Journal, physical therapy education最新文献

{"title":"Faculty of Underrepresented Racial and Ethnic Backgrounds in Physical Therapist Education Programs in the United States: A Scoping Review.","authors":"Rosa Elena Torres-Panchamé, Jaclyn Morales, Michael Masaracchio","doi":"10.1097/JTE.0000000000000434","DOIUrl":"10.1097/JTE.0000000000000434","url":null,"abstract":"<p><strong>Background and purpose: </strong>Faculty in physical therapist education programs continue to lack racial and ethnic diversity despite efforts to increase representation from organizational stakeholders. To effectively address the challenge of recruiting diverse faculty, a comprehensive understanding of the literature and any existing gaps is important to support future research and efforts that have the potential to inform change. This scoping review aims to explore what is known about faculty race and ethnicity in physical therapist education programs.</p><p><strong>Methods: </strong>In accordance with the JBI Manual of Evidence Synthesis, a systematic search was conducted across 7 databases: Academic Search Premier, CINHAL, Embase, ERIC, PubMed, Scopus, and Web of Science. In addition, a structured search in Google and Google Scholar, as well as a hand search of organizational reports and educational journals in physical therapy, was conducted. A qualitative content analysis was performed.</p><p><strong>Results: </strong>Forty sources met the inclusion criteria. Three main themes emerged: 1) Underrepresentation: Despite an increase in the number of underrepresented minority faculty members (URMFMs), the proportion is relatively unchanged over the last 20 years; 2) Organizational Actions: Reports have documented organizational actions to increase representation of URMFMs; however, there are no assessments to evaluate their impact on recruitment; 3) Impact on Students: Studies suggest the influence of faculty race/ethnicity on the recruitment and outcomes of students from underrepresented minority backgrounds, but there were no studies that evaluate the underlying constructs that drive associations between URMFMs and student recruitment and outcomes.</p><p><strong>Discussion and conclusion: </strong>Limited information outside of demographical data and organizational efforts regarding URMFMs exist. There is lack of empirical research on URMFMs and how it affects student recruitment and outcomes. Future efforts aimed at increasing URMFMs may benefit from assessment of organizational actions and further empirical research to understand the full concept of underrepresentation in physical therapist education.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"235-244"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144755550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An HSSBP-Guided Framework for an Interprofessional Virtual Reality Simulation-Based Learning Experience in Acute Care Physical Therapy Education.","authors":"Gregory Brusola, Ryan Pontiff, Bruce Adcock, Rodney Welsh, Dana Wild","doi":"10.1097/JTE.0000000000000496","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000496","url":null,"abstract":"<p><strong>Background and purpose: </strong>Advancements in health care education have emphasized the need for innovative, effective, and scalable educational tools. Virtual reality simulation-based learning experiences (VR SBLEs) offer immersive, repeatable training opportunities. However, many VR SBLE implementations lack framework-guided development, compromising replicability and educational rigor in physical therapist education. This article presents a systematic framework to develop and implement an interprofessional VR SBLE aligned with the Healthcare Simulation Standards of Best Practice (HSSBP).</p><p><strong>Method/model description and evaluations: </strong>A multiphase process used the HSSBP to guide planning, development, validation, and implementation of a VR SBLE for Doctor of Physical Therapy students in an acute care course. The process included needs assessment, outcome alignment, scenario design, branching decision pathways, multimedia production, platform integration, and learner pre-briefing/debriefing. The development emphasized feasibility, educational rigor, and interprofessional collaboration.</p><p><strong>Outcomes: </strong>The product delivered a modular, scalable VR SBLE featuring immersive 360° video, interactive branching scenarios, embedded assessments, and adaptable content suited for varied educational settings. Methodological outputs include documentation of guideline adherence, iterative refinements, and strategies for sustainability and replication. Learner feedback highlighted usability, learning value, and the advantage of repeated access, supporting the simulation's educational utility beyond standard practice.</p><p><strong>Discussion and conclusion: </strong>This work advances VR SBLE development by demonstrating a structured, evidence-based development framework that supports replicability, quality, and pedagogy. Although student performance improvements were noted, the primary contribution lies in delivering a replicable development methodology adaptable across health care education. Future efforts should focus on broad scalability, technological optimization, and longitudinal assessment of clinical impact.