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Educating Physical Therapists in Women's Health: Recommendations for Professional (Entry-Level) and Postprofessional Curricula

Posted on: Sunday, 30 October 2005, 03:01 CST

By Krum, Laura LaPorta; Smith, Sue

Background and Purpose. Managing conditions unique to and more prevalent in women is an emerging trend in health care. The key purposes of this study were to determine (1) practice patterns and emphasis of women's health physical therapists, (2) how and to what extent physical therapists were educated about women's health, ( 3) curricular content deemed important in preparing practicing and professional (entry-level) physical therapists, and (4) by what means therapists may be interested in furthering their knowledge of women's health.

Subjects and Methods. Subjects were a random sample (N = 1,021) of members of the Section on Women's Health of the American Physical Therapy Association who completed a survey on their practice emphasis, educational preparation in women's health, and opinions regarding content that should be taught at the professional and postprofessional levels in physical therapist education programs.

Results. Thirty-seven percent of the subjects (n=347), representing 48 states, responded. A majority of respondents (n=204) reported that up to 25% of their practice involved treating specific women's health issues and most had received minimal academic education specific to women's health. Examples of curricular content recommended for entry into the profession included osteoporosis, musculoskeletal conditions, obstetrics, and urogenital concerns, while pathology, pelvic floor assessment/treatment, endocrinology, and gynecology were recommended for the postprofessional level. Of the 347 who responded, practitioners' preference for postprofessional education was via continuing education (n=229) or certificate programs (n=227).

Discussion and Conclusion. As physical therapist education program curricula evolve in response to degree advances and changes in health care policy, educators can use this information to strengthen both professional and postprofessional curricula in women's health.

Key Words: Women's health, Physical therapist education, Curriculum.

INTRODUCTION

Women's health has become a national focus influencing everything from National Institutes of Health policy1 to nutrition options and vitamin supplements. Despite this interest, women's health topics have been reported to be underrepresented in both professional and postprofessional physical therapist education programs.2,3 In 1979, Frahm wrote "exposure to the OB/GYN area is noticeably sparse in the American physical therapy school curriculum."4 And now, over 25 years later, there is some question about the degree to which women's health topics are being taught in physical therapist education programs today.

According to A Normative Model of Physical Therapist Professional Education, professional physical therapist education programs should graduate students who are "sensitive to individual and cultural differences when engaged in physical therapy practice, research, and education."5 To effectively compare the effects of sex on diagnosis, prognosis, health, and wellness, physical therapist education needs to expand the traditional medical view of "women's health" which typically includes reproductive issues in adolescent girls and adult women.6,7 Instead, physical therapist educators should take steps to account for the broad spectrum of women's health concerns throughout the lifespan and the relative differences between men and women in terms of health behaviors, morbidity, disability, and mortality. Additional considerations may also need to be made regarding the demographic, social, cultural, and political influences on a woman's health and her approach to health care.7-11 Unfortunately, there is little evidence on the current status of women's health content in physical therapy curricula. Therefore, the current study was developed to address the following purposes: (1) to determine practice patterns and practice emphasis of a national sample of women's health physical therapists, (2) to determine how and to what extent these physical therapists were educated about women's health issues, (3) to identify important curricular topics in preparing both practicing (postprofessional) and professional (entry-level) physical therapists to address health care needs unique to women, and (4) to determine whether, and by what means, women's health physical therapists were interested in advancing their knowledge of women's health. In other words, this study was developed to determine curricular content areas that are regarded as essential to the effective practice of women's health in physical therapy in order to suggest guidelines for professional and postprofessional physical therapist education programs.

Review of the Literature

In 1993, Congress requested the Department of Health & Human Services (DHHS) to examine the content of medical education devoted to women's health. This legislation authorized the DHHS Secretary to survey medical school curricula to determine how women's health issues were incorporated and, if needed, to make recommendations for change. Educators, researchers, and practitioners were challenged to reexamine curricula, research agendas, and competencies with regard to the health of women. A resultant report by the Council on Graduate Medical Education (COGME) suggested that physicians should have an understanding of the different and unique qualities of women's health.12,13 They further noted that changes in medical education and continuing education were needed to prepare physicians to adequately address the health care needs of women. The Council recommended sweeping reforms, such as a systematic review of the knowledge base, evaluation of student performance related to women's health, faculty development of clinical simulations critical to comprehensive care of women, review of national Board examinations to ensure competency, collaboration of accreditation bodies to develop education programs addressing women's health, continuing education to remediate deficiencies for practicing physicians, and facilitation of cross-disciplinary collaborative centers in women's health within academic health centers.

