Mismatch between the proposed ability concepts of the Graduate Record Examination and the critical thinking skills of physical therapy applicants suggested by an expert panel in the United States

Purpose The Graduate Record Examination (GRE) is a general examination predictive of success in US-based graduate programs. Used to assess students’ written, mathematical, and critical thinking (CT) skills, the GRE is utilized for admission to approximately 85% of US physical therapist education (PTE) programs. The purpose of this study was to assess whether the CT skills measured by the GRE match those deemed by an expert panel as the most important to assess for PTE program acceptance. Methods Using a modified E-Delphi approach, a 3-phase survey was distributed over 8 weeks to a panel consisting of licensed US physical therapists with expertise on CT and PTE program directors. The CT skills isolated by the expert panel, based on Facione’s Delphi Report, were compared to the CT skills assessed by the GRE. Results The CT skills supported by the Delphi Report and chosen by the expert panel for assessment prior to acceptance into US PTE programs included clarifying meaning, categorization, and analyzing arguments. Only clarifying meaning matched the CT skills from the GRE. Conclusion The GRE is a test for general admission to graduate programs, lacking context related to healthcare or physical therapy. The current study fails to support the GRE as an assessment tool of CT for admission to PTE programs. A context-based admission test evaluating the CT skills identified in this study should be developed for use in the admission process to predict which students will complete US PTE programs and pass the licensure exam.


Q1. Consent to Participate in a Research Study Critical and Higher Order Thinking Skills Required for Admission to Physical Therapist Education Programs: A Modified e-Delphi Study
· WHY ARE YOU BEING INVITED TO TAKE PART IN THIS RESEARCH? You are being invited to take part in a research study about critical thinking and higher order constructs in the admission process to physical therapist education programs.
· WHO IS DOING THE STUDY? The person in charge of this study is Shannon Hughes, a doctoral student at the University of Memphis, Department of Leadership. She is being guided in this research by Donna Menke, PhD.
· WHAT IS THE PURPOSE OF THIS STUDY? By doing this study, we hope to learn which critical and higher order constructs should be adopted into a pre-admission exam, if such an examination is adopted for use for admission into physical therapist education programs.

· WHERE IS THE STUDY GOING TO TAKE PLACE AND HOW LONG WILL IT LAST?
The research procedures will be conducted at The University of Tennessee and The University of Memphis through an online Qualtrics survey. The study should last approximately two to three months.
· WHAT WILL YOU BE ASKED TO DO? This is the first of three surveys, where you will be asked to rank the critical thinking skill and higher order construct that you feel is the most essential to be tested prior to admission to physical therapist education programs. The internet questionnaire should take approximately ten to twenty minutes to complete. Other questions included in this initial survey will ask demographic information including gender, age, educational information, number of years as a physical therapist and number of years of interest in critical thinking and higher order constructs. · WHAT WILL IT COST YOU TO PARTICIPATE? There are no costs associated with taking part in the study.
· WILL YOU RECEIVE ANY REWARDS FOR TAKING PART IN THIS STUDY? You will not receive any rewards or payment for taking part in the study.

· WHO WILL SEE THE INFORMATION THAT YOU GIVE?
We will make every effort to keep private all research records that identify you to the extent allowed by law. Your information will be combined with information from other people taking part in the study. When we write about the study, we will write about the combined information we have gathered. You will not be personally identified in these written materials. We will publish the results of this study; however, we will keep your name and other identifying information private. This study is anonymous. That means that no one, other than the researcher, will know that the information you give came from you.

· CAN YOUR TAKING PART IN THE STUDY END EARLY?
If you decide to take part in the study you still have the right to decide at any time that you no longer want to continue. You will not be treated differently if you decide to stop taking part in the study. The individuals conducting the study may need to withdraw you from the study. This may occur if you are not able to follow the directions they give you, if they find that your being in the study is more risk than benefit to you, or if the agency funding the study decides to stop the study early for a variety of scientific reasons.
· WHAT IF YOU HAVE QUESTIONS, SUGGESTIONS, CONCERNS, OR COMPLAINTS? Before you decide whether to accept this invitation to take part in the study, please ask any questions that might come to mind now.  (4)  Completed some postgraduate (5)  Master's degree (6)  Ph.D., law or medical degree (7) Q9. What is your entry level physical therapy degree?  Certificate (1)  Bachelor's degree (2)  Entry-level Master's degree (3)  Entry-level Doctoral degree (4) Q11. Interpretation is the ability to understand and convey the significance of an experience. The skills that make up interpretation are: · Categorization: occurs when experiences or beliefs are framed for better understanding decoding significance: the situation or experience is described in relation to affective attitudes or the motive behind situation · Clarifying meaning: restating or paraphrasing the situation or experience in different terms to remove any ambiguity or confusion

Q14. Categorization: occurs when experiences or beliefs are framed for better understanding
 Absolutely essential (5) Q15. Decoding significance: the situation or experience is described in relation to affective attitudes or the motive behind situation  Not important (1)  Little importance (2)  Average importance (3)  Very important (4)  Absolutely essential (5) Q16. Clarifying meaning: restating or paraphrasing the situation or experience in different terms to remove any ambiguity or confusion  Not important (1)  Little importance (2)  Average importance (3)  Very important (4)  Absolutely essential (5) Q17. Analysis is when concepts or situations are examined, and relationships are identified. The skills that make up analysis are: examining ideals: when ideas are compared and contrasted, and problems with the idea are identified and broken down detecting arguments: determining if an idea or situation has reasons to support or refute it analyzing arguments: a complex process where the conclusion, the reasons for the conclusion, support for those reasons and their structure, other outcomes, and outliers are identified and accepted or rejected Q18. Examining ideals: when ideas are compared and contrasted, and problems with the idea are identified and broken down (4)  Absolutely essential (5) Q19. Detecting arguments: determining if an idea or situation has reasons to support or refute it  Not important (1)  Little importance (2)  Average importance (3)  Very important (4)  Absolutely essential (5) Q20. Analyzing arguments: a complex process where the conclusion, the reasons for the conclusion, support for those reasons and their structure, other outcomes, and outliers are identified and accepted or rejected (4)  Absolutely essential (5) Q21. Evaluation is assessing the credibility of perceptions and logic of the relationships by assessing claims or arguments. The skills that make up evaluation are: · Assessing claims: recognizing factors that make the source of information credible · Assessing arguments: judging if an argument is plausible or false Q24. Assessing claims: recognizing factors that make the source of information credible  Not important (1)  Little importance (2)  Average importance (3)  Very important (4)  Absolutely essential (5) Q23. Assessing arguments: judging if an argument is plausible or false  Not important (1)  Little importance (2)  Average importance (3)  Very important (4)  Absolutely essential (5) Q25. Inference uses querying evidence, finding alternatives and drawing conclusions to identify what is needed to make conclusions, or form hypotheses. Skills that make up inference are: · Querying evidence: occurs when additional support information is needed to develop or reinforce an argument and how to find that additional support information · Conjecturing alternatives: creating other alternative ways to ask a question, multiple ways resolve an issue or project consequences · Drawing conclusions: ensues when hypothesis are tested or opinions are compared to determine what to do or believe