old Dominion University, since Fall 2016 are available in this collection. Backfiles of all dissertations (and some theses) have also been added.

In late Fall 2023 or Spring 2024, all theses will be digitized and available here. In the meantime, consult the Library Catalog to find older items in print.

The School of Rehabilitation Sciences was formerly the School of Physical Therapy & Athletic Training.

Theses/Dissertations from 2024 2024

Thesis: Reliability of Popliteal Artery Flow-Mediated Dilation in the Seated Position , Taskina Akhter

Theses/Dissertations from 2023 2023

Dissertation: Salivary MicroRNA as a Concussion Biomarker and the Implications for Athletic Trainers' Practices , Thomas Richard Campbell

Thesis: Age, Lower Extremity Muscle Strength, and Running Biomechanics in Healthy Female Recreational Runners , Heather McConchie Hamilton

Dissertation: Teaching Social Determinants of Health in Physical Therapist Professional Education Programs: Exploring Curricular Approaches and Examining an Assessment Tool , Emily Jordan Hawkins

Dissertation: Biomechanical Adaptations While Performing Bilateral Drop Landings With a Unilateral Ankle Tape Application , Eric Daniel Jenkins

Dissertation: Age-Related Differences in Motor Performance , Jessica Anne Prebor

Theses/Dissertations from 2021 2021

Dissertation: Identification of Opportunity Barriers and Supports for Individuals Using Augmentative and Alternative Communication (AAC) and Stakeholders , Meredith K. Gohsman

Dissertation: Identification of Chronic Postural Stability Impairments Associated With History of Concussion , Nicholas Reilly

Dissertation: Injury-Related Fear in Individuals with Chronic Ankle Instability , Ashley Marie Brawford Suttmiller

Theses/Dissertations from 2020 2020

Dissertation: An Investigation of the Effect of Chewing on Rhythmic Motor Tasks , Brittany S. Samulski

Theses/Dissertations from 2019 2019

Dissertation: The Impact of Anterior Cruciate Ligament Reconstructive Surgery on Neuromotor Function , Cortney Noel Armitano

Theses/Dissertations from 1999 1999

Thesis: Abnormal Electrical Potentials in Lower Limb Muscles After Ankle Sprain Grades I, II and III , Talal A. Al-Shatti

Thesis: The Comparison of Gait Characteristics Between Older Adults Who Do Tai-Chi Chuan and Older Adults Who Do Not Do Tai-Chi Chuan , Shu-Ya Chen

Theses/Dissertations from 1998 1998

Thesis: The Effect of Floor Sitting Posture on Low-back Pain, Knee Pain and Hip Pain Among Kuwaiti Men , Sameera H. Al-Jedi

Thesis: Patellofemoral Joint Compressive Forces During Backward and Forward Running at the Same Speed , Hesham N. Alrowayeh

Thesis: The Effect of Jogging on Anterior Knee Laxity After Anterior Cruciate Ligament Reconstruction , Fawzi F. Bouzubar

Thesis: Comparison of the EMG Activity of the Supraspinatus and Infraspinatus Muscles During Various Closed Chain Exercises , I-Chen Lin

Thesis: Reliability of the Dynamic Gait Index in Vestibular Disorders , Diane M. Wrisley

Theses/Dissertations from 1997 1997

Thesis: Windlass Taping Technique for Symptomatic Relief of Plantar Fasciitis , Beth Anne Ernst

Thesis: Changes in Spinal Height Supine and Walking in Subjects with and without Lower Back Pain , Dave Gregory

Thesis: Reliability of the Saunders Electronic Inclinometer for the Assessment of Lumbar ROM , Melanie C. Maneval

Thesis: Reliability of the Modified-Modified Schober Method of Measuring Lumbar Range of Motion , Mira H. Mariano

Theses/Dissertations from 1996 1996

Thesis: The Relationship of Foot Types to Pressure Distribution Patterns of the Forefoot During Gait , Hui-Ji Fan

Theses/Dissertations from 1995 1995

Thesis: Data on Gait Characteristics of Four, Five, and Six Year Old Children Using Three Dimensional Video Motion Analysis , Donna Soave Nichols

Theses/Dissertations from 1994 1994

Thesis: Correlation Between Hamstring Spasticity and Range of Motion and Selected Gait Parameters in Pediatric Clients with Spastic Diplegia , Erin McCain Glace