The Health Resources and Services Administration (HRSA) also published a report in 1997 on the status of women's health in medical school curricula.14 The Administration made recommendations to develop a core focus on women's health within medical education curricula by increasing scientific knowledge about women's health and sexrelated issues, addressing sex inequities in medical research and education, increasing awareness regarding fragmentation of health services to women and the interdisciplinary nature of women's health, and increasing advocacy by women as health care consumers. The report also suggested topics of instruction that should be presented in a model core curriculum in women's health including: basic sciences, developmental and psychosocial issues, gender- specific approaches to health behaviors/health promotion, and sexual and reproductive functions. HRSA completed a similar survey of dental school curricula and, in 2001, reported the results of women's health education in baccalaureate nursing curricula, as well.14 In contrast to how nursing, dental, and medical schools are responding to emerging trends in women's health, there are limited data, but they suggest that curricula in physical therapist education programs may not be current with the expanding clinical role of physical therapists in women's health.2,15

In a study investigating the women's health topics that were addressed in professional physical therapist education programs in 2001, Irion2 directed surveys to department chairs of 185 physical therapist education programs in the United States accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE). She requested that "the most appropriate faculty member in the department knowledgeable on women's health content in the curriculum" answer the questionnaire. Sixty-four (n=64) usable surveys, establishing a response rate of 34.59%, were analyzed. Content areas were determined using A Normative Model for Physical Therapist Professional Education and included inquiries on 95 subtopics related to cognitive, affective, and psychomotor skills in women's health in areas of foundational and clinical sciences as well as 19 practice expectations. Clinical experts in the field of women's health reviewed the survey for content validity. Respondents were asked to state which of the 95 subtopics were "adequately covered." Of the sample, 80% to 100% reported that only 27 of the 95 subtopics were adequately covered in their curriculum, while 40% to 59.99% of the respondents reported covering only 18 of the subtopics. Not 1 respondent reported that more than 27 subtopics were adequately covered in their curriculum. Therefore, as of 2001, 64 physical therapist education programs reported that professional education related to women's health was prominent in some subtopic areas and was lacking or absent in others.

In another study, Pauls15 determined attitudes about key issues in women's health in a cohort of physical therapist students (N = 190) and whether an educational program would produce a change in attitudes. She found that the misconceptions of physical therapist students were similar to those of the general public, especia\lly related to the health risks of breast cancer and heart disease. Following an educational intervention, 137 out of 190 students changed at least 1 answer on the posteducation test (P < .0002).

In 1998, a pilot study was developed to survey individuals who were already practicing physical therapists. The purpose of the survey was to have the clinicians select curricular content areas that should be included in a postprofessional curriculum in women's health (unpublished data, L LaPorta Kruin, 2000). Questions solicited information regarding respondent demographics, practice patterns, education in women's health, and recommendations regarding postprofessional curricular content. A panel of 7 experts involved in women's health physical therapy reviewed the survey for construct and content validity. Based on the experts' comments, the survey was refined. This survey was then pilot tested with a sample of 300 members of the APTA Section on Women's Health who were randomly selected from the Southeast and Southwest regions of the United States. This pilot survey resulted in a return of 108 surveys, or a response rate of 36%. A majority of respondents (59%) were interested in participating in formalized education programs to advance their knowledge and skills in women's health at the graduate level. Many reported that they had pursued self-directed education in women's health following graduation to equip themselves for practice in the area. Specifically, they read medical textbooks, scientific publications, and attended continuing education courses to gain knowledge in key women's health topics areas which included obstetrics (16.9%), gynecology (15.7%), urogenital (23.9%), and orthopedics (48.4%).

Analysis of the pilot survey indicated that many physical therapists continued their education in women's health following graduation from their respective professional education programs. Based on these results, we determined that a follow-up study was needed to determine whether a larger sample of participants, representing physical therapists across the United States, would help to delineate elements of women's health curricula that should be included in professional physical therapist education. Additionally, we were interested in therapists' opinions regarding which women's health topics should be taught at the postprofessional level (ie, to practicing physical therapists).

