Characteristics of Professional Physical Therapist Faculty and Doctor of Physical Therapy Programs, 2008-2017: Influences on Graduation Rates and First-Time National Physical Therapy Examination Pass Rates

Objective Graduation rates and first-time National Physical Therapy Examination (NPTE) pass rates among Doctor of Physical Therapy (DPT) programs have ranged from 30% to 100% and 0% to 100% between 2008 and 2017, respectively. Prior studies on predictors of graduation rates and NPTE pass rates from DPT programs have used cross-sectional data and have not studied faculty data. This study sought to understand how trends in DPT faculty and program characteristics correlated with graduation rates and first-time NPTE pass rates. Methods This study was a retrospective panel analysis of yearly data from 231 programs between 2008 and 2017. Random effects models estimated the correlations between faculty and program characteristics regarding graduation rates and first-time NPTE pass rates. Results Graduation rates peaked when programs devoted 25% of faculty time, on average, to scholarship. The number of peer-reviewed publications was positively correlated with graduation rates; however, the trend was logarithmic, indicating a diminishing rise in graduation rates as the number of publications exceeded 1 per faculty full-time equivalent. Tenure-track status, faculty of color, and part-time faculty were all negatively correlated with first-time NPTE pass rates. However, these 3 trends are likely not meaningful, because the predicted rates of decline in pass rates were minimal. Conclusions Faculty engagement in scholarly activities can positively influence graduation rates, but only up to a certain level of faculty time devoted to scholarship. Impact This is the first study to provide data on the influence of faculty on DPT student outcomes and will help education programs develop strategies to improve those outcomes.

Predicting Success for Student Physical Therapists on the National Physical Therapy Examination (NPTE): Systematic Review and Meta-Analysis

Background In physical therapist education, the National Physical Therapy Examination (NPTE) is the predominant measure of student success. Because the NPTE is a high-stakes examination, predicting NPTE performance is important for physical therapist students and programs. Purpose The purpose of this study was to determine the relationships between first-attempt NPTE performance and physical therapist applicant variables and physical therapist student variables. The 4 identified physical therapist applicant variables were undergraduate cumulative grade point average (GPA), undergraduate GPA for prerequisite courses, Graduate Record Examination verbal and quantitative subscale scores, and admission scores. The 4 identified physical therapist student variables were first- and third-year physical therapist student GPA, clinical performance scores (first and final clinical experiences), noncognitive student variables, and comprehensive examination scores. Data Sources A systematic search was performed with the databases PubMed and EBSCO (1966–2018). Study Selection Studies included in the review met the following criteria: the physical therapist education program offered an entry-level master’s or doctorate degree, pertinent data were available for each independent variable, the relationship between the independent variable and the NPTE was investigated, the NPTE was a continuous variable, the program was a US entry-level therapist education program, and the study was peer reviewed. Data Extraction Two independent reviewers completed data extraction and quality appraisal using the McMaster Appraisal Tool. Data Synthesis Random-effects meta-analyses using the Pearson product-moment correlation coefficient as the measure of effect size was used. Limitations Limitations of the review included a lack of homogeneity, high NPTE pass rates, modifications to the McMaster Appraisal Tool, small sample sizes, and publication bias. Conclusions No one physical therapist applicant variable should be used as an independent predictor of first-attempt NPTE performance. For physical therapist students, first- and third-year physical therapist student GPA had a strong relationship with first-attempt NPTE performance; clinical performance had a weak and nonsignificant relationship with first-attempt NPTE performance.

Pilot Study: What Measures Predict First Time Pass Rate on the National Physical Therapy Examination?

Background: Research investigating predictors of success on licensure examination is useful for admission criteria as well as targeted intervention for identified at risk students in physical therapy programs. Predictors of success on the National Physical Therapy Examination (NPTE) have been explored but results are no longer current. This study assessed predictive variables including admission data, performance in identified key courses, and academic/clinical difficulty for Doctor of Physical Therapy (DPT) cohorts at Mount St Joseph University. Objective: Determine variables predicting success on the National Physical Therapy Examination. Design: A retrospective correlational study was done. Methods: Retrospective data of Mount St Joseph University Doctor of Physical Therapy cohorts that matriculated between 2006 and 2011 was collected and de-identified. Data variables included admissions data, identified key course grades, evidence of academic difficulties, seven performance indicators from the Clinical Performance Instrument (CPI) during the final internship, and professional Grade Point Average (pGPA). Descriptive statistics, correlational matrix, factor analysis, and multiple regression were used to analyze relationships between and among independent variables to the dependent variable of National Physical Therapy Examination success. Results: Factor analysis revealed four factor categories of independent variables: Clinical Performance Instrument criteria, Doctor of Physical Therapy Academic Performance, Admissions Requirements, and Academic/Clinical Difficulty. Multiple regression identified academic performance within the Doctor of Physical Therapy program (foundational course grades and Grade Point Average) and verbal/quantitative Graduate Examination Record (v/qGRE) scores to be the greatest predictor of first time and ultimate pass rate on the National Physical Therapy Examination. Conclusion: Predictors of success on the National Physical Therapy Examination are essential for DPT programs to consider when making policies regarding admissions, academic standards, and early testing of the National Physical Therapy Examination. Additionally this information can assist Doctor of Physical Therapy programs in identifying at risk students and aiding them in seeking support services to assist their success.

