Date of Conferral

2023

Degree

Ph.D.

School

Education

Advisor

Gladys A. Arome

Abstract

Physical therapy (PT) education programs adopting online teaching and learning must ensure students acquire the necessary skills for optimal professional work readiness, including appropriate assessment and feedback in the online environment. The problem addressed in this study is the gap in research related to the use of GoReact video assessment software and how its use relates to Doctor of Physical Therapy (DPT) program graduates' professional clinical work readiness. The purpose of this basic qualitative study was to explore the perceptions of DPT graduates' professional work readiness from using GoReact at an accredited DPT education program in the United States. The conceptual framework developed by Padley et al. to understand work readiness of medical graduates was used. The research question addressed the perceptions of DPT graduates about the use of GoReact video assessment software during their professional PT education program as it related to their readiness for professional clinical practice. Semistructured interviews were conducted with 15 DPT graduates via virtual teleconferencing software. Interview data were analyzed using descriptive and emotion coding that aligned with the six concepts described by Padley et al. Results indicated that most participants held an overall positive view of GoReact as it related to their preparedness for professional PT practice, with emphasis on feedback, self-reflection, repetition, and freedom of use as most beneficial. The study findings may be used to promote positive social change by expanding access to PT education via an increase in online programs and innovative teaching, learning, and assessment tools and practices to maximize graduate professional work readiness.

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