Faculty Survey on the Status of Lymphology Education in Professional Doctor of Physical Therapy Programs

Abstract

Background and Purpose: The lymphatic system is vital for fluid homeostasis, waste removal, immunity, and tissue healing. It can be impacted by multiple diseases and traumatic processes seen by physical therapists across practice settings; hence, lymphology education in professional (entry-level) doctor of physical therapy (DPT) programs is needed. Studies to obtain information about professional DPT lymphology education have not been conducted for 20 years. The purposes of this study were to (1) describe current, typical lymphology content within professional DPT programs; and (2) identify whether lymphology content is perceived as entry-level material amongst professional DPT faculty who were responsible for teaching lymphology content (TL) and professional DPT faculty who did not teach lymphology content (NTL). Subjects: Professional DPT faculty (N = 43) in the United States who taught or did not teach lymphology curriculum. Methods: Cross-sectional online survey research design. Descriptive data were gathered on lymphology content, hours, and curriculum standings. The χ2 test assessed relationships between faculty status and entry-level lymphology curriculum status. The Spearman rank correlation coefficient assessed relationships between teaching hours and entry-level status. Results: Variability exists across curricula in range of hours devoted to didactic (0.4-14.1 hours) and laboratory (0-10 hours) instruction pertaining to lymphology. Individual curriculum contents were predominantly considered entry-level material. Limitations: Response rate was limited. Conclusion: Consistent lymphology curriculum content and format are lacking within the professional DPT programs that participated in the survey, indicating opportunities for advancements in entry-level lymphology education and investigation into best educational practices for teaching this content.