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148815375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating AI-Augmented Practice Into Physical Therapy Education: A Competency Overlay Framework.","authors":"Dustin Hardwick","doi":"10.1097/JTE.0000000000000497","DOIUrl":"10.1097/JTE.0000000000000497","url":null,"abstract":"<p><strong>Background and purpose: </strong>Artificial intelligence (AI) is increasingly embedded in health care documentation systems, clinical decision support, and workflow technologies. Physical therapist education must prepare graduates to evaluate AI-generated documentation and recommendations, yet curricula rarely specify observable behaviors for doing so. The purpose of this position paper is to propose an AI Competency Overlay Framework that defines entry-level supervisory expectations for AI-augmented physical therapist practice and supports targeted integration into existing curricula.</p><p><strong>Position and rationale: </strong>Physical therapy education programs should adopt an AI Competency Overlay Framework: 9 observable entry-level competencies organized across AI Literacy and System Awareness, Supervisory Practice in AI-Augmented Care, and Ethical and Systems Stewardship. The rationale rests on documented automation-bias risks, emerging health professions AI-readiness expectations, and competency-based education theory. The framework is offered as a conceptual position for consensus refinement and empirical testing.</p><p><strong>Discussion and conclusion: </strong>The proposed overlay clarifies how established obligations for patient safety, documentation integrity, and ethical reasoning apply when AI contributes to clinical work. A staged implementation pathway is presented as an illustrative route for adoption. Implementation will require curricular and assessment changes, faculty development, consensus validation, and pilot testing.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148724229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Changing Answers on Assessment Performance in a Doctoral-Level Anatomy Class.","authors":"Mark Wilhelm, Dominique Reynolds, Craig Wassinger, Alexis Wright, Carla Sabus, Sean McBride","doi":"10.1097/JTE.0000000000000495","DOIUrl":"10.1097/JTE.0000000000000495","url":null,"abstract":"<p><strong>Introduction: </strong>It is essential that students perform optimally on multiple-choice examinations such as the National Physical Therapy Examination, which is comprised entirely of multiple-choice questions. Students are frequently advised to avoid changing initial answers on multiple-choice examinations. This belief is reinforced by faculty and student misconceptions. This study investigated the frequency and impact of answer changes among physical therapy students completing anatomy examinations on a computer-based platform.</p><p><strong>Review of literature: </strong>Prior studies show that answer changing is generally beneficial. However, most studies were conducted decades ago, and only a few were found that were conducted in health care education. Almost all previously published studies used paper examinations and were limited to 3 main answer-changing patterns, whereas computer-based testing can more accurately identify patterns in how students change their answers.</p><p><strong>Subjects: </strong>Subjects include 174 first-year hybrid Doctor of Physical Therapy students.</p><p><strong>Methods: </strong>In this retrospective cohort study, participants completed 4 computer-based multiple-choice examinations. Exam snapshot data from ExamSoft were imported into MATLAB, which categorized items into 1 of 7 answer-changing patterns. Examination scores were calculated with and without answer changes. Analyses included descriptive statistics, a generalized linear mixed model, a linear mixed-effects model, Pearson correlations, and a partial correlation.</p><p><strong>Results: </strong>Across 30,133 answered items, 11.3% involved an answer change, with an average of 94.07% of students changing answers. The most common change was from incorrect to correct, representing 52.41% of changed items, whereas only 12.8% of changes were from correct to incorrect. Examination scores allowing answer changes were, on average, 5% higher than scores based on initial responses. Lower-performing students changed more answers, showing greater total benefit, while higher-performing students benefited more per question.</p><p><strong>Discussion and conclusion: </strong>Students frequently changed answers on computer-based examinations, and answer changing generally improved performance. Although some students experienced detrimental changes, beneficial changes occurred far more often. Findings suggest that discouraging answer changing may disadvantage students, and educators should promote informed reconsideration of responses during multiple-choice testing.