of Rehabilitation Medicine, Emory University School of Medicine Associate Professor Division of Physical Therapy, Department

Transcription

1 CURRICULUM VITAE Revised: 08/27/2015 Name: Patricia Hulsey Bridges, PT, MMSc, EdD Current Titles and Affiliations: Academic Appointments: Associate Professor Division of Physical Therapy, Department of Rehabilitation Medicine, Emory University School of Medicine 2013-present Assistant Professor, Division of Physical Therapy, Department of Rehabilitation Medicine, Emory University School of Medicine Previous Academic and Professional Appointments: Clinical Senior Associate in Rehabilitation Medicine, Department of Rehabilitation Medicine, Emory University School of Medicine. Administrative Appointments: Director of Clinical Education, Division of Physical Therapy, Department of Rehabilitation Medicine, Emory University School of Medicine present Professional Appointments: Certified Trainer, American Physical Therapy Association, Clinical Instructor Education and Credentialing Program present Previous Academic and Professional Appointments: Assistant Professor, Division of Physical Therapy, Department of Rehabilitation Medicine, Emory University School of Medicine Previous Administrative and/or Clinical Appointments: Staff Physical Therapist, PM&R Department, Veterans Administration Hospital, Atlanta, GA.

2 Patricia Hulsey Bridges 2 Staff Physical Therapist, Rehabilitation Service of Atlanta, Atlanta, GA Staff Physical Therapist, Physical Therapy Department, Dekalb General Hospital, Decatur, GA. Staff Physical Therapist, Department of Physical Therapy, Emory University Hospital, Atlanta, GA. Senior, Physical Therapist, Department of Physical Therapy, Emory University Hospital, Atlanta, GA. Center Coordinator of Clinical Education, Department of Physical Therapy, Emory University Hospital, Atlanta, GA. Academic Coordinator of Clinical Education, Department of Physical Therapy, Georgia State University, Atlanta, GA. Associate Academic Coordinator of Clinical Education, Division of Physical Therapy, Department of Rehabilitation Medicine, Emory University School of Medicine. Acting Academic Coordinator of Clinical Education, Division of Physical Therapy, Department of Rehabilitation Medicine, Emory University School of Medicine. Education: Year Degree Institution Supervisor 1967 AA Stephens College N/A 1970 BS University of Florida Teddy Holmes, PT 1985 MMSc Emory University Pamela A. Catlin, EdD, PT 2003 EdD University of Georgia Laura L. Bierma, EdD Thesis Topic: Revalidation of Competencies for Emory University School of Medicine, Department of Rehabilitation Medicine, Division of Physical Therapy Supervisors: Dr. Pamela A. Catlin, EdD, PT and Johnnie Morgan MEd, PT

3 Patricia Hulsey Bridges 3 Dissertation Topic: Factors Affecting the Propensity to Adopt Evidence-based Practice in Physical Therapy: Supervisors: Dr. Laura L. Bierma, EdD, Dr. Marc Ebell, MD, MPH, Dr. Thomas Valentine, EdD. Committee Memberships: National Membership Committee Education Section, American Physical Therapy Association American Council of Academic Physical Therapy representative 2015 member for the Division of Physical Therapy, Emory University School of Medicine to the National Consortium of Clinical Educators Regional and State Georgia Consortium of Clinical Education Development Task Force 2010-present Consortium of Physical Therapy Education Clinical Educators of Greater Atlanta; Secretary Task Force for Certification of Clinical Instructors Education Committee, Physical Therapy Association of Georgia; Chair 1993 Institutional University Faculty Life Committee Emory University School of Medicine Criminal Background Committee 2006 College of Health and Human Sciences, Georgia State University: Student Appeals Committee, College of Health and Human Sciences Committee for Procedures for Faculty Search, College of Health 2000 and Human Sciences Executive Committee, College of Health and Human Sciences 1999

