Student considerations when selecting an entry-level physical therapy program. Does interprofessional education curriculum matter?

Abstract

Background

The Commission on Accreditation in Physical Therapy Education (CAPTE) will have a requirement for interprofessional education (IPE) in entry-level physical therapy education programs beginning in 2018. With these changes physical therapy (PT) and other health professions students may develop the professional relationships and capabilities needed to become a collaborative interprofessional team.

Purpose

The primary purpose of this exploratory study was to explore if IPE curriculum was an influencing factor in students' decisions in selecting an entry-level DPT education program. A secondary objective was to explore differences in gender and age in selecting an entry-level DPT education program.

Method

One-hundred-and-ninety-five current PT students from both IPE and traditional-based curriculums provided information on demographics and their reasons for choosing to attend their current PT program. Chi-square analysis was utilized to determine if there were any significant relationships between demographic characteristics and primary reason for program selection.

Discussion

Physical therapy students did not take IPE and/or curriculum into consideration when determining what program to attend. Location of program (38%), acceptance into program (25%), and quality/reputation of the program (24%) were the three most prevalent responses.

Conclusion

Physical therapy education programs may use the results to raise awareness of their IPE curricula and its potential benefits to recruit students who recognize the benefits of IPE.

Introduction

Interprofessional education (IPE) is an opportunity for multiple health care disciplines to collaborate and improve health outcomes for their patients.¹ According to the World Health Organization (WHO), the implementation of IPE in both the health and educational systems is a necessary and crucial part of creating a successful future collaborative practice.¹ Healthcare educational programs should strive to implement IPE and interprofessional collaboration early on in health professions curriculum while facilitating an effective learning situation where students' can increase their confidence and willingness to work with various other professionals.²

In 2014 the American Physical Therapy Association (APTA) adopted the Interprofessional Education Collaborative (IPEC) IPE core competencies.³ The four competency domains outlined by IPEC are values/ethics, roles/responsibilities, interprofessional communication, and teams/teamwork. The domains serve as a foundation for health professionals with intentions of providing dynamic team-based patient centered care in an ever-changing health care system.⁴ As demonstration of the commitment to interprofessional practice and education, the Commission on Accreditation in Physical Therapy Education (CAPTE) will have a requirement for IPE within accredited physical therapy (PT) education programs beginning in 2018.⁵ Changes in both the APTA and CAPTE suggest that the transition in health professions education, specifically that of PT, is happening at both the professional, institutional, and societal levels.

In the United States, CAPTE requires all PT programs to award the Doctor of Physical Therapy (DPT) degree.⁶ The two most common educational formats are the 4 + 3 or the 3 + 3. In the 4 + 3 format, students are admitted into a program after completion of a baccalaureate degree and necessary prerequisites. In the 3 + 3 format, a student would complete 3 years of prerequisite courses and then be admitted to the PT program. During the 4th year of 3 + 3 format, the students are starting their professional curriculum for their DPT degree, while concurrently finishing their baccalaureate degree.⁶ In a 3 + 3 format, students earn their DPT a year sooner than those in a 4 + 3 format. In the United States, PT programs may be housed in a public or private institution. The mean class sizes for PT public institutions versus private institutions are 44 and 53 respectively.⁷ Private institutions are commonly more expensive since the funding sources are tuition and donations. In contrast, public institutions often financially cost less with funding frequently provided by the federal and state governments. In 2015-16, annual tuition was reported as $17,194 for Public In-State, $32,179 for Public Out-of-State, and $33,481 for Private institutions.⁷ It is important to acknowledge that some PT programs may be affiliated with a medical center. These affiliations often promote interprofessional clinical collaboration and research opportunities for the PT students and other health care providers. CAPTE does not report how many programs have a dedicated IPE curriculum; however, many programs offer IPE opportunities for their PT students in the form of courses, service learning, volunteering, and clinical rotations.

In 2015, there were 258 CAPTE-accredited PT programs in the United States with an average of 472 applicants applying to each institution each year.⁸ With many students applying to multiple schools, selecting which program to attend can involve multiple factors. Many published studies exist on undergraduate selection influences in determining their college choice9, 10, 11, 12; however, far fewer studies exist in describing the factors of prospective graduate students, especially in the health professions.13, 14, 15, 16 Many studies on undergraduate college selection cite reputation of school and faculty,9, 12 location,9, 10, 11, 12 and cost9, 10, 12 as primary influencing factors when choosing where to attend. When analyzing factors related to graduate students' college program selection, Kalio¹⁷ found six major influencing factors including residency status, academic environment and programs offered, availability of financial aid, social environment, work-related concerns, and spouse considerations. Physical therapy students appear to have similarly weighted factors when selecting a program. Previous research has revealed reputation of faculty,13, 14, 15 degree offered,13, 15, 16 and accreditation status15, 16 to be highly influential when PT students choose which program to attend. Previous literature has demonstrated differences in gender and age13, 16; therefore we felt these two variables are worth exploring in this study. Little is known about the influence of an IPE curriculum as a factor in a student's choice when looking at health education programs. Therefore, the primary purpose of this study is to explore if IPE curriculum was an influencing factor in students' decisions in selecting an entry-level DPT education program. A secondary objective is to explore differences in gender and age in selecting an entry-level DPT education program.