Student considerations when selecting an entry-level physical therapy program. Does interprofessional education curriculum matter?

Abstract

Abstract Background The Commission on Accreditation in Physical Therapy Education (CAPTE) will have a requirement for interprofessional education (IPE) in entry-level physical therapy education programs beginning in 2018. With these changes physical therapy (PT) and other health professions students may develop the professional relationships and capabilities needed to become a collaborative interprofessional team. Purpose The primary purpose of this exploratory study was to explore if IPE curriculum was an influencing factor in students' decisions in selecting an entry-level DPT education program. A secondary objective was to explore differences in gender and age in selecting an entry-level DPT education program. Method One-hundred-and-ninety-five current PT students from both IPE and traditional-based curriculums provided information on demographics and their reasons for choosing to attend their current PT program. Chi-square analysis was utilized to determine if there were any significant relationships between demographic characteristics and primary reason for program selection. Discussion Physical therapy students did not take IPE and/or curriculum into consideration when determining what program to attend. Location of program (38%), acceptance into program (25%), and quality/reputation of the program (24%) were the three most prevalent responses. Conclusion Physical therapy education programs may use the results to raise awareness of their IPE curricula and its potential benefits to recruit students who recognize the benefits of IPE.