4 Patricia Hulsey Bridges 4 Department of Physical Therapy, College of Health and Human Sciences, Georgia State University: Community Advisory Panel, Department of Physical Therapy, Georgia State University Clinical Education Advisory Committee, Department of Physical Therapy, Chair Division of Physical Therapy, Department of Rehabilitation Medicine, Emory University School of Medicine Faculty Clinical Education Committee, Chair Student Clinical Education Committee, Chair Continuing Education Committee 2004-present 2004-present , 2011-present Cultural Diversity Committee Student Affairs Committee Class Advisor for the DPT Class of Consultant and Advisory Positions: Advisory Committee, Physical Therapy Assistant Program, Athens Technical College Advisory Committee, Clinical Education Committee, North Georgia College and State University Voluntary Faculty, Division of Physical Therapy, Department of Clinical Sciences, College of Allied Health Professions, University of Kentucky Utilization Review Committee, Visiting Nurses Association Quality Assurance Committee, Emory Hospital Manuscript Reviewer: Journal of Physical Therapy Education 2011-present

5 Patricia Hulsey Bridges 5 Honors and Awards: The Nancy Humberstone Award for Cardiopulmonary 1991 Excellence and Achievement, awarded by Cardiopulmonary Section, Physical Therapy Department, Emory University Hospital Employee of the Month for Emory University Hospital, 1992 awarded by Emory University Hospital Kappa Delta Pi, Education Honor Society, University of Georgia Society Membership: American Physical Therapy Association 1982-present Education Section, APTA 1985-present Physical Therapy Association of Georgia 1982-present Chair, Education Committee of the Physical 1990 Therapy Association of Georgia Kappa Delta Pi, Education Honor Society Organization of Regional Conferences: But All of My Patients are Complex: Clinical Decision Making 2012 Utilizing Clinical Prediction Rules and Lab Values, Emory University School of Medicine, Department of Rehabilitation Medicine, American Physical Therapy Association Clinical Instructor Education and Credentialing Program, Emory University School of Medicine, Department of Rehabilitation Medicine, You Can Ring My Bell: Central Vestibular Disorders 2011 Post-Concussion, Emory University School of Medicine, Department of Rehabilitation Medicine, The Transition into the Adjustment Period: Part One, Spinal 2011 Manipulation of the Lumbar Spine and Pelvis, Emory University School of Medicine, Department of Rehabilitation Medicine, A Pain in the Class: How Can CIs Help Students Bridge 2011 the Classroom and the Clinic, Emory University School of Medicine, Department of Rehabilitation Medicine,

6 Patricia Hulsey Bridges 6 Evaluation and Treatment of Postural Control in the Client with 2010 Neurologic Dysfunction: Junk with the Trunk Emory University School of Medicine, Department of Rehabilitation Medicine, Motor Control and Recurrent Low Back Pain: Centrally Mediated 2010 Influences and Implications for Treatment, Emory University School of Medicine, Department of Rehabilitation Medicine, Update on Heart Failure, Emory University School of Medicine, 2010 Department of Rehabilitation Medicine, Evaluation and Treatment of Common Shoulder Impairments 2009 Emory University School of Medicine, Department of Rehabilitation Medicine, Update on Heart Disease and Cardiac Rehabilitation, Emory University 2009 School of Medicine, Department of Rehabilitation Medicine, Lost in Translation : Applying Constraint Induced Therapy in the 2009 Current Healthcare Environment, Emory University School of Medicine, Department of Rehabilitation Medicine, An Integrative Approach to the Study of Health and Disease: 2008 The Interpretation of Lab Values Using a Conceptual Framework Emory University School of Medicine, Department of Rehabilitation Medicine, Division of Physical Therapy Parkinson's Disease: Taking a Step in the Right Direction Current Concepts in Care and Therapeutic Management, Emory University School of Medicine, Department of Rehabilitation Medicine, Patients with Excessive Foot Pronation: Evidence-Based 2008 Examination and Intervention, Emory University School of Medicine, Department of Rehabilitation Medicine, Classification Schemes for Lumbar Spine Conditions and 2007 Related Evidence, Emory University School of Medicine, Department of Rehabilitation Medicine,