Thesis: Investigation of the Relationship Between Pelvic Tilt and Unilateral Sacroiliac Pain , Beth-Anne Moody Jones

Theses/Dissertations from 1992 1992

Thesis: F Response Frequency for the Median and Ulnar Nerves in a Normal Population , Patricia J. Killea

Thesis: The Effects of Orthopaedic Surgery and Dorsal Rhizotomy on Selected Gait Characteristics of Cerebral Palsy Children , Danielle M. Lanoue

Theses/Dissertations from 1991 1991

Thesis: Reliability of Assessment of Postural Control in the Sitting Position in the Hemiplegic Subjects by use of a Functional Reach Task , Karen Dreher Carter

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Enjoy a completely custom, expertly-written dissertation. Choose from hundreds of writers, all of whom are career specialists in your subject.

Best 60 Physical Therapy Research Topics

Physical therapists specialize in improving the quality of life through movements by prescribed physical exercise, care, and education of patients. They diagnose and treat people of various ages, from adults to small children and even older patients.

Different individuals suffer injuries, disabilities, and all other physical conditions that require hospitalization or treatment. Physical therapists are responsible for nursing these people back to health and individuals who want to become even healthier and prevent physical complications in the future.

They carry this out by examining each patient and creating a treatment plan to improve movement ability and reduce or manage pain, prevent disability, and gradually restore normal mobility functions. Physical therapists are sometimes underrated, but they can affect profound positive changes in people’s lives.

To ensure the best treatment outcomes, it is essential for physical therapists to stay updated with the latest research and advancements in the field. If you’re in need of assistance in exploring physical therapy research topics or require support in writing your thesis, consider reaching out to professional experts who can help you. With their expertise, they can guide you in selecting relevant research topics and provide valuable insights to enhance your thesis.

Physical therapy research topics aid and guide physical therapists to help people achieve a better style and standard of healthy living. By seeking professional assistance, such as writing services that offer “ write my thesis ” support, you can ensure that your thesis reflects the latest research and contributes to the field of physical therapy.

What Are Some Physical Therapy Research Topics?

Physical therapists practice across different works of life. Significant examples are schools, workplaces, clinics, hospitals, sports environments, and nursing homes. The demand for physical therapies differs in various regions of the world. In countries or nations with a higher and older population, the need for physical therapists is ever increasing.

Research topics for physical therapy provide insight into the various ways and methods of fulfilling healthy living through physical therapy and fitness. These topics can range from research education to health administration and consultation. Fundamentally, physical therapy is given as a means of primary care or in addition to other medical services.

In most countries, physical therapists also possess the authority to issue lifestyle routines and prescribe medications. Some research topics in physical therapy include;

• The systemic review of health promotion in physical therapy
• The influence of hip strength and core endurance on recurrent dislocations
• Influence of fatigue and knee kinetics
• Effects of fatigue of jumping and leg movement
• Role of physical therapists in health promotion
• The accuracy of sensors in the detection of kicks in young infants

Current Physical Therapy Research Topics

Current physical therapy research topics mostly dwell on the trending and impactful issues that presently concern the physical health and fitness of the general population. They compare previous experiences and formulate ideas and physical movement methods to improve individuals’ physical wellbeing.

Students can write research papers about the latest developments in the sector of physical therapy. Some of these research topics can even address current setbacks in the sector. Some good research topics for physical therapy currently being talked about include;

• Physical therapy for rheumatoid arthritis
• Physical therapy and mental health
• Physical therapy and Foucault
• The pain barrier and physical therapy
• Physical therapy for cancer patients
• A study of the benefits of physical therapy on physical and psychological health

Pediatric Physical Therapy Research Topics

Pediatric physical therapy research topics talk about topics that involve patients requiring pediatric care. These types of physical therapy topics encompass how physical therapy affects both mother and child. These topics are perfect for students who intend on specializing in pediatric physical therapy.

However, the choice of any subject in this category should principally depend on the students’ passion and interest and the instructions of the tutors in charge. Examples of pediatric research topics in physical therapy are;

• How does physical therapy impact a child?
• The significant differences between occupational therapy and physical therapy
• The function and features of pediatric therapy research
• Who is a pediatric physical therapist, and what is their obligation?
• Disparities between a physical therapy for children of different age ranges
• Is pediatric research for children with injuries vital?

