Education Innovation Lab

Faculty researchers in our lab contribute to education research in five main categories:

  • Curriculum
  • Assessment and Evaluation
  • Clinical Education
  • Interprofessional Education
  • Faculty Focus

Justice, Equity, Diversity, and Inclusion (JEDI) projects intersect throughout all primary categories. 

Within the curriculum, we are interested in looking at the micro and macro levels, including curricular structure, sequencing, and components. In assessment and evaluation, projects include analysis of innovative approaches to instructional methods, learner experience, and outcomes. Our research in clinical education includes projects focusing on clinical teaching, student experience, clinical education administration, and clinical education curricular innovation. Finally, interprofessional education projects explore the impact of interprofessional experiences on student outcomes, and faculty development needs to drive IPE initiatives. Our DPT Faculty Residents consistently contribute exceptional scholarly projects as a component of their residency, which are highlighted below.

Educational research in physical therapy has been identified as a need to help foster an evidence-based approach to teaching and learning. This approach is necessary to support recommended outcomes for excellence in physical therapy education. Our lab allows collaboration and catalyzes to produce meaningful contributions to educational research to promote and contribute excellence in physical therapy education.

Current Projects

  • Curricular impacts on professional involvement in leadership and advocacy (2019-present), Covington, K. (Primary Investigator)

Publications

  • Greco J., Lamberg E.M. (2020) Trends in biophysical agents: Curriculum in entry level Doctor of physical therapy programs across the United States. J Phys Ther Educ. 2020; 34 (2): 138-149.
  • Greco J., Lamberg E.M. Students’ retention of biophysical agents curriculum from first to third year of study The Internet Journal of Allied Health Science and Practice (in review).
  • Eubanks BR, Black KD, Covington K, Feld JA. Doctor of physical therapy student perceptions of domestic versus international service-learning experiences: A mixed methods approach. (in review).
  • Greco J., Lamberg E.M., McKenna R.F., & Muratori L.M. Trends in availability and usage of biophysical agents among physical therapists in the United States. Phys Ther Rev. 2018; 23(2):116-123.
  • Salahm P, Cook C, Figuers C, Covington K. What Constitutes Academic Dishonesty in Physical Therapy Education: Do Faculty and Learners Agree? Journal of Allied Health Spring 2018; 47(1):e29-e35
  • Goldwasser M, Covington K. The influence of pre-professional curricula: What is the role of liberal arts education in preparing future comprehensive healthcare providers?  The Internet Journal of Allied Health Sciences and Practice. 2017; 15(2).  ISSN 1540-580X
  • Sizer PS Jr, Felstehausen V, Sawyer S, Dornier L, Matthews P, Cook C. Eight critical skill sets required for manual therapy competency: a Delphi study and factor analysis of physical therapy educators of manual therapy. J Allied Health. 2007;36(1):30-40\
  • Sizer PS, Sawyer S, Felstehausen V, Couch S, Dornier L, Cook C. Intrinsic and extrinsic factors important to manual therapy competency development: A Delphi investigation. J Man Manipulative Ther. 2008;16(1): E9-E19

Current Projects

  • Clinician perspectives about professionalism in Physical Therapist Students: A qualitative investigation* Note: this project is being conducted by all current members of the Education Innovation Lab
  • Does Coaching in the final year of medical school have an impact on students’ stress, anxiety, and depression? (2019-2020), Covington, K. (Role: Co-Investigator)
    • Funding: Duke Academy for Health Professions Education and Academic Development, Innovation Grant ($3600)

Past Projects

  • Routine text-messaging Assessment of Trainee Wellness with a Wellness Fuel Tank Covington, K. (co-Investigator) – 2018-2019; Funding: Duke Academy for Health Professions Education and Academic Development, Innovation Grant ($8,500)
  • The Creation and Implementation of a Learning Community to Support Medical Education Research, Covington, K. (co-Investigator) – 2017-2018; Funding: Duke Academy for Health Professions Education and Academic Development, Innovation Grant ($5,000)
  • Impact of Medical Education Academies: A Social Network Analysis Covington, K. (co-Investigator) – 2016-2017; Funding: Duke Academy for Health Professions Education and Academic Development, Innovation Grant ($8,300)

