Knowledge and competence in vestibular rehabilitation: a cross-sectional study of physical therapy interns

TL;DR

This study finds that Saudi physical therapy interns have limited knowledge and competence in vestibular rehabilitation, highlighting the need for improved education and training.

Contribution

The study identifies specific educational deficiencies in vestibular rehabilitation among physical therapy interns and suggests ways to improve training programs.

Findings

PT interns showed limited knowledge of VR tests and treatment approaches during academic and internship phases.

Workshop attendance and internship VR test knowledge were significant predictors of competence.

Formal education combined with hands-on training is recommended to improve VR knowledge and skills.

Abstract

Vestibular rehabilitation (VR) is a specialized physical therapy practice area that requires comprehensive knowledge and clinical competence to manage vestibular disorders effectively, which significantly impacts patients’ quality of life. Discrepancies between knowledge and competence among physical therapy interns remain under-researched. Addressing this gap is essential for identifying specific educational deficiencies, improving training programs, and enhancing clinical preparedness.

This study aimed to examine the knowledge and competence of Saudi physical therapist (PT) interns in VR.

A cross-sectional survey was conducted among PT interns (n = 233), and VR knowledge was assessed through self-reports and objective testing. The questionnaire, developed via the Delphi method, included items specifically designed to assess competence in and knowledge of VR. Statistical analyses included descriptive statistics, multiple response analysis, and multiple linear regression to explore demographic data, knowledge, and competence predictors. The data were analyzed via JASP 18.1.1.

Competence showed a high mean score of 5.35 out of 8 (67%). In contrast, case report knowledge was low at 0.58/2 (29%), VR tests learned during academic years averaged 4.17 out of 20 (28%), while those learned during the internship averaged 2.43 out of 20 (17%). Similarly, treatment approaches and maneuvers for vestibular-related disorders learned during academic years averaged 2.47 out of 12 (25%), while those learned during the internship averaged 1.69 out of 12 (19%), indicating limited knowledge and skills in vestibular rehabilitation across both academic and clinical training phases. A simultaneous-entry multiple regression indicated that the predictor set significantly explained competence, F(12, 219) = 5.96, p < .001, accounting for 24.6% of the variance (adjusted R2 = .21, RMSE = 1.78). Internship vestibular-test knowledge (B = 0.25, β = .32, p < .001) and workshop attendance (B = 0.82, p = .006) were the only unique contributors. A companion model for case-report knowledge was also significant, F(12, 219) = 2.50, p = .004, but modest (adjusted R2 = .07, RMSE = 0.74); workshop attendance had a positive effect (B = 0.49, p < .001) while possession of a professional physical-therapy degree predicted lower scores (B =  − 1.06, p = .045), with all other variables non-significant.

The findings of this study underscore the need to implement structured academic education in VR. Integrating formal education with hands-on experiences in VR curricula could enhance knowledge and competence among PT interns.

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