An Ecological Systems Approach to Exploring Facilitators and Barriers to Success for Minority Students Enrolled in a Doctor of Physical Therapy Program

Abstract

Purpose

The purpose of this study was to explore racial and ethnic minority (REM) Doctor of Physical Therapy (DPT) students' and graduates’ definition of success and their perceived facilitators and barriers to success.

Method

This study utilized a mixed methods explanatory sequential design, including quantitative methods to analyze pre-existing performance data from four cohorts of DPT students who graduated from one program between 2014 and 2018. The primary researcher conducted focus group interviews with REM students and graduates to explore perceptions of facilitators and barriers to their success while enrolled in a DPT program in a predominantly White institution.

Results

Over a four-year period, most students were successful in degree attainment; however, race was associated with increased incidences of academic difficulty (p = 0.03) and increased time to degree attainment (p = 0.03). Four percent of REM students withdrew from the program compared with less than one percent of White students. REM students and graduates perceived facilitators to success included authentic interactions with faculty and minority peers. Barriers to success included language, cultural and social isolation, as well as discrimination, and a lack of representation of minorities both in the academic institution and clinical facilities.

Conclusion

Despite barriers to success, REM students prioritized increasing access to care for communities of color by providing bilingual patient care, highlighting REM DPT students as assets to the health care workforce. However, findings confirm inequitable outcomes for REM students and offers insight into the experience of REM DPT students in a predominantly White institution. A shortage of minority role models, highlights the need for minority core and clinical faculty.