Publications

  • Dickson T., Eckert J., Pabian P., Greco, J. Challenges and Opportunities for Physical Therapist Education Research: Results from an ACAPT Needs Assessment Survey. J Phys Ther Educ.2024;38(1):80-89. 6/30/2023
  • Reynolds K, Bazemore C, Hanebuth C, Hendren S, Horn M.  The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review. J Educ Eval Health Prof. 2021;18:31. doi:10.3352/jeehp.2021.18.31
  • Rowland D, Murphy A, Manik H, Lane C, Givens D, Cook C, Narciso A. Predictors of Research Productivity Among Physical Therapy Programs in the United States: An Observational Study. BMC Med Educ. 2020 Jul 11;20(1):216. doi: 10.1186/s12909-020-02133-1.
  • Cook C. 20th Pauline Cerasoli Lecture: The Sunk Cost Fallacy, Journal of Physical Therapy Education. 2017;31(3):10-14
  • Cook C, McCallum C, Musolino G, Reiman M, Covington K. What traits reflect positive professional performance in physical therapy program graduates? J Allied Health J Allied Health. 2018 Summer;47(2):96-102.
  • Bullock G, Kraft L, Katherine Amsden K, Gore W, Prengle B, Wimsatt J, Ledbetter L, Covington K, Goode A.  The prevalence and effect of burnout on graduate healthcare students.  Canadian Medical Education Journal.  June 2017. 8(3):390-e180
  • Riley SP, Covington K, Landry MD, McCallum C, Engelhard C, Cook CE. Selectivity of physiotherapist programs in the United States does not differ by institutional funding source or research activity level. Journal of Educational Evaluation for Health Professions. 2016;13:17. doi:10.3352/jeehp.2016.13.17.
  • Covington K, McCallum CA, Engelhard C, Landry MD, Cook C. Do differences in programmatic resource investments result in different three-year United States National Physical Therapy Examination pass rates? Journal of Allied Health.  2016; 45(1):27-32
  • Cook C, Landry M, Covington K, McCallum C, Engelhard C. Scholarly Research Productivity is Not Related to Higher Three-Year Licensure Pass Rates for Physical Therapy Academic Programs. BMC Medical Education.  2015; 15(1):148. doi 10.1186/s12909-015-0431-1
  • Cook C, Englehard C, Landry M, McCallum C. Modifiable physical therapy education programmatic variables associated with first time and three year National Physical Therapy Examination (NPTE) pass rates in USA. J Educ Eval Health Prof. 2015 Sep 23;12:44.
  • Gaskill T, Cook C, Nunley J, Mather C. The Financial Impact of Orthopaedic Fellowship Training J Bone Joint Surg Am. 2009;91:1814-1821.

Current Projects

The experience of the DCE in the placement process: A qualitative multiple case analysis. Greco J., Myers K.

Challenges and Opportunities for Physical Therapist Education Research: ACAPT Needs Assessment Survey Results. Dickson T(Tufts University), Eckert J (University of Mary), Pabian P(University of Kentucky), Greco, J.

Relationships in Clinical Education: Voices of the Key Stakeholders. Greco, J (Duke University); McCallum, C (Walsh University); Applebaum D. (MGH Institute of Health Professions); Lori Hochman (New York Institute of Technology). Funding: American Physical Therapy Association (APTA) Academy of Education ($12,417.00)

Identifying Core Competencies of Clinical Teaching in Physical Therapy- A Modified Delphi Study. Myers, K (Duke University); Bilyeu, C (University of Colorado); Sharp, A (University of Minnesota), Covington, K (Duke University)

The clinical site visit: Perspectives of stakeholders in DPT Education. Greco, J (Duke University), Hochman, L (New York Institute of Technology), Silberman N. (Hunter College). Funding: The New York/New Jersey Clinical Education Consortium Research Award ($1500.00)

Past Projects

  • Greco, J (Duke University), Hochman, L (New York Institute of Technology), Silberman N. (Hunter College). Funding: The New York/New Jersey Clinical Education Consortium Research Award ($1500.00)

  • The experience of the DCE in the placement process: A qualitative multiple case analysis, Greco J., Myers K.

  • Challenges and Opportunities for Physical Therapist Education Research: Results from an ACAPT Needs Assessment Survey, Dickson T(Tufts University), Eckert J (University of Mary), Pabian P(University of Kentucky), Greco, J.

  • Movement Use Assessment in Clinical Education, Covington, K (Principle Investigator), 2015-2016, Duke Department of Orthopedic Surgery Research Grant ($3,635)
  • Student Team Experience in Practice (STEPs®), Covington, K. (Team Lead), 2009 -2010, Duke Center for Instructional Design Curricular Development Grant ($8500)

Publications

  • Greco J, Myers K. The Director of Clinical Education Experience During the Clinical Placement Process: A Qualitative Multiple Case Analysis. The Internet Journal of Allied Health Science and Practice.

  • Wilkinson T, Myers K, Bayliss J, Gleeson P, Konecne J, Lewis S, Thomas J, Pientok C, Hoang T. Facilitators and barriers to providing clinical education experiences: Through the lens of clinical stakeholders. J Phys Ther Educ. 2023;37(3):193-201.

