Characteristics, Trends, and Implications of Hybrid Doctor of Physical Therapy Programs in the United States

Abstract

Importance

Hybrid Doctor of Physical Therapy (hDPT) programs, which combine online and in-person instruction, are becoming an increasingly common model for delivering physical therapist education. Understanding their characteristics, trends, and implications is critical to guiding their development and ensuring equitable and effective educational outcomes.

Objective

The objective of this study was to examine characteristics and trends in hybrid (hDPT) education programs through a secondary analysis of publicly available data.

Design

This study involved a secondary analysis of publicly available data on hDPT programs in the United States.

Setting/Participants/Intervention

The study included accredited, candidate, and developing hDPT programs in the US and involved descriptive analyses of program-level data.

Main Outcomes and Measures

Key variables included institution type, institution and program characteristics, admissions and enrollment data, and program outcomes.

Results

There are 33 hDPT programs at 25 unique institutions in the United States, located in 21 states. hDPT programs enroll a more racially and ethnically diverse body compared to national averages. Mean hDPT program cohort size was 32% larger than national average. Mean first-time pass rate for the National Physical Therapy Examination (NPTE) for hDPT graduates was reported at 71%, while ultimate pass rates, graduation rates, and employment rates ranged from 96% to 99%. Mean program duration and costs were consistent with national averages.

Conclusion and Relevance

hDPT programs demonstrate potential to broaden access and diversity in the physical therapy profession. Standardized data collection and further research are essential to exploring these challenges and supporting development of accessible, equitable, and high-quality hybrid education pathways in physical therapy.

doctor of physical therapy education, education: Distance learning, higher education, hybrid learning

Accepted manuscripts

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