Journal, physical therapy education最新文献

{"title":"Access, Opportunity, and Transparency in Academic Publishing.","authors":"Melissa Yeung","doi":"10.1097/JTE.0000000000000487","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000487","url":null,"abstract":"","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":"40 2","pages":"117"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147950500","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":"AI-Powered Case-Based Approach for Real-World Experiences of Student Interaction and Assessment of Interview Skills.","authors":"Benjamin D Stern, Lydia Thurston","doi":"10.1097/JTE.0000000000000444","DOIUrl":"10.1097/JTE.0000000000000444","url":null,"abstract":"<p><strong>Abstract: </strong>This EduGraphic showcases AI-Powered Case-Based Approach for Real-World Experience (AI-CARE) simulating physical therapy patient interviews and assessing student communication skills. It addresses role-playing limitations using AI virtual patients. The process includes extracting patient data, setting patient personalities, conducting interviews, and receiving automated feedback based on ECHOWS, a validated interviewing assessment tool. The case demonstrates how an AI patient engages students, highlights effective communication behaviors, and identifies improvement areas. This provides unlimited practice opportunities and immediate feedback in a safe environment. AI-CARE aligns with health education trends, supported by studies showing improved performance.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"204"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082781","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":"Proximal Outcome of Leadership Development: Changes in Leadership Self-Efficacy Following Leader Development Training.","authors":"Emily S Becker, Jacob Lum, Jordan Mousley, Yixuan Che, Julia Lee, Sally Taylor","doi":"10.1097/JTE.0000000000000485","DOIUrl":"10.1097/JTE.0000000000000485","url":null,"abstract":"<p><strong>Introduction: </strong>Leadership development (LD) is important in preparing leaders to successfully navigate the future of health care. Measuring the outcome of LD is vital in ensuring that LD programs effectively meet their intended learning outcomes.</p><p><strong>Review of literature: </strong>Leader self-efficacy is regarded as a proximal learning outcome seen within weeks to months of LD. Although this outcome has been explored in other industries, it has yet to be explored within the physical therapy profession. To date, there is limited literature evaluating leader self-efficacy or any quantitative outcomes of LD programs in the physical therapy profession. This study aimed to investigate the proximal learning outcome of leader self-efficacy following LAMP Leadership 101: Personal Leadership Development.</p><p><strong>Subjects: </strong>Thirty health care professionals.</p><p><strong>Methods: </strong>A quantitative 36-item survey including demographic data and the Leader Efficacy Questionnaire (LEQ) was distributed at 3 time points: precourse, 2 weeks post-training, and 6 months post-training. The researchers used inferential statistics through a difference of least squares means analysis to determine if there were changes in leader self-efficacy following the course across the given time frames.</p><p><strong>Results: </strong>Leader self-efficacy increased significantly after LD training (precourse vs 2 weeks posttraining: P < .01; precourse vs 6 months posttraining: P = .01). There was no significant change between the 2 post LD training time points (2 weeks posttraining vs 6 months posttraining: P = .62). The LEQ subcategory of self-regulation efficacy increased significantly after LD training (precourse vs 2 weeks posttraining: P < .01; precourse vs 6 months posttraining: P < .01) again with no differences between 2 weeks posttraining and 6 months posttraining ( P = .66).</p><p><strong>Discussion and conclusion: </strong>The increase in LEQ scores after LD training suggests that LD training improves leader self-efficacy. These results may indicate improved leadership competency, including a change in attitudes and beliefs following LD training. Given that there was no significant change between the 2 posttraining time points, these proximal increases in leader self-efficacy may persist as long-term outcomes of LD.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148008309","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 Survey of Junior Faculty: Current State of Junior Faculty Mentorship in Physical Therapy Education.","authors":"Jamie Nesbit, Lacey Frankland, Jessica Hayes, Holly Carroll, Stefany Shaibi","doi":"10.1097/JTE.0000000000000490","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000490","url":null,"abstract":"<p><strong>Introduction: </strong>The purpose of this study was to identify the following: 1) What does mentorship of new faculty look like across institutions? 2) Which topics do junior faculty mentees prefer, and are there gender differences? 3) What stressors are attributed to transitioning from clinician to academia, and are there gender differences? 4) What is the perception of mentorship in junior faculty?</p><p><strong>Review of literature: </strong>Within physical therapy (PT) education and other health professions, there is evidence that early career mentorship can improve self-efficacy and job satisfaction and decrease stress. Despite this, there is limited understanding of mentorship for early-career faculty in PT education, especially related to differences in gender.</p><p><strong>Subjects: </strong>Two hundred junior faculty in US entry-level PT education programs completed an online survey.</p><p><strong>Methods: </strong>The Health Sciences Faculty Mentoring Survey tool was used. Statistical analyses were used to examine gender differences in stressors, mentorship preferences, and perceived mentorship influence. Open-ended responses to 3 questions were analyzed descriptively using NVivo.