  • Myers K, Bilyeu C, Covington K, Sharp A. Clinical Teaching Competencies in Physical Therapist Education: A Modified Delphi Study. Phys Ther. 2022;102(7): pzac063, https://doi.org/10.1093/ptj/pzac063

  • Wilkinson T, Manella K, Myers K, et al. Part 2. Payment for Clinical Education Experiences in Physical Therapy: Perspectives from Stakeholders. J Phys Ther Educ. 2021;35(4):294-306.

  • Bilyeu C, Sharp A, Myers K. Perspective for change: establishing the need for clinical instructor competencies in physical therapist education. Journal of Clinical Education in Phys Ther. 2021;3. https://doi.org/10.52214/jcept.v3.6935

  • Greco J., Hochman L., Silberman N. The ‘How’ and ‘Why’ Behind Clinical Site Visits: A Qualitative Study Exploring Director of Clinical Education Perspectives. J Phys Ther Educ. 2024;38(1) 53-62. Published ahead of print 8/30/2023

  • Hochman L., Silberman N., Jung M., Greco J. Clinical Site Visits: Perspectives of Clinical Instructors and Site Coordinators of Clinical Education. J Phys Ther Educ.Published ahead of print 11/7/2023

  • Hochman L., Silberman N., Palmer J., Greco J. Best Practices in Clinical Education: A Site Visit Decision-Making Model in Physical Therapist Education. Journal of Allied Health.

  • Poole AK, Hibbard ST, Bell KA, Brown DS, Condran C, & Covington K.  An exploration of Doctor of Physical Therapy students’ belongingness in clinical education: A validation study.   Journal of Physical Therapy Education. 2023;37-:211-219.

  • Greco J., Hochman L., Jung, M, Silberman N.Clinical site visits: Exploring the perspectives of Directors of Clinical Education. Journal of Physical Therapy Education 24(4) 321-331.
  • Hoang T., Watkins M., Bayliss J., Schack-Dugre J., Mitchell K., Mariano M., Greco J., Colgrove Y., Wheeler E., Kiyota H., Pientok C., Stephens L, McCarthy C., Canham L., McBride G; Gleeson P. Impact of Pre-Admission Observation Hours on Key Physical Therapist Clinical Education Stakeholders: Qualitative Analysis. Journal of Physical Therapy Education 36(2) 122-127.
  • Bayliss J., Schack-Dugre J., Hoang T., Watkins M., Mitchell K., Mariano M., Greco J., Colgrove Y., Wheeler E., Kiyota H., Pientok C., Stephens L, McCarthy C., Canham L., McBride G; Gleeson P. Impact of Pre-Admission Observation Hours on Key Physical Therapist Clinical Education Stakeholders: Quantitative Analysis Journal of Physical Therapy Education. 36(4):341-347
  • Greco J., Kupczynski L., Silberman N., Hammock A. The clinical site visit: Perspectives of physical therapist students. Journal of Physical Therapy Education. 2020; 34(4): 321-33
  • Eubanks B, Cook C, Myers K. Student Mental Health and Clinical Education: Exploring the DCE Experience. Journal of Clinical Education in Phys Ther. [in review
  • Myers K, Davis AM, Thomas C, Bilyeu C. Clinical Instructor Perceptions of the Collaborative Clinical Education Model: Providing Solutions for Success in Physical Therapy Education. The Internet Journal of Allied Health Science and Practice. 2019;17(4): Article 4.
  • Myers K, Covington K. Analysis of the Clinical Education Situation framework: a tool for identifying the root cause of student failure in the United States. J Educ Eval Health Prof. 2019;16:11. doi: 10.3352/jeehop.2019.16.11
  • Myers K, Schenkman ML. Utilizing a Curriculum Development Process to Design and Implement a New Integrated Clinical Education Experience. J Phys Ther Educ. 2017;31(3):71-82.
  • Covington K, Myers K, Rodriguez J. Exploring DPT Students’ Perceptions of Team Function in a Collaborative Integrated Clinical Education Experience. J Phys Ther Educ. 2017;31(3):37-44.
  • Lardinois KL, Gosselin D, McCarty D, Ollendick K, Covington K. A Collaborative Model of Integrated Clinical Education in Physical Therapist Education: Application to the Pediatric Essential Core Competency of Family-centered Care. J Phys Ther Educ. 2017;31(2):131-136. 
  • Covington K, Odom CJ, Heflin S, Gwyer J. Student Team Experience in Practice (STEPS®s®): an Integrated Clinical Education Collaborative Model. J Phys Ther Educ.  2017; 31(2). pp. 18-29
  • Covington K, Barcinas S. Situational Analysis of Physical Therapist Clinical Instructors’ Facilitation of Students’ Emerging Embodiment of Movement in Practice. Journal of Physical Therapy. 2017;97(6): 603-614. doi: 10.1093/ptj/pzx013