METHODS

The Survey

After receiving an expedited review and approval by the Texas Women's University Institutional Review Board, the survey used in 1998 was expanded to solicit responses regarding both professional and postprofessional cnrricular content. Content of the survey used in this study (Appendix) consisted of questions regarding respondent demographics, practice patterns in women's health, and scope of education in women's health. Respondents were also asked to rank the importance of selected content areas in professional and postprofessional university curricula ("essential,""important," or "not essential,") and to indicate their interest in pursuing formal education in women's health. "Essential" was used to define topics that required significant time or focus in a curriculum, while an "important" designation was used to identify topics that required moderate amounts of time. "Not essential" was used to designate topics that required minimal to no time in a curriculum.

Subjects and Procedures

Using a computer-generated table of random numbers, the surveys with a cover letter and a coded, self-addressed stamped envelope (SASE) were mailed to 1,021 members (ie, approximately one half of the membership) of the Section on Women's Health of APTA. A second survey with a cover letter and a SASE was mailed to nonrespondents approximately 4 weeks after the initial mailing. The goal was a minimum 30% response rate.

Table 1. Survey Respondents per US Region Compared to Regional APTA Membership

We chose to survey physical therapists who were presumably interested in women's health, ie, members of the APTA Section on Women's Health, to solicit information regarding key women's health practice content areas. Specifically, we were interested in practitioners' opinions regarding what curricnlar content was essential for preparing professional physical therapist students to be current with both the increased interest and demand for women's health practitioners and with the national trends emphasizing adequately prepared health care practitioners for women across the lifespan.

Data Analysis

Data were analyzed using measures of central tendency and frequency distributions with SPSS 10.1* software and reported in tabular or graphic format. To analyze responses that ranked professional and postprofessional curricula content, a threshold level of agreement was set a priori. Specifically, in order for a particular content area to fall into a category of "essential,""important," or "not essential," a majority of respondents (>50%) had to have agreed on the ranking. Ex post facto exploration of the data also showed that some content areas did not clearly fall into the "essential,""important," or "not essential" categories. For the purposes of discussion, these content areas were deemed "less important," reflected by more than a 30% response rate for "not essential," and less than a 35% response rate for "essential," or "important."

RESULTS

Response Rate

Seventy-eight surveys were undeliverable and returned to sender. Ten individuals returned the survey unmarked stating that they were too busy to respond or were uninterested in participating. These 10 responses, while providing no usable data, were included in the response rate calculation. Of the 943 distributed surveys, 347 completed surveys were received representing a 36.8% response rate. This response rate and total number of completed surveys exceeded the goal and was considered adequately representative.

Characteristics of the Respondents

Individuals responding to the survey represented practitioners in 48 states (Table 1). No responses were received from members in Wyoming or Rhode Island. For comparative purposes, the states were divided arbitrarily into Northwest, Southwest, Central, Northeast, and Southeast regions. A majority of responses came from physical therapists practicing in the Central and Northeast regions of the US, which corresponds with the percentage of physical therapists in those regions who are members of APTA (Table 1). The physical therapists who responded to the survey had been practicing an average of 14.519.5 years and most of them graduated in the 1980s (33.7%) or 1990s (37.2%).16[dagger] Individuals who graduated prior to 1980 and those who graduated in 2000 or 2001 represented the remaining 29.1% of the sample (Table 2). A majority of respondents (n=204) reported that the treatment of women's health issues comprised 0% to 25% of their practice, however, 67 respondents replied that over 50% of their practice was in the area of women's health (Figure 1).

Table 2. Respondents' Years of Graduation from a Physical Therapy Program (n=341)

Respondents' Practice Patterns and Emphasis in Women's Health

When asked about the emphasis or average percentage of patients treated in specific areas of women's health, the respondents reported that a majority of women's health patients were treated for musculoskeletal problems (30.928.0), urological problems (20.122.7), pathologies more prevalent in women (ie, migraine headaches, fibromyalgia, rheumatoid arthritis, etc) (12.812.9), and obstetrics (12.619.1). A small number of respondents reported that research (n=11) made up 16.7% 28.2% of their practice. Fewer respondents reported that "other" areas of practice (n=8) (ie, incontinence education, joint replacement, general orthopedic conditions, aquatic therapy, and instruction in body mechanics during the childbearing years) made up 16.817.1% of their practice. Other treatment categories in the minority, as demonstrated by lower averages, included gynecology (12.313.4), oncology (11.718.6), wellness (8.813.2), age-related issues (ie, menopause and cardiovascular disease) (8.710.2), and education (8.217.1) (Table 3).

Figure 1. Percentage of practice treating specific women's health issues.