7 Patricia Hulsey Bridges 7 Motor Learning Theory and its Relation to Physical Therapy Services, 2007 Emory University School of Medicine, Department of Rehabilitation Medicine, Ethics and Jurisprudence, Emory University School of Medicine, 2005 Department of Rehabilitation Medicine, Division of Physical Therapy. American Physical Therapy Association Clinical Instructor 2002 Education and Credentialing Program, Georgia Consortium of Clinical Educators, Children s Healthcare of Atlanta. American Physical Therapy Association Clinical Instructor 2001 Education and Credentialing Program, Department of Physical Therapy, Georgia State University. Using the Clinical Performance Instrument, Department of Physical 1999 Therapy, Georgia State University. Basic Clinical Instructors Course, Physical Therapy Department, Emory University Hospital. Interpersonal Relationship Skills for Clinical Instructors, Physical 1987 Therapy Department, Emory University Hospital. Clinical Education Seminars, Physical Therapy Department, Emory 1986 University Hospital. Research Focus: My research focuses has been on the development of clinical instructors through the American Physical Therapy Association s Clinical Instructor Education and Credentialing Program and revalidation of the competencies of the Doctor of Physical Therapy Program Emory University School of Medicine. Specifically, my research focused on codifying characteristics of the expert and novice clinical instructor and the effects of the Clinical Instructor Education and Credentialing Program on their development as clinical instructors. I have revalidated the competencies on the Doctor of Physical Therapy Program and am currently examining the revalidation of the component behaviors of the competencies Provision of Patient Care, Interpersonal Communication, the Teaching Learning Process and the Administrative Process. Formal Teaching: Medical Student Teaching

8 Patricia Hulsey Bridges 8 Interprofessional Team Training Day Physical Therapy Students Courses: Course Credits Students Responsibility Years DPT 830 Internship I Course Director 2012-present DPT 840 Internship II Course Director 2012-present DPT 900 Internship II I Course Director 2012-present PHT 520a Clinical Science I Course Director PHT 520b Clinical Science II Course Director PHT 520c Clinical Science III Course Director DPT 750 The Teaching Learning 2 71 Lecturer 2010-present Process in PT PHT 530a Clinical Measures I Instructor PHT 530a Clinical Measures I 3 34 Lecturer , 1993, 1997 DPT 755 General Medical Conditions Clinical Coordinator 2011-present DPT 800 Musculoskeletal Rehab Clinical Coordinator 2011-present DPT 810 Adult Neurorehabilitation 7 71 Clinical Coordinator 2011-present PHT 530c Clinical Measures III Clinical Coordinator PHT 530d Clinical Measures IV Clinical Coordinator PHT 530e Clinical Measures V Clinical Coordinator PHT 550b-e Clinical Research II-V Research Advisor PHT 510d Health Services IV Faculty Advisor DPT 835 Admin/Consultation Faculty Advisor DPT 905 Current Practices in PT 2 68 Professor 2014-present *PHT courses in the old curriculum are now DPT courses in the new curriculum Course Descriptions: DPT 830,840,900 (PHT 520a-c) Internship I, II and III: Each student completes three 10 week, full-time experience in an acute care facility, in a rehabilitation facility and in a community setting. Long term clinical experiences are planned to allow students to manage patients commonly seen in practice across the continuum of care. Under the supervision of a licensed physical therapist, students will practice skills in all components of physical therapy practice including conducting patient examinations, establishing patient diagnoses and prognoses, conducting interventions, measuring patient outcomes, establishing appropriate interpersonal relationships and using the teaching learning process. Students will practice all administrative aspects of their professional roles during these internships, and will demonstrate competency in safe and ethical practice. I am the course director for these three long term affiliations. In directing the 195 long term clinical experiences for each class I employ skills in education, communication and administration. The responsibilities include: informing students of clinical education policies and procedures;