Current Projects

  • Interprofessional Longitudinal Student Geriatric Clinic to Enhance Collaborative Practice (2019 – present),  Feld, J. (Role: Collaborator)
    • Funding: Duke AHEAD/Duke IPEC Grant ($8,000)
  • A Blended Learning Format to Enhance the Teach More About Teams IPE Faculty Development Program (2019-2020), Covington, K. (Role: Co-Investigator) Funding: Duke Academy for Health Professions Education and Academic Development, Innovation Grant ($4980\

Past Projects

  • Cybercivility in Interprofessional Education, Covington, K. (Co-investigator) - 2016-2017; Funding: Duke Academy for Health Professions Education and Academic Development, Innovation Grant ($5,025)
  • A Mixed Methods Analysis of Interprofessional Education Experiences, Covington, K. (Co-investigator) - 2015-2019; Funding: Duke Academy for Health Professions Education and Academic Development, Innovation Grant ($5,750)

Publications

  • De Gagne J, Covington K, Conklin J, Yamane S, Suk Kim S. Learning Cybercivility: A qualitative needs assessment of health professions students. Journal of Continuing Education in Nursing. 49(9):425-431.
  • Ross E, Derouin A, Halstater B, Covington K, Kaprielian V, Murphy G, Dieter P. Can We Learn in the Sandbox Together? Interprofessional Case Conferences as Facilitation Tools. Medical Science Educator.  2014; 24(1):83-91. doi: 10.1007/s40670-014-0005-6

*Faculty residents are indicated in bold

Current Projects

  • DEI-related Curricular Content in Entry-Level DPT Education: A Delphi Study (2022- present)
    Sutkowi-Hemstreet, A. (Role: Co-PI)
  • Climate Fluency Curriculum for Duke Health Professions Students and Faculty (2023- 2024)
    Sutkowi-Hemstreet, A., Walton A., McAdoo B.(Role: Contributor) Funding: Duke AHEAD, Award: $8,500
  • Measuring Belongingness among Doctor of Physical Therapy Students. (2021-present)
    • Waddell, C. (Role: Co-PI)

Past Projects

  • Effectiveness of a novel educational intervention to improve attitudes, knowledge, and skills of Doctor of Physical Therapy students’ in addressing the social determinants of health. (2019). Rethorn, Z. (Role: Co-PI). Funding: HPA the Catalyst Research Grant
  • Measuring non-cognitive factors associated with academic success in Doctor of Physical Therapy students (2019). Reynolds, K. (Role: Co-PI)
  • Noncognitive Factors of Rehabilitation Professional Students and the Relationship with Academic and Clinical Performance: A Systematic Review (2019). Reynolds, K. (Role: Co-PI)
  • Assessing Proctor Variance and Reliability during Practical Examinations (2019). Magill, J. (Role: Co-PI)

Publications

  • Eubanks BR, Black KD, Covington K, Feld JA. Doctor of physical therapy student perceptions of domestic versus international service-learning experiences: A mixed methods approach. (in review).
  • Ballengee L. Covington K. George S. Introduction of a psychologically informed educational intervention for pre-licensure physical therapists in a classroom setting.  BMC Med Educ. 20, 382. https://doi.org/10.1186/s12909-020-02272-5
  • Rethorn ZD, Davenport TE, Maxwell JL, Bezner JR, Ingman MS, Magnusson DM. What are DPT program practices and attitudes related to health promotion and wellness? results of a national survey. Phys Ther. 2020. doi: 10.1093/ptj/pzaa178/5911070 
  • Magnusson DM, Rethorn ZD, Bradford EH, Maxwell J, Ingman MS, Davenport T, Bezner J. Population health, prevention, health promotion, and wellness competencies in entry-level physical therapist education: results of a modified delphi study. Phys Ther. 2020;100(9):1645-1658. doi: 10.1093/ptj/pzaa056
  • Salamh P, Roll M, Figuers C, Covington K.  The development and implementation of a faculty development residency within physical therapist education. Journal of Physical Therapy Education.  Online April 1, 2019. doi: 10.1097/JTE.0000000000000085
  • Salamh P, Cook C, Figuers C, Covington K. What Constitutes Academic Dishonesty in  Physical Therapy Education: Do Faculty and Learners Agree? Journal of Allied Health. Spring 2018; 47(1):e29-e35
  • Roll M, Canham L, Salamh P, Covington K, Simon C, Cook C. Evaluation of Non-Cognitive Traits of Doctor of Physical Therapy Learners. Journal of Educational Evaluation for Health Professions. 2018:15(19) DOI: 10.3352/jeehp.2018.15.19