Determining Cognitive and Non-Cognitive Predictors of Success on the National Physical Therapy Examination

Background and Purpose: A variety of admission criteria have been utilized to assist in the selection of viable candidates in physical therapy programs. These criteria include cognitive measurements such as grade point average (GPA) and standardized test scores. However, only a few studies correlated these cognitive measurements to predicting success on the National Physical Therapy Examination (NPTE). The purpose of this study was to examine the performance of entry-level doctoral physical therapy (DPT) students on prior cognitive measurements and correlate it to passing on the first attempt of the NPTE. This study also aimed to determine if two inventory surveys examining personality traits and coping skills were appropriate predictors for passing the NPTE on the first attempt. Subjects: Forty-nine students from seven physical therapy programs which offer the DPT program participated in the study. Methods: Participants provided their Scholastic Aptitude Test (SAT) scores and undergraduate grade point average (GPA) and completed three surveys including a survey on past academic performance, the Big Five Inventory (BFI) personality survey and the Coping Inventory for Stressful Situations (CISS). Logistic regression and correlation coefficients were used to analyze the relationship of these factors to the NPTE and to each other. Results: SAT score was the only significant variable identified as a predictor for passing the NPTE on the first attempt. Discussion and Conclusion: SAT scores may be utilized to predict performance on the NPTE. Personality traits and coping skills were not found to be statistically significant predictors.

Longitudinal Assessment of Emotional Intelligence in Doctor of Physical Therapy Students

Emotional intelligence has been shown to predict clinical performance in other medical fields and may be a predictor for clinical performance in physical therapy students. Longitudinal assessment of emotional intelligence of Doctor of Physical Therapy students was obtained yearly (three times) beginning in the first year. In addition, the relationship between emotional intelligence and performance on the National Physical Therapy Examination (NPTE) and clinical performance (using the Clinical Performance Instrument (CPI)) was examined. Participants. Graduate physical therapy students (n = 260; 218 women and 42 men) between the ages of 20 and 35 from four schools participated. Methods. Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEITTM version 2.0) scores, Graduate Record Exam (GRE) scores, pre-requisite and professional grade point averages (GPAs), NPTE scores, CPI scores (Version 4), and demographic information were collected. Results. Correlation between emotional intelligence and CPI (at either assessment period) was r < 0.37 and emotional intelligence and the NPTE was r = 0.25. Correlation between the various GPA scores and CPI scores was r < 0.13. Likewise, CPI scores or NPTE scores could not be predicted using regression analyses with any combination of emotional intelligence scores, GPA scores, and GRE scores. Higher total emotional intelligence was observed in those who passed the NPTE (103.3) versus those who failed (97.7) the examination (p = 0.05). No differences in total emotional intelligence or any of the subscales were observed over time.Discussion and Conclusion. Emotional intelligence may be a factor in passing the NPTE but had little predictive ability in assessing NPTE or CPI performance. Moreover, GPA and GRE scores also failed to predict CPI or NPTE, indicating a predictive instrument of clinical performance is still needed.

Academic Difficulty and Program-Level Variables Predict Performance on the National Physical Therapy Examination for Licensure: A Population-Based Cohort Study

Background Several factors have been shown to influence first-time pass rates on the National Physical Therapy Examination (NPTE). It is unclear to what extent academic difficulty experienced by students in a physical therapist education program may affect NPTE pass rates. The effects of institutional status (public or private) and Carnegie Classification on NPTE pass rates also are unknown. Objective The aim of this study was to quantify the odds of failure on the NPTE for students experiencing academic difficulty and for institutional status and Carnegie Classification. Design This investigation was a retrospective population-based cohort study. Methods Quota sampling was used to recruit a random sample of 20 professional physical therapist education programs across the United States. Individual student demographic, preadmission, and academic performance data were collected, as were data on program-level variables and data indicating pass/fail performance on the NPTE. A generalized linear mixed-effects logistic regression model was used to adjust for confounding factors and to describe relationships among the key predictor variables—academic difficulty, institutional status, and Carnegie Classification—and the dependent variable, NPTE performance. Results Academic difficulty during a student's professional training was an independent predictor for NPTE failure. The odds of students who had academic difficulty (relative to students who did not experience academic difficulty) failing the NPTE were 5.89 (95% confidence interval=4.06–8.93). The odds of NPTE failure also varied depending on institutional status and Carnegie Classification. Limitations The findings related to Carnegie Classification and institutional status should be considered preliminary. Conclusions Student performance on the NPTE was influenced by multiple factors, but the most important, potentially modifiable risk factor for poor NPTE performance likely is academic difficulty during professional training.