Duke University Division of Physical Therapy, 2200 W Main St, Durham, Durham County, NC, 27705, USA.
Division of Physical Therapy, Department of Allied Health Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599, USA.
BMC Med Educ. 2020 Jul 11;20(1):216. doi: 10.1186/s12909-020-02133-1.
This study targeted the association of program characteristics of 203 Doctor of Physical Therapy (DPT) programs in the United States (US) reported by the Commission on Accreditation in Physical Therapy Education (CAPTE) in their 2017 Annual Accreditation Report (AAR) with measures of core faculty research volume. The association of institutional, program, and faculty characteristics of an institution with core faculty research volume was investigated.
This observational study analyzed data provided in the AAR about program research volume. Predictor variables included institutional, program and faculty characteristics. Research volume was measured as a ratio of 1) number of peer-reviewed publications, 2) National Institutes of Health (NIH) funding, and 3) faculty with grants, per number of core faculty. Research volume was stratified by quartiles and analyzed using logistic regression analyses. The highest 25% were analyzed against the lowest 75%.
In the multivariate logistic regression analyses, research Carnegie classification was positively associated with NIH funding (OR = 4.04; 95% CI = 1.92, 8.48) and number of peer reviewed publications (OR = 7.63; 95% CI = 3.39, 17.14). Square footage of research space was positively associated with number of peer reviewed publications (OR = 4.58; 95% CI = 2.08, 10.11). Private status was negatively associated with NIH funding (OR = 0.37; 95% CI = 0.17, 0.83) and faculty holding grants (OR = 0.38; 95% CI = 0.19, 0.76).
There is strong evidence that research culture (e.g., research Carnegie status and dedicated research space) is related to research productivity in DPT programs in the US. Private status was indicative of a non-research intensive environment, which may be reflective of a current trend of small, non-research based private institutions initiating DPT programs.
本研究旨在探讨美国物理治疗博士（DPT）课程计划的 203 项课程特征与物理治疗教育认证委员会（CAPTE）在其 2017 年年度认证报告（AAR）中报告的核心教师研究量之间的关联。本研究还调查了机构、课程和教师特征与核心教师研究量之间的关联。
本观察性研究分析了 AAR 中关于课程研究量的数据。预测变量包括机构、课程和教师特征。研究量的衡量标准为：1）同行评议出版物数量，2）美国国立卫生研究院（NIH）资助，以及 3）拥有资助的教师人数，除以核心教师人数。根据四分位数对研究量进行分层，并使用逻辑回归分析进行分析。对最高的 25%和最低的 75%进行分析。
在多变量逻辑回归分析中，研究型卡内基分类与 NIH 资助呈正相关（OR=4.04；95%CI=1.92,8.48），与同行评议出版物数量呈正相关（OR=7.63；95%CI=3.39,17.14）。研究空间的平方英尺与同行评议出版物的数量呈正相关（OR=4.58；95%CI=2.08,10.11）。私立地位与 NIH 资助呈负相关（OR=0.37；95%CI=0.17,0.83），与持有资助的教师呈负相关（OR=0.38；95%CI=0.19,0.76）。
有强有力的证据表明，研究文化（如研究型卡内基地位和专用研究空间）与美国 DPT 课程的研究生产力密切相关。私立地位表明环境非以研究为重点，这可能反映了当前小型、非以研究为基础的私立机构开设 DPT 课程的趋势。