</p><p><strong>Results: </strong>The survey response rate was 11.5% and revealed that 61.5% of respondents had a mentor with 35.4% of those mentorship relationships formally assigned. Respondents reported moderate to extreme stress in all categories of transitioning from the clinical setting to academia. Females reported greater stress than males across all areas, with 4 categories showing significant differences. Gender differences also emerged in mentor topic preferences. Analysis of open-ended responses highlighted perceived benefits of mentorship. Reported barriers to mentorship included time and/or workload constraints, power differentials, and the willingness of senior faculty to mentor.</p><p><strong>Discussion and conclusions: </strong>This study provided updated insights into current junior faculty mentorship and gender differences in PT education, laying the groundwork for the future development of a mentorship blueprint for PT programs in the United States.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148038996","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":"Mental Health in DPT Education: A Systematic Review of Explored Factors, Their Prevalence, and Interventions.","authors":"Ryan M Babl, Rachel E Williams","doi":"10.1097/JTE.0000000000000488","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000488","url":null,"abstract":"<p><strong>Background and purpose: </strong>Mental health concerns among entry-level Doctor of Physical Therapy (DPT) students are increasingly recognized, yet no prior systematic review has synthesized evidence specific to this population. Therefore, the objective of this systematic review was to evaluate and synthesize current literature on mental health research and associated outcomes among entry-level DPT students in North America.</p><p><strong>Methods: </strong>Six databases (PubMed, Embase, CINAHL, ERIC, APA PsycINFO, SPORTDiscus) were searched for articles published between 2000 and 2025. Search strategies included terms related to DPT students and mental health (e.g., stress, anxiety, depression, burnout, grit). Inclusion criteria were peer-reviewed original research studies conducted in North America that reported on mental health factors among DPT students. Exclusions included studies without specific DPT data, grey literature, and COVID-specific variables. Two reviewers independently extracted data and assessed methodological quality using Joanna Briggs Institute checklists. A narrative synthesis was used because of study heterogeneity.</p><p><strong>Results: </strong>Forty studies met inclusion criteria. Variables assessed included stress, anxiety, depression, burnout, resilience, grit, and general well-being. Validated instruments such as the 10-item Perceived Stress Scale, State-Trait Anxiety Inventory, 21-item Depression Anxiety Stress Scales, and the Maslach Burnout Inventory were commonly used. Stress and anxiety were the most frequently reported variables, often increasing across the curriculum. Depression and burnout were less commonly assessed but showed moderate prevalence. Resilience and psychological flexibility were protective, whereas sleep quality and academic load were consistent risk factors. Only a limited number of studies evaluated interventions; mindfulness, resilience training, and reflective practices showed promise.</p><p><strong>Discussion and conclusion: </strong>Mental health challenges are prevalent and multifaceted in physical therapist education. Despite growing awareness, structured interventions remain limited. This review highlights critical gaps and underscores the need to integrate evidence-based mental health support into DPT curricula to promote student well-being and long-term professional sustainability.</p><p><strong>Prospero registration: </strong>CRD42024609056.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148008340","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":"Validated Tools to Evaluate Clinical Reasoning in Simulation-Based Learning: A Systematic Review for Physical Therapist Education.","authors":"Kelly Macauley, Karen Burket, Mallory Kargela, Kristen Krawczyk, Amy McQuade, Carla Sabus, Jason Rucker, Natalie Goldberg, Sarah Ross, Pamela Buzzard","doi":"10.1097/JTE.0000000000000484","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000484","url":null,"abstract":"<p><strong>Background and purpose: </strong>Effective clinical reasoning (CR) skills are essential for Doctor of Physical Therapy (DPT) students to manage complex patient scenarios and deliver quality patient-centered care and are often the focus of simulation-based learning experiences (SBLEs) within physical therapist education. Despite this increasing emphasis on CR, validated assessment tools for SBLEs remains limited. This systematic review aimed to identify and assess tools measuring CR, clinical decision making (CDM), and critical thinking (CT) in SBLEs within DPT programs.</p><p><strong>Methods: </strong>Guided by the PRISMA framework, this review included peer-reviewed articles published post-2017, detailing psychometric assessments of CR/CDM/CT tools applicable to physical therapist education. PubMed, CINAHL, ERIC, and Web of Science databases were searched for published studies that contained 1 or more tools assessment CR/CDM/CT. This search yielded 2084 studies, 23 of which were ultimately included in the review. Tool quality was assessed using the Modified Medical Education Research Study Quality Instrument (MMERSQI).