Interesting Physical Therapy Topics

Interesting physical therapy topics lean towards those topics on physical therapy that pique the interest of individuals and are extensive in terms of providing specific and compelling information on various points of improved physical health. These physical therapy topics are often discussed and induce great anticipation and interest upon their explanation or study. Some exciting research topics on physical therapy are;

• The science of pain and physical therapy
• Compliance and consistency in physical therapy
• Significant signs of burnout in physical therapy
• Travel therapy: A form of physical therapy
• Physical therapists and their handling of musculoskeletal issues
• The science behind physical therapy

Hot Topics in Physical Therapy

To think up hot topics in physical therapy research, students should brainstorm or explore the available problems or developments. Potential ideas in physical therapy such as the issues affecting routine and the growth and development or success of physical therapy can be written and thoroughly examined to generate hot topics in physical therapy. Hot research topics for physical therapy students include;

• Interaction between physical therapists and mentally challenged patients
• Physical therapy for both mind and body
• Physical disability and its psychological impact
• Physical therapy as a means of empowerment for surmounting pain
• Abuse and tortured patients’ treatment in physical therapy
• The effect of slow-progressing physical therapy

Controversial Topics Physical Therapy

Controversial topics in physical therapy research concern methods and techniques used by physical therapy experts which are deemed ineffective and unnecessary. These topics have differing opinions on their efficacy and contribution to overall physical wellbeing. Some controversial physical therapy topics are;

• Is ultrasound effective in the diagnosis of sports injuries?
• The reason behind self-myofascial techniques
• Is icing a good treatment for physical injuries?
• The process of dry needling
• Is hemp-derived CBD successful in treating sport-related injuries?
• The most effective strategies for targeting neuro-musculoskeletal injuries.

Acute Care Physical Therapy Topics

This topic revolves around patients who require acute physical care due to the nature of their physical impairments. Some of these topics include;

• Treatment of bone and muscle disorders in the musculoskeletal system
• Walking analysis and kinetics
• Primary effects of physical therapy intervention in the cardiovascular system
• Physiological responses to the musculoskeletal system
• Secondary effects of physical therapy intervention in the pulmonary system
• Measurements and tests in physical therapy.

Physical Therapy Topics for Presentation

These physical therapy research topics can be employed for presentation purposes. They intensively explain some direct aspects of physical therapy. These physical therapy presentation topics include;

• Prevention and identification of injuries during physical therapy
• Acute care and assessment of sports injuries
• Education of athletes on injury prevention
• Treatment and techniques that speed up physical therapy
• Best processes for the rehabilitation and management of injuries
• The pharmacology of musculoskeletal systems.

Physical Therapy Research Paper Topics

Physical therapy research paper topics delve into the extensive explanation and research of physical therapy methods and techniques used to treat physical impediments or disorders. Some of them are;

• The musculoskeletal system’s response to the environment
• Mobility and joint functions in the body
• Exercise and the musculoskeletal system
• Practicing physical therapy: A professionals perspective
• The benefits of an effective physical therapy
• Similarities in occupational and physical therapy.

Get Your Physical Therapy Paper from Experts

To get physical therapy from experts, you simply need to identify efficient and trusted therapy platforms with experienced therapists to aid your recovery or improve your physical health. As a student, many professional writers can assist you in writing a therapy paper. Some physical therapy paper topics experts can help you to write on are;

• Code of ethics for physical therapy
• The roles which challenge physical therapists
• Rehabilitation guidelines for physical therapists
• Dimensions of physical therapy
• Ethical issues in the practice of physical therapy
• The relationship of patients and physical therapists

Conclusion 

Research papers on physical therapy essentially encompass health problems that make movement and daily tasks difficult for individuals. The principal reason for this is because physical therapy is about pain relief and physical rehabilitation. All the topics highlighted here can easily be used for research and paper writing.

If you’re pursuing a thesis in the field of physical therapy and find yourself in need of expert guidance, our reputable academic writing services available to write the thesis for you . DissertationTeam provide valuable assistance in crafting a well-researched and structured thesis. Professional writers with subject matter expertise can help you navigate the complexities of the research process, refine your ideas, and ensure that your thesis meets the highest academic standards. By seeking the support of our company and having us write the thesis for you, you can enhance your thesis writing experience and increase your chances of success.