9 Patricia Hulsey Bridges 9 recruiting and evaluating clinical sites; supplying relevant clinical education site information to facilitate students' selection of clinical education sites; providing a process for students to selfassess their performance and satisfaction with the clinical education learning experience; preparing clinical rotation assignment schedules and coordinating information dissemination to clinical education sites; arranging for periodic communication with students, clinical education sites and clinical faculty as needed to problem solve, support, and discuss pertinent issues with students, CIs, and/or CCCEs; assisting with identifying learning problems and developing strategies to develop competency; and conferring with the appropriate faculty, the Program Director, and other individuals (e.g., counseling staff) where applicable. DPT 755,800,810 (PHT 530c-e) General Medical Conditions, Musculoskeletal Rehabilitation and Adult Neurorehabilitation: Short term clinical experiences are planned to allow students to practice using problem solving skills with specific client problems learned in the classroom. The didactic coursework for DPT 755, 800 and 810 culminates in a two week full time clinical experience. When the students study clients with general medical problems, the students will have the opportunity to transfer the knowledge and skills learned in the classroom to solving problems in the management of patients with general medical problems, thus applying and reinforcing concepts, principles, examination techniques and therapeutic interventions using the problem solving process. The problem solving process is facilitated by supervision of students by a licensed physical therapist in an acute care setting, sub-acute or extended care facility. As the students study clients with musculoskeletal problems, the study of musculoskeletal pathophysiology and disease is integrated with clinical problem solving in outpatient clinics under the supervision of a licensed physical therapist. As they study the care of clients with neurological problems, students have the opportunity to integrate the knowledge and skills learned about the signs, symptoms and functional limitations of the neurological client and practice assessment and interventions using the problem solving approach in rehabilitation, pediatric and extended care facilities under the supervision of a licensed physical therapist. I oversee recruiting, vetting and coordinating the clinical placements. In addition, I provide lectures to prepare the students for clinical affiliations. In 2011 Dr. Phillips and I developed and integrated a reflective practice seminar into each of the short term clinical rotations. I also coordinate continuing education courses for the clinical faculty to update their knowledge of the course work students will be practicing in the clinical setting. DPT 915/925 (PHT 550b-e) Clinical Research: I serve as faculty advisor for this course series. This course sequence is designed to provide the student with the opportunity to actively apply the principles and concepts learned in Evidence- Based Practice to a contemporary research issue. Emphasis is placed on practical application of research principles and the scientific process. Students participate in a group project under my guidance. Many of these projects have been presented at national conferences. DPT 835 (PHT 510d) Administration and Consultation in Healthcare Practical: I am a faculty advisor for students who are planning, implementing, and evaluating an administration/ consultation project in the clinical setting. DPT 755 and DPT 725 (PHT 530a) The Teaching Learning Process in Physical Therapy: Much of physical therapy involves teaching teaching the patient, family members, other health care

