Exploration of Predictive Relationships Between Learning and Study Strategies and Student Success in Hybrid Physical Therapy Education.

Purpose: In recent years, there has been an increase in the number of Doctor of Physical Therapy (DPT) programs delivered in a hybrid format, with a significant amount of learning occurring online. There is a need to understand student characteristics that predict success in this format. The purpose of this study was to identify learning and study strategies that predict DPT program cumulative grade point average (cGPA) and performance on the National Physical Therapy Examination (NPTE) in a hybrid DPT program.

Methods: Participants included 107 students enrolled in a hybrid DPT program. Learning and Study Strategies Inventory (LASSI) scores, demographic data, NPTE results, and cGPA were collected. Variables were analyzed using regression analyses to predict NPTE scores and cGPA.

Results: Three LASSI scales including test strategies, selecting main ideas, and anxiety explained 9.8% of the variance in cGPA. Five LASSI scales including self-testing, selecting main ideas, anxiety, concentration, and test strategies explained 18.3% of the variance in NPTE scores. These analyses yielded two primary scale predictors of academic success for hybrid DPT students: self-testing and test strategies.

Conclusions: This is the first study to explore the predictive value of self-regulated learning on NPTE results and cGPA within hybrid DPT education. Self-regulated learning strategies are modifiable and may be used prospectively as targets for intervention to improve NPTE performance.