Women's Health Coursework in Physical Therapist Education Program Curricula

In general, respondents recalled receiving little to no formal instruction in many women's health topics during their professional education. It is important to note, however, that one must use caution in interpreting this information due to the lapse of time between all participants' matriculation from professional training and their involvement in this study. According to the reports of the respondents, musculoskeletal content received the greatest amount of instruction with an average of 11 hours of class time, followed by pathology (5 hours), and obstetrics and oncology (2-3 hours). Urogenital, gynecology, nutrition, wellness, and aging issues specifically related to women each reportedly received less than 2 hours of instruction at the professional education level.

Table 3. Women's Health Practice by General Content Ordered in Decreasing Mean Percentage

Respondents' Recommended Curricular Content Emphasis for Professional and Postprofessional Education

When respondents were asked: "How important do you think it is for a professional physical therapist education program to address women's health issues specifically in a curriculum?" a majority responded "very important" (61%), or "important" (31%). A majority of respondents (45%) also believed that it would be preferable to emphasize women's health content by teaching it in courses throughout the curriculum versus offering women's health courses as electives (24%), or as specific required courses (27%). The respondents also differentiated specific curriculum content that they felt was "essential,""important," or "not esse\ntial" at the professional (Table 4) and postprofessional level (Table 5).

Other areas that could not he clearly considered "not essential" but were found to be "less important" at the professional education level (as described previously) were female anatomy dissection labs, sexually transmitted diseases, sexuality, external pelvic floor assessment, marketing strategies for a women's health practice, research in women's health topics, consultation, and clinical residencies in women's health (Table 4). From the coursework topics presented, birth control methods was the only topic that was considered to be "less important" at the postprofessional level (Table 5).

Respondents' Preferences for Postprofessional Education in Women's Health

The curricular topics considered essential or important in formalized education were topics that respondents sought in postprofessional education. On average, the greatest amount of time was spent in individual postprofessional studies (via continuing education courses, books, journals, and self-study) in the areas of musculoskeletal, urogenital, obstetrics, anatomy, gynecology, pathology, aging, and wellness (Table 6).

When presented with a choice of methods to receive postprofessional instruction in women's health, respondents preferred continuing education (n=229; 65.9%) and certificate programs (n=227; 65.4%) over the advanced MPT (n=92; 26.5%), DPT (n=78; 22.5%), or PhD (n=78; 22.5%) degrees. Only 5 respondents replied that they were not interested in taking women's health courses. A majority of the respondents also reported that if they were to pursue an advanced degree (MPT, DPT, or PhD), they would prefer a program that offered courses online (n=190) or distance education format via teleconference (n=160) versus weekend classes (n=98).

DISCUSSION

The purposes of this study were to (1) determine practice patterns and practice emphasis by women's health physical therapists, (2) determine how and to what extent these therapists were educated about women's health issues, (3) identify curricular topics important in preparing both practicing physical therapists and physical therapists just entering the profession to address health care needs unique to women, and (4) to determine whether and by what means women's health physical therapists were interested in advancing their knowledge of women's health.

Table 4. "Essential,""Important," and "Not Essential" Women's Health Curricular Content at Entry Into the Profession

Of 347 respondents, 204 reported that up to 25% of their practice involved the treatment of women for specific women's health issues. In other words, a majority of respondents (58.8%) were not involved in niche practices in women's health, (which might be represented by a practice emphasis in women's health 51%-100% of the time), but were regularly treating women's health issues. The respondents also reported that most female clients were being treated for musculoskeletal (30.928.0%), urogenital (20.122.7%), obstetric (12.619.1%), or pathological problems with a higher prevalence in women (12.812.9%). When comparing these patient diagnosis categories with the respondents' reports of estimated time spent receiving formal education at the professional level in women's health, questions regarding adequate professional clinical preparation emerged. Unlike the musculoskeletal and pathology areas, which reportedly had the greatest time representation in professional curricula (11 hours and 5 hours respectively) for this sample, the areas of urogenital, obstetrics, gynecology, oncology, nutrition, wellness, and aging issues of women each received less than an average of 2 hours of instruction. The findings indicate that physical therapists may not have adequate training, on average, at entry into the profession to safely and sufficiently address the needs of female patients being treated in general practice, especially in the areas of urogenital issues and obstetrics. Additionally, one must consider that an even larger educational discrepancy might result for physical therapists choosing to specialize in women's health. In drawing conclusions, however, we must use caution. This sample represented the educational environment of physical therapist education programs from 1950 to 2001, with a majority of respondents graduating in the 1980s and 1990s prior to the publication of A Normative Model of Physical Therapist Professional Education and current accreditation standards. Additionally, one may question whether respondents were clearly able to remember and therefore accurately report the amount of teaching received in professional education programs in the specified women's health curricular content areas. However, recent studies involving physical therapist educators,2,3 physical therapists,17 and physical therapist students15 support the notion that there is a need for more women's health education in professional physical therapist education programs. Additionally, Irion's2 study, this study, and the pilot study (unpublished data, L LaPorta Krum, 2000), also support the addition of curricular threads or required courses in women's health in professional level programs.