10 Patricia Hulsey Bridges 10 professionals, insurance providers. I lecture in this course. Interpersonal Communications: This course fosters the development of skills in the interpersonal and problem-solving processes. In years , 1993, 1997, I supervised lab work and provided lectures for the interpersonal relationship course. DPT 905 Current Practices in PT The purpose of this course is to provide the student an opportunity for self-reflection; and to foster a professional culture that welcomes uncertainty, seeing difficult situations and interactions as opportunities for creative problem-solving versus unsolvable problems. This course fosters the development of critical reflection when the student encounters problematic situations and issues he/she observed or participated in during their clinical experiences. Critical reflection helps to gain insight and develop strategies about how to address such issues in the future. The goal is to challenge the status quo of clinical practice and to raise it to the most effective level of caring practice, while demonstrating integrity in all interactions with patients/clients, family members/caregivers, health professionals, students, consumers and payers. Supervisory Teaching: Doctor of Physical Therapy Students: Bowers S, Halperin R, Kniesly E, Pelino Clinical Instructor s Report the Use of Behaviors Taught in the APTA Clinical Instructors Education and Credentialing Program Dissemination:. Bridges, PH, Carter V, Rehm S, Bowers ST, Halperin R, Kniesly E, Pelino, S. Development of an instrument to measure the use of behaviors taught in the American Physical Therapy Association Clinical Instructor Education and Credentialing Program (APTA CIECP): A pilot study. Work: A Journal of Prevention, Assessment, and Rehabilitation2013;44(3): Platform presentation, American Physical Therapy Association, Combined Sections Meeting, San Diego, CA, Hoy S, Metzger R, Obuaya G, Resutek, L Exploring clinical instructors experiences in physical therapy: A phenomenological study Dissemination:. Greenfield, BH, Bridges, PH, Hoy, S, Metzger, R, Obuaya, G, Resutek, L, Exploring clinical instructor s experiences in physical therapy: A phenomenological study. Journal of Physical Therapy Education Fall, Poster presentation, Physical Therapy Association of Georgia, Atlanta, GA, 2010 Jackson T, Lorenz D, Servold S, Weeks, B Self report of clinical instructors use of teaching behaviors when supervising students Dissemination: Platform presentation, American Physical Therapy Association, Combined Sections Bridges PH, Carter V, Jackson T, Lorenz D, Servold S, Weeks, B, Self report of clinical instructors use of teaching behaviors when supervising students Chicago, IL, Drill, AN, Gaydosik CD, Krishnan A, Yandziak HJ Exploring Novice Clinical Instructors

11 Patricia Hulsey Bridges 11 Experiences in Physical Therapy Clinical Education: a Phenomenological Study Dissemination: Poster presentation: American Physical Therapy Association Combined Sections Meeting, San Diego, February, 2013 Greenfield B, Bridges PH, Drill, AN, Gaydosik CD, Krishnan A, Yandziak HJ Exploring Novice Clinical Instructors Experiences in Physical Therapy Clinical Education Adams E, Bullock D, Davis, K, Nelson C, Wood B Dissemination: Reflective narratives on early student physical therapists clinical education experiences: A phenomenological approach. Dissemination: Greenfield B, Bridges PH, Phillips TA, Adams E, Bullock D, Davis K, Nelson C, Wood B. Reflective narratives by physical therapist students on their early clinical experiences: a deductive and inductive approach. Journal of Physical Therapy Education Spring, 2015; Poster presentation: American Physical Therapy Association Combined Sections Meeting, Las Vegas, February, 2014.Greenfield, B, Bridges PH, Phillips, T, Adams E, Bullock D, Davis, K, Nelson C, Wood B.: Reflective narratives on early student physical therapists clinical education experiences: A phenomenological approach. Conwell R, Chong H, Hensley R, Kimbrell A, Sigle M Revalidation of the curricular competencies of the Emory Doctor of Physical Therapy Program Dissemination: Poster presentation: Bridges PH, Carter V, Phillips T, Conwell R, Chong H, Hensley R, Kimbrell A, Sigle M. Revalidation of the curricular competencies of the Emory Doctor of Physical Therapy Program American Physical Therapy Association Combined Sections Meeting, Las Vegas, February, Barefoot T, Dobson A, Eldridge E, Nicoetti L, Ng N Reflective Narratives of Student Physical Therapists on Early Clinical Experiences: A Quantitative and Qualitative Approach Dissemination: Poster presentation: American Physical Therapy Association Combined Sections Meeting, Indianapolis, February, 2015 Greenfield B, Phillips TA Barefoot T, Dobson A, Eldridge E, Nicoetti L, Ng N, Bridges PH, Reflective Narratives of Student Physical Therapists on Early Clinical Experiences: A Quantitative and Qualitative Approach. Beckley N, Hassinger S, Hogan V, Sismond R Exploration of Reflective Narratives of Student Physical Therapists at Two Time Placements during their Long Term Clinical Affiliations: An Inductive and Deductive Approach Lectureships, Seminar Invitations and Visiting Professorships: Presentations at Regional Physical Therapy Continuing Education Courses: Emory University School of Medicine, Department of Rehabilitation Medicine, Division of Physical Therapy, Readiness to Learn, A.P.T.A. Clinical Instructor Education and Credentialing Program, 2006, 2007, 2010, 2011.

