dc.contributor.author	Causey, Kameron, M.
dc.date.accessioned	2024-04-25T19:49:06Z
dc.date.available	2024-04-25T19:49:06Z
dc.date.issued	2024-01-08
dc.identifier.other	f32d6c03-f5ff-4fb6-85f9-7170ff5a67f6	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7156
dc.description.abstract	The need for healthcare professionals continues to grow with the aging population. Allied health programs must identify qualified candidates in their competitive selection process to meet workforce demands. The competitive selection process aims to identify admission requirements to determine which students will be successful throughout the allied health curriculum. This explanatory sequential mixed methods study aimed to determine if a relationship exists between admission predictors and passing the National Physical Therapy Examination (NPTE) on the inaugural attempt. Astin’s (1991) input- environment-output (I-E-O) was used as the framework for the study to determine the predictive validity of admission criteria, which includes the prerequisite grade point average (GPA), Anatomy and Physiology I & II final course grade, the Test of Essential Academic Skills (TEAS) overall score, as well as each sub-score (Reading, Math, Science, and English and Language usage). Discriminant analysis was used to determine significant predictor variables. The mean TEAS overall score and mean prerequisite GPA were significant predictors of passing the NPTE on the first attempt. The study's second phase utilized one-on-one interviews with a program graduate and an administrator to gain their perceptions regarding prerequisite predictors and program factors that increased the predictive validity of PTA student success. The themes detailed all aspects of the academic journey, including academic and personal preparedness, pedagogical support, cohort dynamics, and peer mentorship, with the outcome being examination and mastery of the material.	en_US
dc.description.tableofcontents	CHAPTER I: OVERVIEW OF THE PROBLEM 1 -- Problem Statement 4 -- Purpose and Scope of Study 4 -- Research Questions 5 -- Theoretical Framework 6 -- CHAPTER II: LITERATURE REVIEW 8 -- Sources/Searches 8 -- Physical Therapist Assistant Requirements 9 -- Key Variables 10 -- Admission Criteria 11 -- Grade Point Average and Prior Coursework 11 -- Standardized Examination 15 -- Stakeholder Perspective 17 -- Competing Theories 18 -- Theoretical Framework 19 -- Academic Achievement 21 -- Student Perception 24 -- Student Success 25 -- CHAPTER III: METHODOLOGY 30 -- Research Design 31 -- Population and Sample 33 -- Data Collection – Procedures 33 -- Data Collection – Instruments 35 -- Data Analysis Procedures 36 -- Threats to Validity of the Study 37 -- CHAPTER IV: RESULTS 39 -- Quantitative Findings 39 -- Sample Characteristics 40 -- Descriptive Statistics 41 -- Results from Discriminant Analysis 43 -- Qualitative Findings 45 -- Perceptions of PTA Program Administrators 57 -- Perceptions of PTA Program Graduates 62 -- CHAPTER V: CONCLUSIONS AND DISCUSSION 69 -- Discussion 70 -- Implications 73 -- Recommendations for Future Research 75 -- Limitations and Delimitations 76 -- Conclusions 77 -- REFERENCES 79 -- APPENDIX A: Program Director Questionnaire 92	en_US
dc.format.extent	1 electronic record. PDF/A document, 125 pages, 2561899 bytes bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Medical sciences	en_US
dc.subject	Physical therapy	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Combination of grades	en_US
dc.subject	Physical therapy assistants	en_US
dc.subject	Academic achievement	en_US
dc.title	Predictors of Student Success in Physical Therapist Assistant Programs	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Roberts, Diane
dc.description.advisor	Tanner, Tanner
dc.description.committee	Waugh, C.
dc.description.degree	Ed.D.	en_US
dc.description.major	Adult & Career Education	en_US