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148727623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Physical Therapist Students' Experiences of Microaggressions in Full-Time Clinical Education.","authors":"Tobey DeMott Yeates, Cori Arquines, Jacqueline Hua, Elizabeth E Holland","doi":"10.1097/JTE.0000000000000493","DOIUrl":"10.1097/JTE.0000000000000493","url":null,"abstract":"<p><strong>Introduction: </strong>Microaggressions (MA) are barriers to inclusion and equity in physical therapy education. Clinicians and educators have a shared responsibility to develop a diverse and inclusive physical therapy workforce and MA in physical therapy education make success and belonging more difficult for individuals with nondominant identities in our profession.</p><p><strong>Review of literature: </strong>Student experiences of MA in academic and clinical settings are well published in other health professions, including medicine, nursing, social work, pharmacy, and psychology. Limited research to date, however, has detailed the MA experiences of physical therapy students in clinical education settings. The aim of this study was to identify and describe MA experienced by entry-level physical therapist students in full-time clinical education.</p><p><strong>Subjects: </strong>Fourteen entry-level physical therapy students or recent DPT graduates who self-identified as having experienced a MA while in a full-time physical therapy clinical experience in the United States.</p><p><strong>Methods: </strong>Semi-structured interviews were conducted. Using an interpretive phenomenological approach, thematic analysis using constant-comparative methods allowed researchers to extrapolate themes and provide insight into the participants' experiences of MA during full-time clinical education.</p><p><strong>Results: </strong>MA occur in physical therapy clinical education settings. Participants detailed 32 MA experiences (10 participants described more than 1 experience). Five themes were identified in analysis: (1) MA experienced varied; (2) MA originate from several sources in a clinical environment; (3) processing the MA experience takes time and energy; (4) others' responses to MA are inconsistently effective; and (5) MA influenced physical therapist student well-being and learning.</p><p><strong>Discussion and conclusions: </strong>This research aligns with previous findings in other health care professions education settings and the limited research into physical therapy clinical education settings that MA are harmful and disruptive to student learning and well-being. This research raises awareness of student experiences of MA in full-time physical therapist clinical education and exposes the need for education and training for academic educators, clinical educators, rehabilitation professionals, and students regarding how to prevent, recognize, and interrupt MA.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148725873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educator Identity Formation of the Clinical Instructor in Physical Therapy: A Qualitative Exploration.","authors":"Katherine Myers, Kyle Covington, Susan Barcinas","doi":"10.1097/JTE.0000000000000491","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000491","url":null,"abstract":"<p><strong>Introduction: </strong>Clinical instructors (CIs) play a vital role in physical therapy education, yet they often face limited support and recognition. Despite these challenges, many clinicians consistently engage in the CI role, suggesting a deeper integration of educator identity within their professional identity. Sustained participation as a CI is essential to clinical education placement capacity and understanding how educator identity supports commitment to the CI role may inform strategies to address placement challenges. The purpose of this study was to explore how physical therapists experience educator identity formation and integrate the CI role into their broader professional identity.</p><p><strong>Review of literature: </strong>Professional identity encompasses the values, skills, and roles that define one's place within a profession. In physical therapy, research has largely focused on the clinician identity, neglecting the educator role. Studies in medicine and nursing reveal tensions between clinician and educator identities, but these findings may not fully apply to the intermittent and voluntary nature of the CI role in physical therapy and have not been fully explored in the physical therapy literature.</p><p><strong>Subjects: </strong>Thirteen experienced CIs from diverse geographic and practice settings participated.</p><p><strong>Methods: </strong>The study used an interpretive qualitative design grounded in Social Cognitive Career Theory. Clinical instructors who had supervised more than 5 full-time students in their career were recruited using Directors of Clinical Education from accredited Doctor of Physical Therapy programs as gatekeepers. Semi-structured interviews explored participants' experiences, motivations, and perceptions of educator identity. Data were analyzed through open and axial coding, followed by thematic analysis.</p><p><strong>Results: </strong>One overarching theme of Organizational Influence emerged as well as 4 subthemes: Hidden Identity, Symbiotic Roles, Commitment to the Profession, and Community Matters. Participants described educator identity as underrecognized yet deeply connected to their clinical role. Teaching reinforced clinical expertise, reduced burnout, and fostered professional fulfillment. Organizational culture, peer support, and student feedback influenced self-efficacy and sustained engagement as CIs.