12 Patricia Hulsey Bridges 12 Emory University School of Medicine, Department of Rehabilitation Medicine, Division of Physical Therapy, Performance Assessment-The Clinical Environment, A.P.T.A. Clinical Instructor Education and Credentialing Program, 2006, 2008, 2009, 2010, 2011, 2013,2014,2015. Emory University School of Medicine, Department of Rehabilitation Medicine, Division of Physical Therapy, Legal Aspects of Clinical Education, A.P.T. A. Clinical Instructor Education and Credentialing Program, 2007, Emory University School of Medicine, Department of Rehabilitation Medicine, Division of Physical Therapy, Performance Assessment-The Clinical Environment, A.P.T.A. Clinical Instructor Education and Credentialing Program, 2006, 2008, 2009, 2010, 2011, 2012,2013,2014,2015. Emory University School of Medicine, Department of Rehabilitation Medicine, Division of Physical Therapy, Managing the Exceptional Student in the Clinical Environment, A.P.T. A. Clinical Instructor Education and Credentialing Program, 2006, 2007, Emory University School of Medicine, Department of Rehabilitation Medicine, Division of Physical Therapy, The Clinician as Clinical Educator", A.P.T.A. Clinical Instructor Education and Credentialing Program, 2008, 2009, 2013,2015. Emory University School of Medicine, Department of Rehabilitation Medicine, Division of Physical Therapy, Facilitating Learning in the Clinical Environment, A.P.T.A. Clinical Instructor Education and Credentialing Program, 2008, Department of Physical Therapy, Georgia State University, Performance Assessment The Clinical Environment, A.P.T.A. Clinical Instructor Education and Credentialing Program, Department of Physical Therapy, Georgia State University, "Readiness to Learn, A.P.T.A. Clinical Instructor Education and Credentialing Program, Physical Therapy Department, Emory University Hospital Basic Clinical Instructors Course, Topics: Characteristics of Effective Clinical Instructors ; Planning the Clinical Learning Experience ; Feedback ; and Evaluation Physical Therapy Department, Emory University Hospital Instructor, Interpersonal Relationship Skills for Clinical Instructors, Invited Presentations at Regional Meetings: Physical Therapy Association of Georgia, Performance Assessment-The Clinical Environment, A.P.T.A. Clinical Instructor Education and Credentialing Program, 2006.