</p><p><strong>Results: </strong>Included studies primarily featured single-group, cross-sectional designs with limited sample sizes, resulting in a mean MMERSQI score of 61.7 (range 36.5-75.5). Most tools demonstrated internal consistency and content validity, but concurrent validity and reliability were infrequently reported. Tools typically were used to assess self-reported skills or applied knowledge in formative, low-stakes contexts. Tools predominantly assessed diagnostic and procedural reasoning; interactive, predictive, ethical, collaborative, and narrative reasoning were less common.</p><p><strong>Discussion and conclusion: </strong>This systematic review identified several reliable and valid tools for assessing CR/CDM/CT. However, methodological shortcomings, including limited diversity in reasoning strategies assessed and inadequate multi-institutional validation, were also revealed. These gaps underscore the need for more comprehensive assessment tools and comparative research between simulation-based and traditional teaching methods to determine the most effective means of developing CR skills in physical therapy education. Future research should enhance methodological rigor to optimize CR skill development.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148008262","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":"Leveraging Retrieval-Augmented Generation (RAG) Technology for Enhanced Accreditation Preparedness and Compliance in Physical Therapy Education.","authors":"Michael Seils, Melissa Lazinski, Michael R Brown, Douglas E Haladay","doi":"10.1097/JTE.0000000000000486","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000486","url":null,"abstract":"<p><strong>Background and purpose: </strong>Accreditation ensures educational program quality, public accountability, and professional readiness. Compliance demands substantial personnel effort and coordination. Although advances in artificial intelligence (AI), and more specifically large language models (LLMs), could streamline accreditation preparation, these models pose risks by producing plausible but inaccurate outputs, known as hallucinations. To mitigate risks, Retrieval-Augmented Generation (RAG) can improve the reliability and factual grounding of LLMs by incorporating retrieved source documents. Studies have shown that LLMs equipped with a RAG system reduce hallucinations and increase response accuracy.</p><p><strong>Position and rationale: </strong>The aim of this position paper is to address the challenge of resource-intensive and human error-prone accreditation preparation by advocating for the strategic integration of RAG technology. A RAG system enables programs to analyze internal documents against accreditation standards to generate curricular maps, reports, and recommendations. Effective use depends upon the quality of source documents and prompts. Adoption of a RAG system requires examining university policies and program-specific needs and ensuring human oversight.</p><p><strong>Discussion and conclusion: </strong>The authors advocate for strategic integration of RAG technology for accreditation preparedness and continuous quality improvement in PT education. Institutions and stakeholders are encouraged to explore, implement, and evaluate RAG solutions to enhance operational efficiency, ensure data accuracy, and increase responsiveness to evolving educational and regulatory standards.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148008319","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":"From Competency to Entrustment: An Innovative Curricular Model for Physical Therapist Education.","authors":"Priscilla Weaver, Kelly Macauley, Carl DeRosa, Lindsay Conn, Jeb Helms, Jessica Bender, John Hoops, Karen Mueller, Austin Sheldon, Cathy Stucker, Brett Windsor, Debbie Zagray","doi":"10.1097/JTE.0000000000000480","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000480","url":null,"abstract":"<p><strong>Background and purpose: </strong>The transition to competency-based education (CBE) and entrustable professional activities (EPAs) reflects a growing emphasis on learner outcomes and clinical readiness. Despite this paradigm shift, few physical therapist education programs have operationalized these frameworks. This method/model presentation describes the development of a Competency- and Entrustment-Based Education (CEBE) model in a hybrid Doctor of Physical Therapy program designed to prepare workforce-ready graduates.</p><p><strong>Methods: </strong>Thirteen faculty members collaboratively designed the CEBE curriculum, using backward design and 8 guiding educational principles, including case-based learning, academic coaching, integrated content delivery, and flipped classrooms. Through iterative peer review, they defined 7 Domains of Competence (DOCs), related competencies, and 10 EPAs. Distinct scales were developed to assess both competence and entrustment levels.</p><p><strong>Outcomes: </strong>Faculty and 52 external clinicians provided feedback through a Likert-style survey to validate the framework. Most DOCs and EPAs received strong agreement ratings, reflecting strong perceived relevance to entry-level practice. External feedback led to minor revisions, especially within the Practice Management and Stewards of Societal Health domains. Based on stakeholder feedback, 3 EPAs were removed, 1 added, and 1 reinstated.</p><p><strong>Discussion and conclusion: </strong>This CEBE model offers a feasible, learner-centered framework for developing and assessing progressive competence and entrustment. Its innovative design promotes learner autonomy, aligns with current clinical standards, and responds to broader health system needs. Lessons from this implementation may guide broader adoption of CBE and EPA frameworks across the profession. Future work will focus on longitudinal implementation outcomes and interinstitutional collaboration to refine CEBE in physical therapist education.