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The Curly Clinician - Physical Therapy + Lifestyle

PTCAS: Personal Statement/Essays

December 23, 2017 Physical Therapy , Pre-PT , PTCAS & Planning

Welcome to the last #dptwiththecc post (*cue sad music*)

Today I will discuss PERSONAL STATEMENTS & SUPPLEMENTAL ESSAYS!

What is a personal statement.

Every year, PTCAS has an “essay” section. This is essentially your personal statement, even though it is not stated outright. The personal statement is your chance to really show your personality, so you want to make it count! If your grades or GRE scores aren’t the best, your essays could really set you apart, + take your application to the next level.

The question/prompt will be the same for everyone, and this is updated every few application cycles. Because the PTCAS application opens at the end of June/early July, PTCAS usually releases the prompt for the upcoming cycle on their Twitter and Facebook pages in the spring. This will give you time to start brainstorming and drafting your essay before the application even opens!

Past PTCAS Prompts :

• 2016-2017, 2017-2018 : “What is professionalism in the context of being a student in a doctor of physical therapy program?”
• 2018-2019, 2019-2020 : “Describe a meaningful experience in your life. Reflect on how that experience influenced your personal growth, such as your attitudes or perceptions.”
• 2020-2021 : “Every person has a story that has led them to a career. Since there are a variety of health professions that “help” others, please go beyond your initial interaction or experiences with physical therapy, and share the deeper story that has confirmed your decision to specifically pursue physical therapy as your career.”

In addition to the PTCAS essay, most programs require you to write supplemental essays . These are additional essays that will let the program know a little bit more about you. These essays could be long or short, depending on the program. When I applied, my program had 2 supplemental essays (1150 characters each). One essay asked about a life failure and how I overcame it, and another asked about my experience with diversity.

What should I write about?

Katie from My Road to PT has a GREAT blog, and in her post about essays, she comprised a list of some example topics + questions. They are listed below:

PTCAS Essay

• How have your life experiences shaped who you are?
• What observation experiences can you talk about?
• Are there any patients that have influenced you?
• How has an experience impacted how you want to want to practice physical therapy?
• Who are the most influential people in your life?
• When did you know that you wanted to be a physical therapist?
• When have you been on a team or worked in a group? How was the team approach better than working by yourself?
• Where do you see the field of physical therapy going, and how do you fit into that picture?
• What sort of physical therapist to you see yourself being?
• How would you treat your future patients?
• What dream goals do you have?
• What character traits are important to have as a physical therapist
• What experiences have strengthened those traits for you, or what traits are you currently working on?
• How has your time spent as a patient affected how you will be a physical therapist?
• Are there any specific therapists that you wish to be like, or any therapists that you don’t want to become?
• Why will you be valuable to this profession?
• Are you interested in teaching, research, owning your own business, traveling, working for a nonprofit, or volunteering in another country?

Autobiography Essay

• What challenges have you overcome in your life?
• What are some of your major accomplishments?
• Why do you want to be a physical therapist?
• What things have you done that helped you grow as an individual
• What activities have you participated in?
• Who are some influential people on your life?
• How have your family, friends, or peers shaped who you are today?
• How would other people describe you?
• What 5 words describe you the best?
• What character traits are important for a physical therapist to have? Do you have these traits, or how are you improving them?
• What is important to you?
• How will your experiences make you a successful physical therapy student/physical therapist?
• How did your upbringing shape your personality, and how will that make you a better physical therapist?
• How have your experiences led you to the physical therapy career instead of other health care careers?
• Is there a central theme about your life experiences?
• How can you contribute to the field of physical therapy and your future patients?

Diversity Essay

• Describe your life experience as it is related to your culture.
• Is it hard to understand others who are from a different culture?
• Do you have a culturally different perspective than your peers?
• Does your culture have a different set of health care beliefs, or have you encountered another culture with different beliefs?
• Have you had an experience in life where you felt like your culture created a barrier for you?
• Have you volunteered for an economically disadvantaged population?
• Do you have trouble relating to higher socioeconomic classes?
• Have your experiences helped you relate better to certain people?
• Have you witnessed any social, cultural, or economic barriers when observing in a health care setting?
• How have you learned from any of these experiences?
• How does recognizing, understanding, or appreciating diversity make you a better physical therapist?
• Have you worked with individuals with disabilities?
• How do these experiences support that you will be able to work with diverse patients when you are a physical therapist?

