Collaboration Between Physical Therapists and Physical Therapist Assistants: Fostering the Development of the Preferred Relationship Within a Classroom Setting

Abstract

Background and Purpose. The role of the physical therapist assistant (PTA) emerged over 35 years ago, yet the relationship between physical therapist (PT) and PTA remains controversial, and, for some, illdefined. Proper utilization of the PTA and development of the preferred relationship between PT and PTA is essential to effective clinical decision making and quality patient care. An instructional model to educate PT students about the educational training and proper utilization of the PTA is presented. Further, the model fosters the development of the preferred relationship within the classroom setting. Method/Model Description and Evaluation. Thirty-four first-year students from the Stony Brook University Physical Therapy Program (SBU-PT) and 21 second- year students from the Nassau Community College Physical Therapist Assistant Program (NCC-PTA) participated. Instruction consisted of 3 class sessions, culminating in an interactive team-based problem-solving session. A pretest/posttest questionnaire was used to capture the PT students' knowledge of the appropriate utilization of the PTA. For comparison, 46 second- and third-year SBU-PT students completed the same questionnaire. Finally, 5 PT and 6 PTA participants joined in summative focus group interviews. Analysis included quantitative (ie, t test, ANOVA, and a post-hoc Scheffé comparison of means) and qualitative methods. Outcomes. T test analysis indicated that a significant difference existed between pretest and posttest questionnaire scores for the first-year PT students (t = 5.99, P<.01). ANOVA indicated that a significant difference existed between questionnaire scores for all 3 groups (F = 3.81, P<.05). Post hoc Scheffé comparison of means indicated that the only significant difference existed between mean posttest scores for first- and second-year students (F = 8.619, P<.05). Focus group interviews indicated that PTA students found the experience particularly satisfying since they were able to educate future colleagues about their role. Given the timing of this experience within the curriculum, PT students felt limited in their knowledge base. Both groups suggested this model be continued, noting an enhanced appreciation for the preferred relationship. Discussion and Conclusion. Data analysis suggests that the instructional model presented is effective in teaching PT students about the role of the PTA and provides a mechanism to foster the development of the preferred relationship within the classroom setting.