Curriculum, Faculty, and Cohort Variables Predicting Physical Therapist Assistant Program Graduate Success on the National Physical Therapy Examination

Abstract

Background and Purpose. Evidence for curriculum, faculty, and student cohort factors associated with success on the National Physical Therapy Examination (NPTE) for physical therapist assistant (PTA) program graduates is important to inform decisions about designing and implementing a quality education program. The purposes of this study were the following: (1) to examine relationships among PTA curriculua, faculty, and cohort factors, as defined by variables available in annual reports submitted to the Commission on Accreditation on Physical Therapy Education (CAPTE), and program first-time and ultimate pass rates; and (2) to develop logistic regression models that best predict success on the PTA licensure exam using those factors.Subjects. De-identified retrospective data from 178 accredited PTA programs in the United States in 2005 were included. Methods. Descriptive statistics were used to summarize curricula, faculty, and cohort variables. Associations between first-time and ultimate pass rates and the variables were quantified using Spearman rank correlations. The odds of either first-time or ultimate pass rates of program graduates on the NPTE were examined using logistic regression models.Results. Significant bivariate relationships were found between first-time success on the NPTE and increased laboratory contact hours, academic clinical coordinator of education (ACCE) program experience, decreased graduation rate, and no required CAPTE progress report. Significant bivariate relationships were found between ultimate NPTE success and laboratory contact hours, decreased graduation rates, and institutional status (public versus private).Program graduates completing curricula with increased laboratory hours and decreased clinical education hours, and graduating from programs with lower graduation rates had significantly increased odds of both first time and ultimate NPTE success. Graduates from programs with a higher minority enrollment percentage were less likely to pass the NPTE on the first or subsequent attempt. Graduates from programs required to submit progress reports 2 or more years following an onsite accreditation review were less likely to pass the NPTE on the first attempt. Graduates from programs placed on probation in the last 8 years were significantly less likely to ultimately pass the NPTE. Lower student/faculty ratios increased the odds of ultimate NPTE success.Discussion and Conclusion. Understanding the optimal ratio of clinical and laboratory experiences requires more prospective investigation; however, our findings suggest programs should consider including sufficient laboratory experiences in the curriculum that model the range of physical therapist assistant entry-level data collection and intervention skills. Increasing the number of faculty per student to provide instruction also maybe an important consideration. Rigorous graduation standards may positively influence NPTE success. Program compliance with accreditation standards appears also to increase the success of program graduates on the licensing exam. Understanding the factors that contribute to the NPTE success of graduates from programs with higher minority enrollment is critical to meeting the goal of enhanced diversity in the profession.Key Words: National Physical Therapy Examination, Physical therapist assistant, Educational outcomes.BACKGROUND AND PURPOSEAs we move into the 21st century and the average age of the United States population continues to increase, the need for qualified physical therapists and physical therapist assistants continues to grow. Schools need to graduate qualified students to meet this demand. Therefore, finding prediction models that identify student and program characteristics associated with success of licensure and work-readiness is key.Although nursing educators have a long history of investigating factors that predict student academic success,14 the literature reveals few studies that address physical therapist (PT) student success and fewer still that address physical therapist assistant (PTA) Student success. …