Developing a Competency-based Outcomes Framework for Doctor of Physical Therapy Education

Authors

Catherine T. Schmidt, Department of Physical Therapy, MGH Institute of Health Professions, Boston, Massachusetts, United StatesFollow
Sara Knox, College of Health Professions, Health Science Research, Medical University of South Carolina, Charleston, South Carolina, United States
Jane Baldwin, Department of Physical Therapy, MGH Institute of Health Professions, Boston, Massachusetts, United States
K. Douglas Gross, Department of Physical Therapy, MGH Institute of Health Professions, Boston, Massachusetts, United States
Jackie Tang, The Fu Foundation School of Engineering and Applied Science, Columbia University, New York, New York, United States
Diane U. Jette, Department of Physical Therapy, MGH Institute of Health Professions, Boston, Massachusetts, United States

Abstract

Purpose. Physical therapist education programs rely on outcomes to evaluate a student’s competence in performing skills essential to the physical therapy profession. However, current outcomes, such as, graduation, employment, and licensure pass rates fail to assess comprehensive competence in the professional abilities of a physical therapist and offer variability in the expectations of competence in professional practice. Competency-based education (CBE) offers a learner-centered and evidence-based process to assess performance on consensus-driven outcomes over a period of time. While other medical professions have adopted this process it is new to physical therapist education programs. The purpose of this manuscript is to describe the process and outcomes of developing a competency-based outcomes framework for an institution’s Doctor of Physical Therapy (DPT) program.

Method. A task force was assembled with the objectives of developing domains of competence, competencies, and milestones that were informed by competency-based literature across health professions and the DPT program’s and APTA’s core, guiding documents. Domains and competencies were, then, validated using an expert panel and survey process. Individual milestones were mapped to curricular assessments.

Results. A framework composed of 8 domains of competence, 66 competencies, and 198 milestones was developed. The mapping process identified that all competencies linked with course assessments.

Discussion. This competency-based outcomes framework provides a comprehensive list of validated domains and competencies reflective of entry-level physical therapist practice for a New England region DPT program. Additionally, milestones that were associated with competencies, developmental in nature, and reflective of entry-level physical therapist behaviors were developed. Next steps toward implementation are discussed.

Recommended Citation

Schmidt, Catherine T.; Knox, Sara; Baldwin, Jane; Gross, K. Douglas; Tang, Jackie; and Jette, Diane U. (2024) "Developing a Competency-based Outcomes Framework for Doctor of Physical Therapy Education," Health Professions Education: Vol. 10: Iss. 3, Article 3.
DOI: 10.55890/2452-3011.1173
Available at: https://hpe.researchcommons.org/journal/vol10/iss3/3