13 Patricia Hulsey Bridges 13 Physical Therapy Association of Georgia, Managing the Exceptional Student, A.P.T.A. Clinical Instructor Education and Credentialing Program, Physical Therapy Association of Georgia, "Readiness to Learn, A.P.T.A. Clinical Instructor Education Credentialing Program, Forsyth Medical Center, "The Clinician as Clinical Educator", A.P.T.A. Clinical Instructor Education and Credentialing Program, Forsyth Medical Center, "Readiness to Learn, A.P.T.A. Clinical Instructor Education Credentialing Program, Forsyth Medical Center, Legal Aspects of Clinical Education, A.P.T.A. Clinical Instructor Education and Credentialing Program, Wayne Memorial Medical Center, The Clinician as Clinical Educator, A.P.T.A. Clinical Instructor Education and Credentialing Program, Wayne Memorial Medical Center, Legal Aspects of Clinical Education, A.P.T.A. Clinical Instructor Education and Credentialing Program, Wayne Memorial Medical Center, Facilitating Learning in the Clinical Environment, A.P.T.A. Clinical Instructor Education and Credentialing Program, Athens Area Technical College, "Facilitating Learning in the Clinical Environment, A.P.T.A. Clinical Instructor Education and Credentialing Program, Athens Area Technical College, Managing the Exceptional Student in the Clinical Environment A.P.T.A. Clinical Instructor Education and Credentialing Program, Georgia Consortium of Clinical Educators and Children s Healthcare of Atlanta, The Clinician as Clinical Educator A.P.T.A. Clinical Instructor Education and Credentialing Program, Georgia Consortium of Clinical Educators and Children s Healthcare of Atlanta, Legal Aspects of Clinical Education, A.P.T.A. Clinical Instructor Education and Credentialing Program, Fayette Community Hospital, The Clinician as a Clinical Educator, North Georgia College and State University, The Clinician as a Clinical Educator, A.P.T.A. Clinical Instructor Education and Credentialing Program, North Georgia College and State University Facilitating Learning, A.P.T.A. Clinical Instructor Education and Credentialing Program, St. Joseph s Hospital The Clinical Performance Instrument, 2000.

14 Patricia Hulsey Bridges 14 Oakland Center, Gwinnett County School System, Legal Aspects of Clinical Education Georgia Consortium of Physical Therapy Education and Thomas Technical Institute, Performance Assessment- The Clinical Environment, A.P.T.A. Clinical Instructor Education and Credentialing Program, Georgia Consortium of Physical Therapy Education and Thomas Technical Institute Readiness to Learn, A.P.T.A. Clinical Instructor Education and Credentialing Program, Georgia Consortium of Physical Therapy Education and Gwinnett Technical Institute Performance Assessment-The Clinical Environment A.P.T.A. Clinical Instructor Education and Credentialing Program, Grady Memorial Hospital, Performance Assessment -The Clinical Environment, Medical Center of Central Georgia Hospital, Performance Assessment- The Clinical Environment, The Shepherd Center, The Legal Aspects of Clinical Education, Emory University Hospital, Formative Evaluation, Gwinnett Technical Institute, Legal Aspects of Clinical Education A.P.T.A. Clinical Instructor Education and Credentialing Program, Georgia Consortium of Clinical Educators, Planning the Learning Experience Clinical Instructors Workshop, Clinical Educators of Greater Atlanta, Feedback with Finesse Clinical Education Skills for Beginning Clinical Instructors, Emory University School of Medicine, Department of Rehabilitation Medicine, Division of Physical Therapy, Utilization Management, Emory University Hospital Research Day The Effectiveness of T.E.N.S. in Alleviating Postoperative Pain in the Thoracotomy Patient, Invitations to National or International Conferences: International Platform Presentation:

15 Patricia Hulsey Bridges 15 3rd International Conference of Evidence-Based Health Care for Teachers & Developers The Propensity to Adopt Evidence-Based Practice Among Physical Therapists oral presentation, Taormina, Italy, National Poster Presentation Greeenfield B, Phillips TA Barefoot T, Dobson A, Eldridge E, Nicoetti L, Ng N, Bridges PH, Reflective narratives of student physical therapists on early clinical experiences: A quantitative and qualitative Approach American Physical Therapy Association Combined Sections Meeting February 5, Bridges, PH, Carter VM, Phillips, T,Chong,H, Conwell, R, Hensley B, Kimbrell A, Mallory, S Competencies for 2020: Revalidation of the curricular competencies of the Emory University Doctor of Physical Therapy Program American Physical Therapy Association Combined Sections Meeting February 5, Greenfield BH, Phillips T, Bridges PH, Adams, E, Bullock D, Davis K, Nelson C, Wood, B Reflective Narratives on student physical therapists clinical experiences: A phenomenological interpretive approach American Physical Therapy Association Combined Sections Meeting February 5, Greenfield, BH, Bridges, PH, Hoy S, Metzger R, Obuaya, G, Resutek L, Exploring clinical instructors experiences in physical therapy: A phenomenological study American Physical Therapy Association Combined Sections Meeting January 23, Platform Presentations: American Physical Therapy Association, Combined Sections Self report of clinical instructors use of teaching behaviors when supervising students, Chicago, IL, American Physical Therapy Association, Combined Sections Meeting, Evidence of the effectiveness of the clinical instructor education and credentialing program, San Diego, CA, Education Leadership Conference, Evidence of the effectiveness of the APTA CIECP: A pilot study, Philadelphia, PA, American Physical Therapy Association, Combined Sections Meeting, Evidence of the effectiveness of the clinical instructor education and credentialing program: A pilot study, Las Vegas, NV, 2009.