</p><p><strong>Discussion and conclusion: </strong>Findings highlight the interconnectedness of clinician and educator identities among experienced CIs. Supporting educator identity development through targeted professional development and organizational support may enhance CI engagement and retention. Reframing teaching as integral to clinical excellence offers a promising strategy to advance physical therapy education.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148267667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Exploration of the Impact of Practice Setting on Clinical Reasoning and Implications for Teaching.","authors":"Tricia R Prokop, Suzanne R O'Brien, Jacquelyn Ruen, Karen Huhn","doi":"10.1097/JTE.0000000000000492","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000492","url":null,"abstract":"<p><strong>Introduction: </strong>Recent perspectives emphasize that clinical reasoning (CR) is not purely internal but emerges from the dynamic interaction between clinician, patient, and environment. Ecological psychology, a theory within the broader classification of situativity theory, posits that thinking and learning result from the learner's intentional interactions within a context-rich environment. The purpose of this study is to explore how expert physical therapists' CR is informed by the affordances of their practice settings.</p><p><strong>Review of literature: </strong>Ecological psychology views CR as arising from intentional interactions among the clinician, patient, and environment, revealing opportunities for action. The goals and intentions of the clinician drive perception and actions within the environment, whereas the environment simultaneously shapes the clinician in a bidirectional relationship. Ecological psychology has been applied in academic medicine in CR teaching, assessment, and mentoring but has not yet been applied in physical therapy.</p><p><strong>Subjects: </strong>Eleven board-certified physical therapists in orthopedics, pediatrics, cardiopulmonary, and neurology.</p><p><strong>Methods: </strong>The study uses an exploratory and descriptive, multiple case study design, using a think-aloud protocol. The multiple case study design allows for across-case analysis, identifying differences and similarities across practice settings.</p><p><strong>Results: </strong>Across-case analysis revealed similarities and differences in CR. All therapists asked questions regarding history, patient's goals, and examined movement. Essential differences arose because of the interaction between the therapist and practice setting. The impact of the setting was evident in examination choices, prioritization of items, rationale for selection, and what appeared to be the underlying intention of the therapist's reasoning.</p><p><strong>Discussion and conclusion: </strong>The significant result of this work is the beginning of an understanding of the impact of the environment, specifically practice setting, on the CR of physical therapists. These findings may influence how CR is taught in PT education.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148207519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Formative Assessment of Physical Examination Skills Within a Professional Physical Therapist Education Program to Promote the Development of the Master Adaptive Learner: A Case Study.","authors":"Rebecca D DeMargel, Carey L Holleran, Jeffrey D Konrad, Patricia N McGee, Steven B Ambler","doi":"10.1097/JTE.0000000000000421","DOIUrl":"10.1097/JTE.0000000000000421","url":null,"abstract":"<p><strong>Background and purpose: </strong>Formative assessment (FA), or assessment for learning, has been shown to support the development of the traits and skills required of the master adaptive learner (MAL). Master adaptive learners possess the ability to self-regulate their learning to develop routine and adaptive expertise. Summative assessment (SA), or assessment of learning, is the predominant approach within traditional physical therapy education. The purpose of this case report is to describe the development and implementation of FA to foster the advancement of MALs in a professional physical therapist education program and to evaluate outcomes of learners who engaged in learner-directed FA.</p><p><strong>Case description: </strong>Voluntary, learner-driven, no-stakes FA with an emphasis on feedback and learner self-reflection was implemented in a first-year fundamental skills course in a cohort of 87 learners within a 3-year entry-level Doctor of Physical Therapy education curriculum.</p><p><strong>Outcomes: </strong>Learners who completed 1 or more FAs scored on average 8 percentage points higher on summative laboratory practical examinations than those learners who completed no FAs (t = -2.72, P = .012). There was a weak positive relationship between the number of FAs performed and summative laboratory practical examination scores (Kendall's tau = 0.264, P < .001). Learners reported positive feelings toward the FA process.