Douglas Haladay, PT, DPT, PhD (pictured above) and a multisite team, which includes several of our faculty members, were selected by the Foundation for Physical Therapy Research Board of Trustees to receive the 2020 Physical Therapy Education Research Grant in the amount of $40,000 for their work entitled “Development of a Novel Evidence-Based Practice-specific Entrustable Professional Activity for Doctor of Physical Therapy Student Clinical Education.” In addition to Dr. Haladay, the following faculty & staff will be involved in this research study:

• Stephanie Anderson PT, DPT, OCS – Director of Clinical Education and Assistant Professor (top left)
• Aimee Klein, PT, DPT, DSc – Assistant School Director, Associate Professor, and Orthopaedic Residency Program Director (bottom left)
• Rebecca Miro PhD, CP – Unit Research Administrator (bottom right)
• David Russ PT, PhD – Assistant School Director of Research & Associate Professor (top right)
• Tamara Gravano PT, DPT, EdD, GCS, CEEAA – Assistant School Director, Associate Professor

This study will also include the following collaborators from the MGH Institute of Health Professions in Massachusetts and the University of North Dakota:

• Caitlin Fitzgerald PT, DPT – Associate Director of Clinical Education, MGH Institute of Health Professions
• Cindy Flom-Meland PT, MPT, PhD, NCS – Professor and Director of Clinical Education, University of North Dakota
• Donna Applebaum, PT, DPT, MS – Assistant Professor and Director of Clinical Education, MGH Institute of Health Professions

This multisite study aims to develop a novel evidence-based practice (EBP) specific entrustable professional activity to be used during PT clinical education. Health professions, including physical therapy, encourage the use of evidence-based practice as part of standard clinical practice. While many Physical Therapists have positive attitudes toward EBP, inconsistent adoption and translation to practice is limited by lack of time, access, and skill. This study aims to develop a new EBP-specific entrustable professional activity for use during clinical education to improve the translation of EBP to practice.