Professional (Entry-Level) Doctoral Degrees in Physical Therapy: Status as of Spring 2003

Abstract

Background and Purpose. Since its inception in 1993, professional (entry-level) Doctor of Physical Therapy (DPT) degree has been adopted by a rapidly growing number of programs in United States. The purpose of this study was to provide information on process and status of transition toward DPT in spring 2003, updating and extending a previous study completed in spring 2000. Subjects. Directors of 145 of 191 (76%) accredited physical therapist education programs participated. Method. An Internet-based questionnaire was sent to directors of 191 accredited physical therapist education programs in United States. Results. Of 144 respondents, 119 had made a decision regarding DPT, with 117 of those (98%) deciding in favor of offering DPT degree. Compared to public institutions, a higher proportion of programs at private institutions had decided to implement DPT. Substantially more programs were further along in higher-level approval process than in 2000. Desired characteristics of DPT students at entry were relatively unchanged compared to those desired by programs previously in place at respective institutions. According to questionnaire responses, clinical education characteristics have changed to include: more hours in clinical education, longer duration of each clinical experience, and facilitation of student roles beyond patient care. Almost 90% of DPT programs required either a group or individual culminating scholarly project. Programs' desired faculty characteristics have evolved and put a greater emphasis on a record of publication, establishment of a research agenda, and possession of a doctoral degree other than professional (entry-level) DPT. Discussion and Conclusion. Programs educating physical therapists in United States are transitioning to professional DPT programs at a rate that exceeds prior predictions. While there are still a higher proportion of programs at private than public institutions making transition, other characteristics that once differentiated programs with differing decisions are no longer factors. Key Words: Doctor of Physical Therapy degree, Physical therapist education. BACKGROUND AND PURPOSE Professional (entry-level) education for physical therapists in United States is rapidly changing to Doctor of Physical Therapy (DPT) degree. Initially discussed by Johnson in her Mary McMillan lecture to American Physical Therapy Association (APTA) in 1985,' first professional DPT class was initiated at Creighton University in 1993.2 Barely more than a decade later, Evaluative Criteria adopted by Commission on Accreditation in Physical Therapy Education (CAPTE) indicated that DPT degree was preferred degree to be awarded for completion of a professional physical therapist education program.' The DPT degree is thought to match length and complexity of contemporary physical therapist education as well as provide appropriate preparation for clinical decision-making and diagnostic skills required within contemporary physical therapist practice. The transition to DPT degree has been moving at a pace that is difficult for refereed literature of profession to match. A study conducted by Task Force on Entry-Level Doctoral Education of APTA's Education section was undertaken in spring 2000 and published in 2002. This study, though dated by time of publication, provided insight into process of transition to DPT degree among accredited physical therapist education programs at institutions in United States, and predicted that up to 58 entry-level doctoral programs will exist by 2005.4(p65) However, even in 2000, these authors acknowledged volatile nature of education and practice environments(p61) and anticipated that the nature and pace of transition may undergo substantial change as it unfolds over next several years. …