16 Patricia Hulsey Bridges 16 American Physical Therapy Association, Combined Sections Meeting, Lessons learned: Migration of physical therapist student evaluation: clinical experience and clinical instruction from a paper to an online form Nashville, TN, American Physical Therapy Association, Combined Sections Meeting, The propensity to adopt evidence-based practice among physical Therapists, New Orleans, LA, State Platform Presentation: Physical Therapy Association of Georgia "The Effectiveness of T.E.N.S. in Alleviating Post-operative Pain in the Thoracotomy Patient, Unicoi, GA, Poster Presentation: Physical Therapy Association of Georgia, Exploring the lived experiences of experienced clinical instructors: A phenomenological examination, Atlanta, GA, Bibliography: a. Published and accepted research articles in refereed journals: Greenfield, BH, Bridges, PH, Phillips, T, Adams, E Bullock, D, Davis, K, Nelson,CWood, B. Reflective narratives on early student physical therapists clinical education experiences: A phenomenological approach. J Phys Ther Ed. 2015:. 29(2): Greenfield B, Bridges PH, Phillips TA, Drill AN, Gaydosik CD, Krishnan A, Yanziak A. Exploring the experiences of novice clinical instructors in physical therapy clinical education: a phenomenological study. Physiotherapy. 2014: 100(4): Bridges, PH, Carter VM, Phillips, T, Chong, H, Conwell, R, Hensley B, Kimbrell A, Siegel, M. Competencies for 2020: Revalidation of the curricular competencies of the Emory University Doctor of Physical Therapy Program Universal Journal of Educational Research 1(3): , DOI: /ujer Greenfield, BH, Bridges, PH, Hoy S, Metzger R, Obuaya, G, Resutek L, Exploring clinical instructors experiences in physical therapy: A phenomenological study. Journal of Physical Therapy Education. Fall 2012; 26(3)

17 Patricia Hulsey Bridges 17 Bridges, PH, Carter V, Rehm S, Bowers ST, Halperin R, Kniesly E, Pelino, S. Development of an instrument to measure the use of behaviors taught in the American Physical Therapy Association Clinical Instructor Education and Credentialing Program (APTA CIECP): A pilot study. Work: A Journal of Prevention, Assessment, and Rehabilitation 2013;44(3): Bridges, PH, Bierma, LL and Valentine, T. The Propensity to Adopt Evidence-Based Practice Among Physical Therapists. BMC Health Services Research, 7:103, b. Non-Peer Reviewed Scientific and Professional Publications: Bridges, PH Factors Affecting the Propensity to Adopt Evidence-based Practice in Physical Therapy, Dissertation, University of Georgia, Athens, GA, December 12, Bridges, PH, Revalidation of Competencies of the Division of Physical Therapy, School of Medicine, Emory University, Thesis, Master of Medical Science, Emory University, Atlanta, GA, December, c. Abstracts of Current Literature: Bridges, PH Abstract Journal of Physical Therapy Education, 2007,21:80. Hass,V. Lessons learned: The development and implementation of a clinical tracking database. The Journal of Physician Assistant Education. 2006; 17(2): 65-8.