Re-applicant Essay

• Have you retaken any classes?
• Did you retake the GRE?
• Do you have additional observation experiences?
• Did you observe in any new settings or see a different patient population?
• Did you have any additional work experience?
• Where you involved in any groups or team sports?
• Did you volunteer?
• How are you more prepared to be a successful student?
• Have you improved any personal skills?
• Have you worked with individuals that are different or gave you a unique perspective?
• What have you learned and how have you improved?
• How did these new experiences change your perspective, improve your application, change your personality, teach you something new, help you grow, or support your desire to become a physical therapist?

While these specific questions may not be asked, they can be used to brainstorm possible responses/give you an idea of the types of questions to expect.

What should I put in my personal statement?

Why you actually want to become a physical therapist is the number one thing that should be in your essay (duh)! You should also try to have a “theme” (as long as you can somehow relate it to the prompt). This will make your essay cohesive, and interesting to read. Almost everyone wants to be a physical therapist because they want to help people, or because they had an awesome physical therapist when they were injured. While this is great, try to focus on another reason why you want to become a physical therapist. This is a personal statement, so make it personal! For my PTCAS essay, I wrote about the lack of representation in the field for black women, and how I want to help increase the presence of underrepresented populations + treat underserved communities! Really think about WHY you want to help people. What are your passions? Pull from your life experiences (healthcare + non-healthcare related) to make your theme come to life.

In addition, you should extensively research the programs you are applying to before you write your supplemental essays! Read their mission statement, and find out what they value. Are they a research program? Do they really value diversity and inclusion? Are they big on global health? Whatever the program’s values are, include how your personal values align. This will make you stand out, and show that you are a serious applicant. If it is applicable to the prompt, you could also discuss why you want to attend the program that you are applying to!

How long does the personal statement have to be?

PTCAS has a limit of 4500 characters (about 1 page) for your essay. I would recommend using most or all of this space (without adding in irrelevant information of course) if possible. If you can get your point across in fewer characters, then that’s fine too! I wouldn’t stress about the character limit until you feel like you’ve completed most of your essay, as it is easier to take things out at the end. I would recommend drafting your essay in a program like Microsoft Word (or a plain text editor like Notepad), so that you can always see how many characters you’re at. Then, you can just paste the essay into PTCAS later.

Does your academic record accurately reflect your capabilities?

This question will be asked in the PTCAS application, but I wouldn’t answer it unless there was an extenuating circumstance that affected your academics. Admissions committees don’t want to hear excuses for why your grades weren’t as good as you wanted your freshman year (it happens!), or how you spent too much time partying or distracted. As long as your grades improved over time (your transcript will reflect this), you are fine!

General Tips

• ACTUALLY ANSWER THE PROMPT! I know this may seem obvious, but I have edited many essays for pre-PT students, and come across essays that didn’t even answer the prompt. This is a sure-fire way to stop someone from reading your essay, so follow directions, and try not to deviate too far from the prompt.
• Avoid contractions (i.e. don’t, can’t, won’t, etc.). Your essay should be formal.
• Show don’t tell!
• Vary your sentence structure. You want your writing to have style, so don’t make every sentence sound the same.
• Make sure to have an introduction (with a captivating opener to engage the reader), and a conclusion to bring your essay full circle (remember your theme!). I began my essay with a childhood memory, but you could begin with a quote (kinda cliché, but you could make it work), a question, a general idea, or something else. You want to grab the reader’s attention immediately!
• Remember HIPAA! If you want to discuss a patient you observed, don’t include any of their personal information!
• Don’t plagiarize!
• Keep your audience in mind: you never know who the admissions committee is composed of, and everyone may not agree with your views.
• When brainstorming, start by making a list of your thoughts/ideas about the prompt. Later, you can turn these ideas into actual paragraphs.
• Make sure your theme is present in each paragraph.
• Have at least 3-4 people proofread/edit your essays (for content + grammar). Of course, you’re going to think your essay is good, but you need an outside source’s opinion. You may think you’ve conveyed your point, but you’ll never know for sure unless you have someone proofread it. This could be a family member, a friend, a current DPT student, a physical therapist, a professor, etc. The Student Doctor Network Pre-PT Forum has a thread you can visit if you’re looking for someone to edit your essay. I wouldn’t recommend having another pre-PT student edit your essay (unless you know them personally, or really trust them), as there are some not-so-nice people online that could potentially steal your essay. I had my mentor (who is also a physical therapist), a recent DPT grad, and an accepted pre-PT student edit my essays. Try to avoid having too many people edit your essays, as you may lose your “personal” touch.
• Provide lots of examples!
• Don’t rush the process! It takes a while to write a good essay, so allow yourself enough time to do so. You may even have to take a break and come back later with a fresh mind. Regardless, you’ll have that “aha” moment eventually! If you are really stuck, try writing in a different environment (i.e. the library, a coffee shop, or a bookstore). Sometimes a change of scenery is all you need!
• Try reading your essay out loud. It is much easier to catch mistakes this way, versus if you are only reading it in your head.

