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dc.contributor.advisorStull, Judith., 1944-
dc.creatorFragassi, Anthony
dc.date.accessioned2021-05-24T18:46:44Z
dc.date.available2021-05-24T18:46:44Z
dc.date.issued2021
dc.identifier.urihttp://hdl.handle.net/20.500.12613/6497
dc.description.abstractABSTRACT: The purpose of this study was to investigate and describe the student composition of accredited physical therapist assistant (PTA) programs located in the United States to determine if there were any significant differences between racial and ethnic minority and non-minority groups. Additionally, this study attempted to address gaps in discovering and understanding which program, and cohort variables may have been related to program graduation and ultimate NPTE(R) pass rates. Previous reports have acknowledged that racism exists and is being sustained in healthcare education and practice (Sullivan, 2004). This study was a quantitative retrospective secondary analysis of de-identified institutional, program, student, and faculty characteristics from all accredited PTA programs in the United States. The data were provided from the Commission on Accreditation in Physical Therapy Education (CAPTE) Annual Accreditation Reports (AAR) and National Physical Therapy Examinations (NPTE(R)) data collected by the Federation of State Boards of Physical Therapy (FSBPT). There was a total of 309 included PTA programs. Descriptive results indicated that there was an underrepresentation of racial and ethnic minority students in PTA educational programs when compared to the general population, public two-year colleges, and the professional association. Factors with a positive influence on NPTE(R) pass rate percentage for all PTA programs included public institutions, longer total length of program, and having previously earned a baccalaureate. Factors with a negative influence on NPTE(R) pass rate percentage included percentage Hispanic, percentage African American, faculty to student ratio, percentage of applicants enrolled, and public in-state tuition. The only factor found to be significant and positive for minority serving programs (MSP) was that of longer total length of program. Additional research is needed to examine other diversity factors in an attempt to account for a greater proportion of variance in students’ success for all PTA students and underrepresented racial and ethnic minority students in particular.
dc.format.extent210 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectPhysical therapy
dc.subjectHigher education
dc.subjectEducational administration
dc.subjectDiversity
dc.subjectHealthcare
dc.subjectPhysical therapy
dc.subjectPrediction
dc.subjectStudents
dc.subjectUnderrepresentation
dc.titleLIMITATIONS IN DIVERSIFYING HEALTHCARE PROVIDERS: SEEKING PREDICTORS FOR PHYSICAL THERAPIST ASSISTANT SUCCESS
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberDavis, James Earl, 1960-
dc.contributor.committeememberBurns, Scott
dc.description.departmentEducational Leadership
dc.relation.doihttp://dx.doi.org/10.34944/dspace/6479
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
dc.identifier.proqst14401
dc.creator.orcid0000-0003-1438-2815
dc.date.updated2021-05-19T16:08:46Z
refterms.dateFOA2021-05-24T18:46:45Z
dc.identifier.filenameFragassi_temple_0225E_14401.pdf


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