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147950206","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 Competency Framework for Physical Therapists (LCF-PT): Examining Content Validity.","authors":"Barbara A Tschoepe, Chris A Sebelski, Diane Clark, Stacey Zeigler, Jennifer Green-Wilson","doi":"10.1097/JTE.0000000000000478","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000478","url":null,"abstract":"<p><strong>Introduction: </strong>Leadership is an essential, yet complex concept. The complexity has resulted in a diverse set of competencies and conceptual frameworks. Of these frameworks, few are validated. In the United States, no leadership frameworks specific to physical therapy have undergone a content validity process.</p><p><strong>Review of literature: </strong>The lack of validation of leadership frameworks prompts questions about the understanding of the domain of leadership and its unique competencies. In physical therapy, there was an evidence-based published set of leadership competencies, referred to as knowledge, skills, and abilities (KSAs) published in 2020. In 2021, the Leadership Competency Framework (LCF-PT) organized these KSAs into thematic clusters using ecological systems theory. This study completes the judgment phase of the content validity process by evaluating the LCF-PT cluster terms, definitions, and KSA placement within clusters.</p><p><strong>Subjects: </strong>PTs with formal training or experience in leadership roles.</p><p><strong>Methods: </strong>An electronic survey assessed the essentialness and utility of the clusters and placement of KSAs within clusters for usability. Analysis involved concurrent qualitative comment reviews and quantitative assessments via content validity index (CVI) and content validity ratio (CVR) calculations.</p><p><strong>Results: </strong>Seventy-six individuals with a mix of leadership training participated in the study. The overall LCF-PT CVI was 0.88. CVRs of 11 clusters ranged 0.81-1.0, and CVRs of KSAs ranged 0.57-1.0. This validation process resulted in 7 cluster enhancements and movement of 2 KSAs across clusters.</p><p><strong>Discussion: </strong>The study supports the content validity of the LCF-PT and enhances the credibility and usability of this conceptual framework. It also moves discussions forward on how to group leadership KSAs, considering context, situation, and environmental complexities.</p><p><strong>Conclusion: </strong>This validation is a pivotal advancement to describe leadership as a distinct domain of competence in physical therapist education and practice. It can also serve as a conceptual guide for PTs seeking leadership development across a continuum of practice.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147470679","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 Academics: Holistic Predictors of Success in Physical Therapy Education.","authors":"Liana Wooten, Lorenzo Casertano, Edward P Mulligan, Tawna Wilkinson, Angela Spontelli Gisselman, Melissa Burgemeister, Kim D Dao","doi":"10.1097/JTE.0000000000000408","DOIUrl":"10.1097/JTE.0000000000000408","url":null,"abstract":"<p><strong>Background and purpose: </strong>Numerous studies have identified traditional, academic metrics as predictors for student success within residential, nonaccelerated Physical Therapy Education Programs (PTEPs). The purpose of this study was to explore nontraditional variables in the context of holistic admissions processes and their relationship with early student success in an accelerated, hybrid PTEP.</p><p><strong>Subjects: </strong>This sample included students enrolled in a single accelerated, hybrid PTEP.</p><p><strong>Methods: </strong>Preadmission and within-PTEP data were collated for two PTEP cohorts in an accelerated, hybrid model. Associations and predictive value of various independent variables on cumulative grade point average after semester 2 (cGPA2) were assessed using correlations and regressions. T-tests were performed to compare student performance across multiple time points based on first-generation status.</p><p><strong>Results: </strong>Sixty-three students (33 females) consented. Twenty-six percent of the variance in cGPA2 was explained by student identification as a first-generation college student and work status during the program (r 2 = 0.260, P = .032). Both first-generation (r = -0.258, P = .047) and work status during the program (r = -0.422, P = .032) were inversely related to programmatic success as measured by cGPA2. Significant differences ( P < .05) in cGPA2 were also observed by the end of semester 2: first-generation status students' GPA 3.03 ± 0.34 (mean ± SD) and not first-generation status students' GPA 3.22 ± 0.36. In addition, the last 60 credits of undergraduate grade point average (u60GPA) explained 12% of cGPA2 (R 2 = 0.124, P = .005).</p><p><strong>Discussion: </strong>Findings of this study highlight that students who identify as first-generation college students and those who work during the program may benefit from further supports to improve likelihood of success in an accelerated, hybrid PTEP. In addition, utilization of an applicant's u60GPA may be a valuable datapoint for admissions committees to use when reviewing applicants for this model of program.</p><p><strong>Conclusions: </strong>The results of this study may aid in admissions decision making and, importantly, assist in early identification of students who need additional academic supports. Research should continue to assess nontraditional variables of success in PTEPs using National Physical Therapy Examination data to support admissions committee decision making. As the field of physical therapy aims to diversify the workforce, ensuring admissions processes evaluate holistic factors predictive of success is imperative.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"41-50"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144036255","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}