Are There Speed Limits in Doctor of Physical Therapy Education? Future Research Directions.

Abstract

The increasing prevalence of accelerated Doctor of Physical Therapy (DPT) programs, which condense the conventional 3-year curriculum into a 2-year format, has emerged with limited national discussion, and debate, and without substantive educational research support. This novel approach challenges the traditional 3-year DPT educational framework. This perspective draws historical parallels between the challenges and unintended consequences that arose from the acceleration of Anterior Cruciate Ligament reconstruction rehabilitation protocols with early return-to-play and the current shift toward accelerated DPT education. While advocates argue that accelerated programs offer advantages over traditional 3-year DPT curricula, there is insufficient evidence to support these claims or to determine whether these benefits outweigh potential drawbacks. Using Rogers' Diffusion of Innovation framework, this perspective explores key questions and potential concerns regarding accelerated DPT programs. This perspective critically examines the potential impact of reducing the duration of DPT education on program and graduate outcomes, including National Physical Therapy Exam pass rates, clinical readiness, and broader educational experiences. It also raises questions about the potential effects on student well-being and mental health. The perspective emphasizes the need for rigorous, data-driven educational inquiry and recommends comprehensive data collection to evaluate the effects of accelerated DPT programs on a wide range of important variables. This perspective emphasizes the importance of prioritizing student learning and development by exploring potential unforeseen risks associated with accelerated DPT curricula. It advocates for a student-centered approach to educational research, ensuring that any changes to program length support both the depth and quality of learning. Through systematic investigation, the profession can determine whether safeguards are necessary to maintain the integrity of DPT education, ensuring that students receive the comprehensive training they need without compromising educational excellence in the pursuit of speed.