The value of an online postprofessional (transitional) Doctor of Physical Therapy program

Abstract

The elevation of education is found across the business continuum. Professional doctoral programs are growing in response to the complex nature and consumer demand in business sectors. The healthcare field has experienced a demand for doctoring professions, beginning with nursing. The movement toward a doctorate in physical therapy was predicated by a federal physical therapy governing association emphasizing the need for physical therapy to become a doctoring, clinical profession. The directive resulted in the creation of transitional Doctor of Physical Therapy (tDPT) programs responding to the need for doctoral-level courses to bridge the educational gap between currently licensed physical therapists with baccalaureate or master's degrees and the newer graduates in the field who hold doctorate degrees. Programs erupted, but over time, online programs emerged as the primary method of education with flexibility and reachability for working clinicians. Outcomes of online tDPT programs are lacking and perhaps overlooked as being an essential medium within postprofessional education for professional advancement and currency. This mixed-methods study sought to understand the perspectives of tDPT graduates on the value of an online tDPT education. The 105 participants completed an online survey through the Qualtrics data gathering system. The findings included themes related to the value of a tDPT degree in improving clinical skill sets in diagnostic imaging, evidence-based practice, and differential screening. Many participants reported that they thought differently as clinicians, primarily identifying as autonomous practitioners. The overarching common theme was the value of postprofessional programs in providing education currency achievable through an online program.