Based on the results of this study it would appear that the respondents took steps to educate themselves in women's health postprofessionally, through self-guided reading, continuing education, practical experience, and professional membership in women's health organizations (eg, the APTA Section on Women's Health). Specifically, respondents reported seeking out additional postprofessional education in the areas of musculoskeletal, pathology, nrogenital, obstetrics, anatomy, gynecology, pathology, aging, and wellness issues specifically related to women. Interestingly, respondents deemed similar curricular content to be "essential" (requiring significant time or focus in a curriculum) in professional instruction (Table 4). These curricular suggestions also corresponded to the areas of women's health practice reported. For example, one third of the respondents' female patients required treatment for musculoskeletal problems and a majority of respondents reported that professional education should address the physical therapy management of musculoskeletal issues in women (eg, ostcoporosis, spine/extremity musculoskeletal dysfunction, and sports injuries). Roughly one third of the respondents' patients required treatment for urologie (20.1%) or obstetric (12.6%) problems and again, a majority of them reported that curricular content in these areas was important for physical therapists to know upon graduation.

Table 5. "Essential,""Important," and "Not Essential" Women's Health Curricular Content at the Postprofessional Level

But how should professional level curricula be modified to address these educational issues? When considering curricular revisions, 2 concerns are frequently expressed. First, if something is added, what can be eliminated or minimized? Second, are these content areas truly essential at entry into the profession or should the content be considered for postprofessional curricula and instruction? Discussion of the first concern is beyond the scope of this paper. However, there is evidence to suggest that physical therapist education in women's health may be lagging behind that of other health care practitioners-especially in comparison to physicians, dentists, and nurses,14,15,18 despite the predominance of women in the profession.19 While the respondents reported that they were able to learn about women's health care issues after graduating from their respective professional physical therapist education programs, we would suggest that this is not an indication that postprofessional education is the optimal environment for this content. Content historically considered specialized, or postprofessional practice (eg, joint mobilization or manipulation), can with time and evidence become essential at entry into the profession. Noteworthy is that knowledge and recognition of women's health issues transcends all areas of physical therapist practice. Whereas, some aspects of women's health care are specialized, other aspects are important in providing the generalist's standard of care.

Table 6. Average Hours of Postprofessional Study per Curricular Content Area Reported

CONCLUSION

As Kirschstein articulated in the Forward to volume 1 of the Agenda for Research on Women's Health for the 21st Century: "Along with a rapid pace of scientific discovery, the issue of women's health has risen in prominence during the past decade in the broadest biomedical, political, and social sense. Our nation has recognized the importance of women's health."20 Although our nation may now recognize women's health as a priority, the outcome of this survey indicates that women's health education at entry into the profession may not be keeping pace with the demands of physical therapist practice. Academic programs may use the information obtained from this survey to review their curricula and determine whether they are including women's health information deemed to be "important" and "essential" at the entry level by practicing physical therapists. In so doing, physical therapist education programs will be taking an active role in advancing contemporary practice.21

ACKNOWLEDGEMENTS

The authors especially thank the Helga and Gerardo Weinstein Philanthropic Fund for their generous gift that partially funded this study. We also thank Dr Carolyn Rozier, former dean of the School of Physical Therapy at Texas Woman's University (TWU), and our panel of experts for their time and support. In addition, we acknowledge the graduate students at TWU for their assistance in preparing the mail-out, and former graduate students in the Department of Physical Therapy at the University of Nevada -Las Vegas (UNLV), particularly Allan Smith, David Camp, and Blaine Archibald, for their help in col\lecting the surveys and entering data. Most importantly, we thank the members of the APTA Section on Women's Health who responded to our survey.

*SPSS Inc, 233 S Wackcr Drive, 11th Floor, Chicago, IL 60606.

[dagger] APTA was unable to provide statistics that compared years of practice by decade, but according to data published by APTA in March 2002, 24.3% of the APTA membership graduated between 1998 and 2002, 46.8% graduated in 1982 through 1997, and 28.9% graduated prior to 1982.

