Doctor of Physical Therapy Education in a Hybrid Learning Environment: A Case Report

Abstract

Objective The purpose of this case report is to describe the implementation and report early outcomes of a 2-year (6-trimester), hybrid doctor of physical therapy (DPT) program. Methods The case report describes management of (1) academic affairs, (2) student affairs, (3) faculty affairs, and (4) institutional affairs for an accredited, fully hybrid, 2-year DPT program. In the hybrid program, students from across the country participate in synchronous and asynchronous online learning and travel to campus twice per trimester for immersive blocks of in-person laboratory instruction. The case report describes how the program structures the hybrid learning environment and reports outcomes from the first 2 graduated cohorts. Results Program outcomes assessment revealed that 97% to 98% of students/graduates reported being somewhat or very satisfied with the 2-year hybrid DPT program at the end of DPT year 1, at graduation, and at 1 year after graduation. Clinical instructors reported that 84% of students were prepared or well-prepared for clinical education. At 1 year after graduation, 20% of graduates were enrolled in or had completed residency, National Physical Therapy Examination (NPTE) pass rate was 97%, and employment rate was 99%. Conclusion Hybrid DPT education is feasible and may provide opportunities for more flexible and accessible delivery of DPT education. Outcomes of this case report suggest high student satisfaction, increased student/graduate diversity, and graduate outcomes comparable with national averages as reported in the Commission on Accreditation in Physical Therapy Education aggregate data. Impact This case report provides early evidence that hybrid DPT education—a type of blended learning that uses both face-to-face and online instructional strategies—is feasible, with student satisfaction and student/graduate outcomes comparable with national averages. Hybrid education may provide educators, programs, and institutions the flexibility to innovate in ways that address some of the immediate and long-term challenges facing physical therapist professional education while maintaining standards of excellence.

A Comparison of Physical Therapist Educational Outcomes Before and During the COVID-19 Pandemic: A Multicenter Study

“…16,[38][39][40] According to e Commission on Accreditation in Physical erapy Education, hybrid and/or blended entry-level DPT programs were already on the rise before the pandemic. [10][11][12][13][14]38 Aggregate DPT program data show an increasing number of programs in the United Stated implementing a hybrid, online, or blended curriculum. 10,11 is includes a growing number of developing or expanding hybrid programs applying for candidacy and accreditation.…”

“…[6][7][8][9] Although a growing number of Doctor of Physical erapy (DPT) education programs were already using online, blended, and/or hybrid instructional delivery models, the pandemic hastened the widespread utilization of virtual teaching and online learning. [9][10][11][12][13][14][15][16][17][18][19] Now, as the national health emergency declaration has concluded, many education programs may be returning to preferred modes of instruction. As such, there exists a unique opportunity to draw comparisons between pandemic-era learning outcomes to help inform future decisions.…”

A Comparative Analysis of Physical Therapy Anatomical Knowledge and Retention: Human Donor Dissection Versus Virtual Laboratory

“…14 HDD also is logistically difficult to incorporate into increasingly popular PT hybrid educational models where only small components of coursework are taught in-person and short in-person immersions are focused on clinical skills. [34][35][36] Additionally, there is a short-term shortage of anatomy faculty trained to teach HDD in all health professions. 37 Furthermore, with a high number of anticipated upcoming anatomy educator retirements, 38 and a lack of anatomy educator training programs focused on learning how to teach via HDD, 39 the short-term shortage of anatomy faculty and specifically faculty trained to teach via HDD is likely to persist.…”

Collaboration from a Distance: Remote Simulation in Hybrid Healthcare Education

“…With the use of technology, hybrid learning programs include didactic online education delivered asynchronously or synchronously as well as periodic face-to-face lab immersions (Gagnon et al, 2020). Recently, Gagnon et al (2022) provided a case report describing how a DPT program structure in a hybrid learning environment is feasible and may provide opportunities for innovation. While hybrid programs may diversify the delivery of healthcare education, there is limited evidence about effective learning methods for hybrid DPT curriculum.…”