The purpose of this study was to measure how entry-level doctor of physical therapy students’ attitudes of the elderly, perceptions of working with the elderly, and their future interest to work in geriatric physical therapy was influenced by exposure to this population within their professional education.

Discussion & Conclusion

Purpose

Attitudes, Perceptions, and Interest of Working in Geriatric Physical Therapy in a Group of Entry-Level Doctor of Physical Therapy Students

Jennifer Blackwood, PT, MPT, GCS Christina Sweet, BS, SPT

Introduction

• It is projected that by 2030 the number of adults 65 and older will nearly double to 70 million.1 With a growing percentage of the United States’ population becomingly elderly there is an increased need for healthcare workers with geriatric expertise.

• However recent literature indicates that there is very little interest among medical, nursing, and rehabilitation students to pursue a future in geriatrics.2,3,4,5 A physical therapy workforce that is unprepared to meet the needs of the growing older population is of particular concern as the elderly have an increase rate of fractures and musculoskeletal dysfunctions that often require rehabilitation services. 6

• Therefore it is pertinent that physical therapy educators identify how best to prepare and encourage physical therapy students to take an interest in geriatric physical therapy and ensure students have positive attitudes towards working with older adults.

 

• Results of this study indicate that a course in geriatrics will improve a physical therapy student’s perception of aging, fears of working with older adults, and make them more aware of the functional ability of the older adult; while working with an older adult as a part of their clinical education will improve their fears of working with older adults.

• Overall the study suggests that students have a positive attitude towards the elderly and that gaining geriatric knowledge improves their attitude, unfortunately these changes in attitude do not translate into significant changes in students’ interest in a future in geriatric physical therapy.

• The implications of these findings for physical therapy educators is that they should work to ensure that both didactic and clinical education in geriatrics functions in a concerted approach to increase students’ knowledge through a positive and enriching experience.

Subjects

A group of entry-level physical therapy students in a required graduate level geriatric course were recruited for this study.

Methods

Students were asked to complete an online survey addressing their attitudes towards aging and their interest in working with the geriatric population at three different times in their professional education:

Time 1: Before taking a geriatrics courseTime 2: Following the geriatric courseTime 3: A year later after completion of ¾ of their

clinical education

The 34 items of the survey were used to measure six constructs:1. Perceptions of Aging 2. Functional Ability of the Older Adult3. Practice Perceptions4. Fears of Working with Older Adults5. Academic Preparedness 6. Desire to Work with Older Adults

One way analysis of variance and linear regression were used to examine the results.

A significant difference was found between the time of measurement and the constructs of Perception of Aging (F(2,62)=4.455, P=.016), Fear (F(2,62)=6.167, P=.004), and Functional Ability (F(2,62)=11.059, P=.000). Desire was the only statistically significant predictor of whether a student planned to work in geriatrics (β=.892, p<.05).

Results

ReferencesTable 1: Calculated Means of the Six Constructs for each Measurement Time

  Time 1: Before Geriatric Class Time 2: After Geriatric Class Time 3: After ¾ of Clinical Education

  Mean Std. Dev. Mean Std. Dev. Mean Std. Dev.

Perception of Aging 3.79 0.303 4.05* 0.371 4.06 0.443

Functional Ability 3.42 0.778 3.62* 0.628 4.21 0.442

Practice Perceptions 3.78 0.388 3.94 0.369 3.97 0.178

Fears of Working with Older Adults 3.46 0.703 3.63* 0.683 3.59** 0.859

Academic Preparedness 3.8 0.327 4.33 0.383 4.01 0.524

Desire 3.21 0.546 3.55 0.454 3.15 0.659

*Significant difference in measurement Time 1 v. Time 2 (p <.05)

**Significant difference in measurement Time 2 v. Time 3 (p <.05)

1. American Geriatric Society. (2011). AGS Fact Sheet 2011. Retrived from http://www.americangeriatrics.org/aboutus /who_ we_are/faq_fact_sheet. 2. Whaley, M. M (2009). A Study of Occupational Therapy Students’ Beliefs and Attitudes Regarding Gerontological Practice. Topics in Geriatric Rehabilitation, 25 (3): 265-270. 3. Hughes, N. J., Soiza, R.L., Chua, M., Hoyle, G.E., MacDonald, A., Primrose, W.R. and Gwyn Seymour, D. (2008), Medical Student Attitudes Toward Older People and Willingness to Consider a Career in Geriatric MEdcine. Journal of the American Geriatric Society, 56:334-338. 4. Voogt, S. J., Mickus, M., Santiago, O., & Herman, S. E. (2008). Attitudes, experiences, and interest in geriatrics of first-year allopathic and osteopathic medical students. Journal of the American Geriatrics Society, 56(2), 339-344. 5. Fitzgerald,J.T., Wray, L.A., Halter, J.B., Williams, B.C., Supiano, M.A. (2003). Relating medical students knowledge, attitudes, and experience to an interest in geriatric medicine. Gerontologist, 43: 334-38. 6. Bone research; study data from university of California update understanding of bone research. (2010). Health & Medicine Week, 2133.