Journal, physical therapy education最新文献

{"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}

{"title":"A Collaborative Autoethnographic Approach to Understanding the Experiences of Racially and Ethnically Minoritized Female Faculty Teaching in Doctor of Physical Therapy Programs.","authors":"Keshrie Naidoo, Ndidiamaka D Matthews, Tiffany N Adams","doi":"10.1097/JTE.0000000000000428","DOIUrl":"10.1097/JTE.0000000000000428","url":null,"abstract":"<p><strong>Introduction: </strong>In 2024, of the core faculty teaching in Doctor of Physical Therapy (DPT) programs in the United States who were female, there was only 19% representation from racial and ethnically minoritized (REM) groups. Little is known about the experiences of female REM faculty teaching in DPT programs who hold 2 or more marginalized identities.</p><p><strong>Review of the literature: </strong>Racial and ethnically minoritized faculty in the US experience unique barriers to success, including discrimination and bias, and are often tasked with advancing institutional diversity, equity, and inclusion (DEI) missions, contributing to cultural taxation. Female faculty have additional service demands, which include providing emotional support for students and their academic colleagues.</p><p><strong>Subjects: </strong>Three REM female DPT faculty.</p><p><strong>Methods: </strong>A qualitative, collaborative autoethnographic approach that involves 3 authors sharing their stories and interpreting pooled autoethnographic data. The authors wrote personal narratives describing what it was like being an educator in a DPT program before and after the events of 2020 and engaged in a series of collective debriefs to discuss their narratives. Data were thematically analyzed.</p><p><strong>Results: </strong>Three themes emerged from the data analysis. Outsiders Within described not having full membership in the academy in the form of similar privileges, access to resources, and opportunities as White colleagues. In the Hot Seat captured the experience of being charged with advancing the academic institutions' DEI agendas with a sense of urgency, while encountering resistance. Changing the Rules of the Game described working in academia, a game with secret rules, where the goalposts were often shifting.</p><p><strong>Discussion and conclusion: </strong>This study describes the experiences of REM faculty teaching during a time when there were overwhelming disparities in the rates of infection and death from COVID-19 and national unrest related to police brutality against Black Americans. The authors include recommendations for institutions to better support female REM DPT faculty who serve as role models for students, having persevered in the face of adversity.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"186-195"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144593389","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":"Risky Students: Models of Inclusion and Exclusion for Disabled and Racial/Ethnic Minority Applicants in Physical Therapy.","authors":"Andrew J Hogan","doi":"10.1097/JTE.0000000000000446","DOIUrl":"10.1097/JTE.0000000000000446","url":null,"abstract":"<p><strong>Background and purpose: </strong>The physical therapy profession has engaged in robust efforts over the past 50 years to increase the representation of racial/ethnic minority students and practitioners. Much less attention has been given to the recruitment and accommodation of individuals with a disability in physical therapy, although recent activities reveal some momentum. Despite these sincere and ongoing efforts, increases in the field's demographic diversity have been underwhelming. Significant barriers to entry continue to exist for minoritized populations in physical therapy, some of which have likely been overlooked or understudied. Drawing on historical sources, the author's purpose is to highlight that, although race/ethnicity and disability were almost always addressed separately in studies and initiatives, invocations of \"risk\" were a common focus.</p><p><strong>Position and rationale: </strong>A breadth of scholarly analysis has demonstrated the limitations and subjectivity of risk perceptions. This position paper argues that labeling certain minoritized student populations as \"risky\" does harm. The author contends that educators and employers should do more to reflexively interrogate their assumptions of risk, which are often based on limited knowledge and experience. Multiple historical examples are presented, reflecting the inclusion and exclusion of minoritized populations in health professions education.</p><p><strong>Discussion and conclusion: </strong>When educators label certain minoritized student populations as risky, it can lead to bias and avoidance behaviors. Such risk characterizations may also negatively shape the interpretation of otherwise strong candidates who come from minoritized backgrounds. There are no simple solutions to these challenges. Ongoing reflection and discussion of core pedagogical values are needed, potentially as part of holistic admissions activities and faculty retreats.