REFERENCES

1. Pinn VW. Agenda for women's health research. Improving women's musculoskeletal health. Clin Orthop. Mar 2000(372):9-16.

2. Irion J. Content on women's health in professional physical therapy curricula. Paper presented at: American Physical Therapy Association Combined Sections Meeting; February 4-8, 2004; Nashville, Tenn.

3. Boissonnault J. A Vacuity Survey on Entry-Level Women's Health Physical Therapy Curricular Content [dissertation]. Madison, Wisc: University of Wisconsin-Madison; 2003.

4. Frahm J. Bull Sect Obstet Gynecol. 1979; 3(3+4):1.

5. A Normative Model of Physical Therapist Professional Education: Version 2000. Alexandria, Va: American Physical Therapy Association; 2000.

6. Ruzek S, Becker M A. The women's health movement in the United States: from grassroots activism to professional agendas. JAMWA. 1999;54(1):4-9.

7. Cohen M. Towards a framework for women's health. Patient Educ Couns. Mar 1998; 33(3):187-196.

8. Simkin RJ. Women's health: time for a redefinition. Cmaj. Feb 15 1995;152(4):477-479.

9. Leuning C. Women and health: power through perseverance. Holist Nurs Pract. Jul 1994;8(4):1-11.

10. Morse G G. Refraining women's health in nursing education: a feminist approach. Nurs Outlook. Nov-Dec 1995;43(6):273-277.

11. Rodin J, Ickovics J R. Women's health. Review and research agenda as we approach the 21st century. Am Psychol. Sep 1990;45(9):1018-1034.

12. Kwolek D S, Donnelly M B, Carr E, Sloan D A, Haist S A. Need for comprehensive women's health continuing medical education among primary care physicians. J Contin Educ Health Prof. Winter 2000;20(1):33-38.

13. Council on Graduate Medical Education. Summary of 5th Report, Women in Medicine: Physician Education in Women's Health. Available at: www.cogme.gov/rpt5.htm. Accessed October 20, 1998.

14. Health Resources and Services Administration. Women's Health in Health Professions Curricula. Available at: www.hrsa.gov/ womenshealth/wh_relatedpub.htm. Accessed October 20, 1998.

15. Pauls J. Attitudes and response to instruction on women's health by physical therapy students. J Section Women's Health. 2001;25:7-9.

16. American Physical Therapy Association. Available at: www.apta.org/Research/survey_ stat/pt_ demo/pt_years. Accessed October 4, 2004.

17. Becker M, Nelson A J, Schmidt M, et al. Educational preparation and attitudes of physical therapists regarding the treatment of women for urinary incontinence. J Section Women's Health. 2002;26:7-15.

18. Breslin E. Integrating women's health concepts in a nursing course. Nurse Educator. 1995(20):30-33.

19. American Physical Therapy Association. Women in physical therapy. Available at: www.apta.org / Advocacy / womeninitiatives / Women_s_Issues_ResGde / Women_in_PT. Accessed April 20, 2004.

20. Kirschstein R. US Department of Health and Human Services. A Report of the Task Force on the NJH Women's Health Research Agenda for the 21st Century. Bethesda, Md: National Institutes of Health; 1999.

21. Ferretti M. Advancing contemporary practice: a role for educators. J Phys Ther Educ. 2002; 16:3-8.

Laura LaPorta Krum, PT, MSPT, PhD, and Sue Smith, PT, PhD

Laura LaPorta Krum is assistant professor in the Department of Physical Therapy at Regis University, Rueckert-Hartman School for Health Professions, Mail Code G-9, 3333 Regis Boulevard, Denver, CO 80221-1099, and the director of the Women's Health Program in a privately owned physical therapy practice. Please address all correspondence to Laura LaPorta Krum.

Sue Smith is associate professor and director of Post- Professional Programs in Rehabilitation Sciences at Drexel University, Philadelphia, PA 19102 (sss492@drexel.edu).

This study was approved by the Texas 'Women's University Institutional Review Board. This manuscript reflects a component of Krum's doctoral work at Texas Woman's University, School of Physical Therapy, Dallas, Texas.

Received May 12, 2004, and accepted May 31, 2005.

Appendix. Survey on Women's Health in Physical Therapist Education

Appendix. Survey on Women's Health in Physical Therapist Education

Appendix. Survey on Women's Health in Physical Therapist Education

Appendix. Survey on Women's Health in Physical Therapist Education

Copyright Journal of Physical Therapy Education Fall 2005

Source: Journal of Physical Therapy Education

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