Thank you so much for tuning in to this series! If you missed any of the posts, be sure to check them out under the “ Pre-PT ” section of the blog! I covered getting organized, grades/study tips, extracurricular activities, observation hours, letters of recommendation, and the GRE! Once it gets closer to the new application cycle, I will definitely have more tips and advice for y’all!

Remember that I am available for editing (PTCAS essay, supplemental essays, and resumes), so click here if that is something you are interested in!

If you have any requests for posts you’d like to see in the future (or ever need anything), feel free to leave a comment, DM me on Instagram , or shoot me an email ( [email protected] )! Can’t wait to continue creating content for you guys!

Reader Interactions

February 24, 2020 at 3:59 am

loved this. Really informative and inspiring. Thank you.

March 3, 2020 at 3:24 pm

You’re so welcome!

July 9, 2020 at 8:21 am

This was very helpful. I felt like I was constructing my essay on a blank canvas, but this article gave me a structural foundation of where to start. Thank you!

July 9, 2020 at 10:24 pm

Ah yay this makes me so happy Brittany! Good luck with the rest of your application girl!

September 19, 2020 at 11:31 am

This blog has helped me through every single step of my PTCAS application process! You’re truly a lifesaver because you give answers to all the little things that everyone asks and but no one really addresses. If i get into PT school, it’ll all be thanks to you!

September 24, 2020 at 3:40 pm

Ahhhh Sara that makes me so happy I am so glad that my blog has been a good resource for you! Good luck with the rest of the application process 🙂

July 24, 2021 at 1:54 pm

Love this! Your blog has been very helpful in my process of submitting apps. I had a question; where did you submit/find any extra supplemental essays?

August 28, 2021 at 12:13 pm

Hi Ashley, I’m so happy to hear this! They would be within the PTCAS application!

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Why I Want to Be a Physical Therapist, Essay Sample

Essay about why i want to become a physical therapist.

When I think of what a physical therapist does, the first thing that comes to mind is helping people get back on their feet after an injury or an illness. While that is true, there is much more to it than that. A physical therapist has many responsibilities and duties they must abide by in order to keep the public safe. The four main things they must be able to do are: diagnose and treat injuries, teach how to prevent those injuries from happening again, treat diseases related to movement, and serve as expert witnesses for injured workers.

In this essay, which I write with the help of a custom paper writing service , I will share my reasons for pursuing a career in physical therapy, highlighting the key factors that motivate me to take this path. 

Reasons Why I Want to be a Physical Therapist

Physical therapy is an absolutely enormous field – one of the largest in the healthcare industry. But, when I think about what I love most about being a physical therapist, it’s that it’s so versatile. The type of work you do can be tailored to fit whatever you enjoy doing most. Some people really enjoy working with athletes; others like making older adults feel as comfortable and mobile as possible. You can choose to focus your efforts on one age group or another, find a great mentor in someone who works with your preferred area of focus, or even become a specialist in a specific sport.

Inspiration from My Therapist

From early childhood, I enjoyed playing sports and working out. But all of that changed when I suffered a serious knee injury during my senior year of high school. After the initial shock and pain, I was faced with a difficult decision — either let it heal on its own or face months of physical therapy and rehabilitation. 

My physical therapist worked diligently to get me back on my feet, helping me understand how important it is to move our bodies for healing purposes. She showed me exercises designed to strengthen my muscles around the knee joint and increase my range of motion. With each activity, she carefully monitored my progress and pushed me to do more than what was comfortable to help my body heal faster. Her guidance helped me regain strength and mobility in my knee much quicker than if I had just left it alone to heal on its own. 