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"118-121"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145202685","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":"Excellence in a Changing Climate: A Case for Climate-Informed, Environmentally Conscious Physical Therapy Education.","authors":"Karene Boos, Noriko Yamaguchi, Cindy Moore, Deborah Lowe, Brittany Keyes","doi":"10.1097/JTE.0000000000000426","DOIUrl":"10.1097/JTE.0000000000000426","url":null,"abstract":"<p><strong>Background and purpose: </strong>The World Health Organization declared climate change to be \"the single biggest health threat facing humanity.\" Health professionals are called to advocate on behalf of their patients and communities. Physical therapy professionals, as health and movement experts, are uniquely qualified to respond to this call. This paper advocates for the integration of climate-informed care, environmental justice, and sustainability into physical therapy education, highlighting its alignment with professional expectations and the evolving needs of society.</p><p><strong>Position and rationale: </strong>Climate-informed theory and practice can be integrated into physical therapy education to better address health outcomes and disparities exacerbated by environmental issues. There is support for including this content found within physical therapy professional organization and curricular standard expectations. The frameworks provided by the socio-ecological model and the International Classification of Functioning can be used to integrate climate-informed content across the physical therapy curriculum and clinical practice. Climate-informed and environmental justice content can be integrated into existing science, patient management, and professionalism coursework without curriculum overload.</p><p><strong>Discussion and conclusion: </strong>Physical therapy professionals can play a pivotal role in reducing health disparities and climate-related health impacts by practicing climate-informed care, adopting sustainable practices, and advocating for systemic change. This role positions the profession to be a leader+- and aligns with ethical responsibilities. By incorporating climate and environmental justice content, physical therapy education programs ensure that future physical therapy professionals are prepared to address the complex intersection of societal health outcomes and equitable health care.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"122-130"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144478440","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":"Leadership in Health Care: A Comparison With Leadership Development Best Practices.","authors":"Emily S Becker, Michael Grant, Hannah Sy, Sean Bering, Sally Taylor","doi":"10.1097/JTE.0000000000000423","DOIUrl":"10.1097/JTE.0000000000000423","url":null,"abstract":"<p><strong>Background and purpose: </strong>Effective leadership is essential in today's health care environment. To date, no study exists identifying the best practices for Leader Development (LD) within the physical therapy profession, nor has there been a published review of existing leadership curricula against health care industry best practices. The purpose of this project is to (1) design and develop a comprehensive checklist to guide physical therapy educators when developing and evaluating LD curricula and (2) to implement and evaluate this checklist by reviewing a current Leadership Development Program (LDP) within the physical therapy profession.</p><p><strong>Method/model description and evaluation: </strong>Applying the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model of instructional design, the researchers identified a systematic review of LDPs and a meta-analysis as the most comprehensive sources for mapping 12 best practices indicators of LDP curriculum into a design and development of a comprehensive LDP best practices checklist based upon Kern's 6 Step to Curriculum Development conceptual framework. The LDP best practices criterion checklist was then implemented and evaluated by applying it to an existing national LDP within the physical therapy profession.</p><p><strong>Outcomes: </strong>When applying the LDP best practices checklist, consensus was achieved among 3 independent reviewers. The LDP best practices checklist was sensitive in identifying when the LD curriculum met the best practice indicator and when there were areas for improvement in each of the 12 best practice criteria.</p><p><strong>Discussion and conclusion: </strong>Physical therapy educational programs and health care organizations should consider using this LDP best practices criterion checklist to guide the development, design, and implementation of their LDP. By adhering to contemporary best practices in LDPs, programs can improve their effectiveness in achieving their intended outcomes.