Impact of Faculty Development on Physical Therapy Professors' Beliefs

By Behar-Horenstein, Linda S.; Zafar, Mueen A. et al. | The Journal of Faculty Development, May 2012 | Go to article overview

Impact of Faculty Development on Physical Therapy Professors' Beliefs


Behar-Horenstein, Linda S., Zafar, Mueen A., Roberts, Kellie W., The Journal of Faculty Development


Physical therapy faculty share similarities with faculty across allied health fields, such as nursing, and other clinical disciplines that educate students in licensing and board certification programs. Most have clinical experience and discipline-based expertise, however they may not have had the benefit of continuous learning aimed at enhancing their teaching repertoires. Because of the rapid influx of clinicians into the academy, faculty development is considered essential to their integration. The purpose of this study was to describe how faculty development impacted physical therapy professors' understanding and use of new instructional skills. Eight physical therapists from a university located in the Southeast U.S. participated in a six-week, 12-hour teaching seminar focusing on curriculum and teaching where participants kept reflective journals to record their responses to question prompts. Basic unitizing, coding, and categorizing were used to conduct a multi-stage analytical process. Eight themes emerged including assessment, instructional strategies, teaching styles, and individuals' planned changes to their classroom practice, among others. Findings showed that professional development is essential for enriching faculty instructional capacity to promote student learning and patient care. Investing in the professional development of faculty may help ensure quality teaching so that professors become conduits to knowledge production.

Faculty development is "the continuous learning that professionals may need to pursue throughout their careers in order to maintain, enhance, and broaden their professional competence" (Gottlieb, Rogers & Rainey, 2002, p. 280). Studies in physical therapy, and other health professions, have shown that the faculty development process is central to effective teaching and the preparation of future healthcare practitioners and professional educators (Behar-Horenstein, Childs, & Graff, 2008, 2009, 2010; Farmer, 2004; Mahara & Jones, 2005, Steinert et al., 2006). Keeping physical therapists continuously informed about new knowledge, skills and technology is essential to their capacity as instructors.

Historically physical therapy (FT) programs have been disadvantaged. They have been forced to hire an overwhelming number of clinicians as faculty rather than individuals who have been trained in higher educational instruction and assessment (Harrison, «Sc Kelly, 1996). Most of the clinical instructors, while quite skillful, often lack teaching abilities (Gottlieb, Rogers «Sc Rainey, 2002). Hiring clinicians resulted because universities were in the initial stages of developing physical therapy degree programs. Such an action highlights the importance of developing a mechanism to continuously determine faculty effectiveness and productivity. Faculty development can help new faculty examine their own beliefs about teaching and consider how they might apply their thinking. New faculty from clinical disciplines are often different from traditional academicians who earn several degrees and typically experience graduate student teaching and research roles aimed at faculty-type expertise.

The American Physical Therapy Association's (APTA) former director of professional development, Marilyn Phillips, encourages the use of faculty development. This process can be a vehicle to create one's own plan or "blueprint for career development" (Starcke, 2005, p. 42). APTA' s Board of Directors acknowledges varied modes of faculty development including where and how it can occur. " [It] may occur in formal instructional settings or in natural societal settings and may include . . . academic courses of study, organized continuing education, independent study, and self- and external assessment" (p. 42). Although some individuals benefit from structured activities, others may work on their own plan of professional growth. However, the APTA directors emphasize the role of assessment in professional development stating, "All professional development experiences should be planned and assessed" (p. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Impact of Faculty Development on Physical Therapy Professors' Beliefs
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.