</p><p><strong>Discussion and conclusion: </strong>Outcomes of this analysis suggest that FA could be used as an effective tool to support performance improvement and the advancement of self-directed processes that may enhance the development of professional physical therapy learners as MALs.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"131-135"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144268381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving First Time Board Pass Rates: A Successful Model for Physical Therapy Programs.","authors":"Marie Eve Pepin, Victoria Pardo, Sara Maher","doi":"10.1097/JTE.0000000000000410","DOIUrl":"10.1097/JTE.0000000000000410","url":null,"abstract":"<p><strong>Background and purpose: </strong>Success on the National Physical Therapy Examination (NPTE) is crucial for physical therapist (PT) students and their programs. Despite recognizing the importance of NPTE preparation, many programs struggle with pass rates and lack effective remediation strategies.</p><p><strong>Method model description and evaluation: </strong>This article describes the iterative process of a DPT program in the Midwest aimed at improving student pass rates on the NPTE and remediating students of not passing the NPTE the first time. Interventions included the following: changing the program's culture, developing comprehensive high-stakes examinations, training faculty in item writing, teaching students how to learn and study, and offering remediation courses and peer tutoring for students at risk of not passing the NPTE the first time.</p><p><strong>Outcomes: </strong>The NPTE pass rates have been steadily improving, reaching 100% in 2023. Additionally, feedback from students and faculty indicated enhanced confidence, buy-in, and a greater sense of preparedness and support for the NPTE.</p><p><strong>Discussion and conclusion: </strong>The program successfully implemented the strategies to improve student pass rates discussed in this article and can offer guidance to other programs wishing to improve NPTE pass rates. To be effective, strategies need to be tailored to the specific needs of each program.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"163-170"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143782317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rural Clinical Experiences Increase the Likelihood of Graduates to Practice in Underserved Areas: An 11-Year Retrospective Analysis of a Rural Physical Therapy Program.","authors":"Matthew R Schumacher, Brady Torborg, Ellie Page, Tacey Fischbach, Missy Taylor, Donald Allen","doi":"10.1097/JTE.0000000000000430","DOIUrl":"10.1097/JTE.0000000000000430","url":null,"abstract":"<p><strong>Introduction: </strong>Rural health care disparities are a pressing issue in the United States, particularly since the COVID-19 pandemic. Therefore, the purpose of this study was to explore a rural health initiative by the University of Mary (UMary) entry-level Doctor of Physical Therapy (DPT) educational program, investigating whether full-time rural clinical education experiences (CEEs) were associated with graduates' decisions to practice in a rural setting after graduation.</p><p><strong>Review of literature: </strong>Rural populations in the United States are underserved, demonstrating lower use of health care services and poorer health. Although the American Physical Therapy Association highlights the importance of physical therapists serving these communities, challenges exist, such as sparse rural training in DPT curricula.</p><p><strong>Subjects: </strong>Three hundred thirty-nine UMary DPT graduates between 2014 and 2024.</p><p><strong>Methods: </strong>An 11-year retrospective analysis of the UMary DPT program examined biological sex, rural CEEs (<10,000 population), and initial postgraduation job placements with calculation of descriptive statistics. A binary logistic regression was used to model the relationships between biological sex, CEE placements, and job placements postgraduation.</p><p><strong>Results: </strong>More than half of the graduates (51.3%; n = 174) experienced at least 1 rural CEE throughout the curriculum, whereas 17.7% (n = 60) had a rural CEE in their final year. Nearly one-quarter (22%; n = 75) practiced in a rural setting immediately after graduation. Graduates with at least 1 full-time rural CEE were more likely to practice in a rural setting after graduation (odds ratio [OR] = 3.25, P < .001, 95% confidence interval [CI] 1.71-6.17), as were those with a rural CEE in their final year (OR = 2.91, P = .002, 95% CI 1.50-5.65).</p><p><strong>Discussion and conclusion: </strong>The findings of this study highlight a positive association between rural DPT CEEs and graduates' decisions to practice in a rural setting after graduation. This study may serve as a benchmark for DPT education in prioritizing rural health, including strategically incorporating rural CEEs to promote physical therapist practice in underserved areas.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"156-162"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144693063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}