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"196-203"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144236437","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":"Beyond Grades: Rethinking Assessment Practices in Professional Physical Therapist Education.","authors":"Meghan Hernandez, Dana Judd","doi":"10.1097/JTE.0000000000000425","DOIUrl":"10.1097/JTE.0000000000000425","url":null,"abstract":"<p><strong>Background and purpose: </strong>Traditional ranking-based grades may not fully capture the reflective and metacognitive processes essential for adaptive learning in professional physical therapist development. They may reinforce power hierarchies, disproportionately affecting learners from historically marginalized backgrounds. Physical therapist educators should consider ungraded assessment practices that emphasize equity and focus on assessment for learning, promoting engagement, reflection, and self-regulated learning. This quality improvement (QI) project explored the use of an ungraded approach in a professional graduate-level physical therapy course.</p><p><strong>Methods: </strong>The Plan-Do-Study-Act method guided this QI project, which involved converting a first-year Doctor of Physical Therapy (DPT) course to use an ungraded approach. Data from multiple sources were thematically and descriptively summarized.</p><p><strong>Outcomes: </strong>Learners' experience with and perceptions of the ungraded approach were overwhelmingly positive, appearing to foster learner growth in various adaptive learning skills, promote intrinsically motivated and self-regulated learning, and support learner well-being and personal growth. The ungraded approach enabled an effective evaluation of student learning and content mastery, as course expectations and learning objectives were met. Final course grades submitted included 43 A's, 18 A-'s, 3 B+'s, and 5 B's, with no students failing.</p><p><strong>Discussion and conclusion: </strong>Given the positive feedback from both learners and the educator, as well as the ongoing nature of QI work, the ungraded approach will be continued in future iterations of the course. Future efforts will focus on gathering more formal outcomes, further evaluating the feasibility of the ungrading approach in DPT education, and investigating its use to develop Master Adaptive Learner skills.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"136-144"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144478439","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":"Incorporating Social Determinants of Health Training in Curricula of Physical Therapist Professional Education Programs: A Qualitative Analysis of Faculty Approaches.","authors":"Emily J Hawkins, Julie M Cavallario, Zachary D Rethorn, Daniel M Russell","doi":"10.1097/JTE.0000000000000419","DOIUrl":"10.1097/JTE.0000000000000419","url":null,"abstract":"<p><strong>Introduction: </strong>Leaders in physical therapy education have asserted that student physical therapists (SPTs) must be taught to address the social determinants of health (SDH). This study aimed to extract and describe commonalities in faculty experiences and approaches when teaching SDH content to SPTs.</p><p><strong>Review of literature: </strong>Little is known regarding educational content, instructional methods, assessment practices, and faculty preparation for teaching SDH to SPTs.</p><p><strong>Subjects: </strong>Participants included 14 faculty members who teach SDH in their respective programs.</p><p><strong>Methods: </strong>The team used a consensual qualitative research design with semi-structured, individual interviews to explore the phenomenon of teaching SDH content as experienced by core faculty. Open-ended questions were developed based on existing literature on teaching population health, prevention, health promotion, and wellness content to SPTs, documents discussing the importance of physical therapists addressing SDH, and accreditation standards and required elements. The team refined the interview guide using expert feedback. Interviews were conducted via video conferencing. Data saturation guided participant recruitment.</p><p><strong>Results: </strong>Five themes emerged from the data: (1) Faculty do not uniformly teach SDH content and topics across education programs, (2) Faculty depend upon multiple delivery methods to teach SDH content at differing time points in curricula, (3) Faculty rely on multiple assessment methods to assess learning of SDH content, (4) Faculty prepare themselves for teaching SDH through lifelong learning and professional development, and (5) Faculty value resources that support their teaching or help them overcome barriers encountered when incorporating SDH content into their curricula.</p><p><strong>Discussion and conclusion: </strong>This research provides novel insights regarding faculty experiences with and approaches to teaching SDH content to SPTs. Findings suggest that faculty teach a broad range of SDH content by using multiple delivery methods and assessment strategies. Curricular recommendations and educational resources designed for SPTs would support faculty since SDH is required in new accreditation standards.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"145-155"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144268382","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":"Impact of Educational Models on Acute Care Self-Efficacy in Physical Therapy Students: A Three-Way Analysis.","authors":"Robert L Dekerlegand","doi":"10.1097/JTE.0000000000000422","DOIUrl":"10.1097/JTE.0000000000000422","url":null,"abstract":"<p><strong>Introduction: </strong>Little is known about the impact of educational models on noncognitive learning indicators in acute care physical therapy. This study compared changes in acute care self-efficacy (ACSE) in entry-level physical therapy students in response to educational models implemented around the COVID-19 pandemic.