Richter Randy R, Schlomer Sarah L, Krieger Mary M, Siler William L
Department of Physical Therapy, Doisy College of Health Sciences, Saint Louis University, 3437 Caroline St, St Louis, MO 63104-1111, USA.
Phys Ther. 2008 Mar;88(3):376-86. doi: 10.2522/ptj.20060266. Epub 2007 Dec 20.
The peer-reviewed journal article is the basic unit by which scholarship is defined. Few studies have examined peer-reviewed publication productivity in academic physical therapy programs. In this study, the publication productivity in academic physical therapy programs in the United States and Puerto Rico from 1998 to 2002 was documented, and publication productivity was examined in the context of selected program characteristics.
A total of 194 programs listed on the Commission on Accreditation in Physical Therapy Education (CAPTE) Web site in the spring of 2004 were examined. The databases were searched for bibliographic citations of journal articles attributed to particular programs. The program characteristics of faculty size, offering of a research doctorate, and listing in the Carnegie Classification of Institutions of Higher Education (Carnegie Classification) were compared with the number of citations.
A total of 169 programs had at least 1 attributed citation, 50.3% of the programs had fewer than 5 citations, and 3% had 44 or more citations. Rankings based on the number of citations changed when adjusted for faculty size. Of the 38 programs offering a research doctoral degree, 16 had 20 or more citations. Five programs with 44 or more citations were all categorized by the Carnegie Classification as doctoral intensive or extensive.
A few programs had a large number of attributed bibliographic citations, but the majority of programs had limited publication productivity in the 5 years studied. These results may provide a baseline for studying the effectiveness of the relatively new CAPTE standards mandating scholarship by physical therapy faculty over time and the impact of the Doctor of Physical Therapy degree on research in physical therapy.
同行评审的期刊文章是界定学术成果的基本单位。很少有研究考察学术物理治疗项目中同行评审出版物的产出情况。在本研究中，记录了1998年至2002年美国和波多黎各学术物理治疗项目的出版物产出情况，并结合选定的项目特征对出版物产出进行了考察。
对2004年春季物理治疗教育认证委员会（CAPTE）网站上列出的总共194个项目进行了考察。在数据库中搜索归因于特定项目的期刊文章的书目引用。将教师规模、是否提供研究型博士学位以及在《高等教育机构卡内基分类》（卡内基分类）中的排名等项目特征与引用次数进行了比较。
共有169个项目至少有1次归因引用，50.3%的项目引用次数少于5次，3%的项目引用次数为44次或更多。根据引用次数进行的排名在根据教师规模进行调整后发生了变化。在提供研究型博士学位的38个项目中，有16个项目的引用次数为20次或更多。引用次数为44次或更多的5个项目在卡内基分类中均被归类为博士密集型或博士广泛型。
少数项目有大量的归因书目引用，但在所研究的5年中，大多数项目的出版物产出有限。这些结果可能为研究随着时间推移物理治疗教师必须开展学术研究的相对较新的CAPTE标准的有效性以及物理治疗博士学位对物理治疗研究的影响提供一个基线。
