Investigation of the Preferred PT-PTA Relationship in a 2:2 Clinical Education Model

Background and Purpose. Inadequate education of PTs and PTAs on the roles and preferred relationship of the PT and PTA has been identified over the past 2 decades. Components of the “preferred” relationship have been acknowledged but not validated. This report was designed to (1) validate the content of a survey to assess participant perceptions of the roles, practices, education, and preferred relationship of the PT and PTA; (2) assess the outcomes of a shared PT and PTA clinical experience model designed to enhance the preferred PT-PTA relationship, and (3) assess participants' perceptions of the shared clinical experience. Case Description. A multistep process employing 3 key informants and 14 panel jurors was used to develop and validate a survey on the roles, practices, education, and preferred relationship of the PT and PTA. Four participants completed a 4-week shared clinical education experience designed to promote collaboration between PT and PTA students. Prior to this experience, participants were instructed on the role of the PT and PTA as defined by CAPTE accreditation criteria and South Carolina law. To assess the outcomes of this model, participants completed a written test of knowledge, a survey on practice, and summative reflective essays. Outcomes. According to the survey, participants agreed with 13/18 preferred practice concepts, 3/7 opinions on current practice, and 0/5 opinions on educational training. The greatest inconsistency noted was related to discharge documentation. Participants also noted that this experience enhanced the student PTs' ability to write a plan of care inclusive of the PTA and the students' collaboration and delegation skills and it also provided insight into current clinical practices. Discussion and Concluson. Further research is needed to determine the influence of (1) accreditation criteria, (2) APTA standards, and (3) state laws on the preferred PT and PTA relationship. Clinical education models designed to increase student focus on PT and PTA interactions may enhance the skills needed to facilitate a preferred PT-PTA relationship.