</p><p><strong>Review of literature: </strong>Hybrid and blended education have emerged as innovative models in physical therapist education to meet the diverse needs of learners. Preliminary evidence suggests that these models effectively improve cognitive measures of learning; however, their impact on noncognitive indicators specific to acute care practice has not been evaluated.</p><p><strong>Subjects: </strong>Second-year students enrolled in a cardiopulmonary course relevant to acute care physical therapy were included in this study.</p><p><strong>Methods: </strong>Changes in ACSE were retrospectively analyzed in separate student cohorts enrolled in the target course delivered at 3 different time points around the COVID-19 pandemic using either a traditional model (TM), hybrid model (HM), or blended model (BM).</p><p><strong>Results: </strong>Acute care self-efficacy scores increased in all cohorts with a mean change of 49.9 ± 33.8 in the TM, 47.2 ± 30.0 in the HM, and 53.8 ± 29.1 in the BM ( P < .001). There was no difference in total ACSE change between teaching methods ( P = .541). Between-group differences ( P < .05) were noted in select individual items associated with ACSE. Performance in a final lab competency was greater in the BM ( P < .05) as compared to the TM and trended higher than the HM ( P = .05).</p><p><strong>Discussion and conclusion: </strong>The HM and BM teaching methods employed around the COVID-19 pandemic had similar effects on overall ACSE in entry-level physical therapy students as compared to the TM; however, select aspects of ACSE may be influenced by the mode of educational delivery. Similar to its effect on cognitive indicators, the models appear to improve noncognitive indicators of learning to equivalent levels as a TM.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"171-178"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144277319","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":"Perceived Microaggressions Among Student Physical Therapists During Their Doctor of Physical Therapy Education: A Mixed-Methods Study.","authors":"Andrea Lopes Sauers, Rita Ator, Patrice Ayala, Jaime González, Suzanne O'Neal","doi":"10.1097/JTE.0000000000000424","DOIUrl":"10.1097/JTE.0000000000000424","url":null,"abstract":"<p><strong>Introduction: </strong>Microaggressions, although often subtle and unintentional, have a significant impact. These actions emerge from stereotypes and can affect the recipient's sense of belonging. This study aimed to report the prevalence of perceived microaggressions among student physical therapists and to explore these experiences during their academic journey.</p><p><strong>Review of literature: </strong>Microaggressions can disrupt the learning environment, hinder students' academic and professional development, and contribute to a culture perpetuating inequality and exclusion. To date, no studies have explored the impact of microaggressions on student physical therapists.</p><p><strong>Subjects: </strong>Second- and third-year student physical therapists (n = 101) were invited to participate.</p><p><strong>Methods: </strong>This explanatory sequential mixed-methods study consisted of a quantitative survey and a qualitative approach using semistructured focus group interviews. Demographics and frequency of microaggressions were collected, and data from the interviews were audio recorded, transcribed, and analyzed to interpret and summarize students' perceptions and experiences with microaggressions during their Doctor of Physical Therapy (DPT) education.</p><p><strong>Results: </strong>Forty-eight of 101 students completed the survey. More than half (52.1%) of the students reported at least 1 microaggression experience in the past month, mostly perpetrated by a classmate (55.6%). Twenty-three students participated in the focus group interviews. Five themes emerged from the qualitative analysis: 1) Microaggressions can exist in a DPT program; 2) hesitancy to call out microaggressions; 3) microaggressions negatively affect the student experience; 4) students often do not understand what microaggressions are nor do they recognize when they are offenders; 5) early education and awareness may help mitigate microaggressions and create a culture of inclusivity, belonging, and professionalism.</p><p><strong>Discussion and conclusion: </strong>This study described the prevalence of perceived microaggressions among student physical therapists and explored their experiences during their DPT education. Additional research on integrating microaggressions and implicit bias training into curricula to reduce the prevalence of perceived microaggressions would provide valuable information.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"179-185"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13170551/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144218023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}