The experience of going through physical therapy inspired me to pursue a career as a physical therapist myself so that I can help others who are struggling with injuries or chronic pain find relief through movement, as I did. 

Positive Impact of Physical Therapy on Patients

The positive impact that physical therapy can have on patients is one of the most compelling reasons why I want to become a physical therapist. Physical therapy can help alleviate pain, improve range of motion, increase strength and flexibility, and prevent future injuries. It can also enhance the overall quality of life by promoting independence, confidence, and self-esteem.

For example, physical therapy can prove invaluable for those recuperating from surgery, such as a knee replacement. It assists in restoring patients’ strength and mobility and reduces the risk of complications like blood clots and infections. Additionally, physical therapy can be a game-changer for those with persistent conditions, like arthritis, multiple sclerosis, or Parkinson’s disease. Physical therapists collaborate with their patients to create tailored treatment plans that manage symptoms and enhance their overall quality of life.

Variety of Specialties

One of the reasons I am drawn to physical therapy is the wide range of specialties within the field that allow PTs to continually broaden their knowledge and expertise. For example, PTs can specialize in areas such as neurorehabilitation, aquatic therapy, and pediatrics.

Pediatric physical therapy, in particular, appeals to me as someone interested in working with children while also gaining a deeper understanding of how adults function. Working with children requires a unique skill set and approach that can be both challenging and rewarding.

Alternatively, geriatric physical therapy may be a good fit for those seeking a more relaxed environment. This area of specialization involves working with older adults to improve their physical function, mobility, and overall quality of life. Regardless of the specialty, the opportunity to continually learn and grow as a physical therapist is an aspect of the profession that excites me.

Building Relationships with Patients

Another aspect of physical therapy that I find rewarding is the opportunity to build relationships with patients. Unlike other medical professions that may only see patients briefly, physical therapists often work with patients over an extended period of time. This allows for a deeper understanding of their needs, concerns, and goals, and the chance to establish a bond built on trust and mutual respect.

Through my experiences as a volunteer in physical therapy clinics, I have seen firsthand the difference that a physical therapist can make in someone’s life. For example, I worked with a patient who had suffered a severe stroke and was unable to walk or talk. Through months of physical therapy, she regained her ability to walk and communicate, and her quality of life improved dramatically. Seeing her progress and the positive impact on her life was incredibly rewarding, and it strengthened my desire to pursue a career in physical therapy.

As a physical therapist, you’ll be able to continue helping people in need of your expertise. You will be able to specialize in areas such as orthopedics and sports medicine or work with elderly patients who have arthritis or balance problems. In addition to working with patients in hospitals and clinics, physical therapists may also work in schools where children learn about fitness and nutrition.

Physical therapy is more than just working out and rehabbing injuries. It can involve helping with various issues, including managing pain, improving movement and range of motion, increasing strength, alimentation, and even preventing injury. I believe that physical therapy is a field that will allow me to continue helping others who are in need and make a difference in their lives.

Tips On Writing an Essay About the Reasons Why I Want to Be a Physical Therapist 

Writing a personal statement essay about why you want to become a physical therapist can be challenging, but it’s also an excellent opportunity to showcase your passion and dedication to this field. Here are some tips to help you write an effective essay:

When writing an essay on why you want to become a physical therapist, use clear and simple language so that the reader can understand what you’re saying. Don’t use long sentences or complex words.

Highlight your skills

Physical therapy requires a unique set of skills, including strong communication, empathy, and problem-solving abilities. Highlight how your own skills and experiences have prepared you for this profession.

Show, don’t tell

Don’t just tell the reader that you’re passionate about physical therapy; show them. Use vivid language and specific examples to demonstrate your enthusiasm and commitment to this field.

Connect your personal story to your career goals

In your personal statement essay, it’s important to illustrate how your life experiences and professional aspirations align with your passion for becoming a physical therapist. Use your essay as a platform to articulate how you envision making a positive impact in this field.

Why Someone Might Want to Become a Physical Therapist

Physical therapy is a rewarding career that involves helping patients recover from injuries and illnesses. Physical therapists work closely with patients to develop personalized treatment plans and help them achieve their goals. In this table, we will list the reasons why someone might want to become a physical therapist, along with a description of those reasons.

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