Survey of Geriatric Competencies and Curricular Models in Entry-Level DPT Programs in the United States

Abstract

Background and Purpose: Nearly 2 decades have elapsed since the last national survey examining entry-level PT geriatric content. Furthermore, no survey has been completed investigating the extent to which the “Essential Competencies in the Care of Older Adults at the Completion of Entry-level Physical Therapist Professional Program of Study” were incorporated into DPT programs. The purpose of this study is to identify the extent to which DPT programs include geriatric topics and the Essential Competencies within curricula and determine geriatric content requiring proficiency for entry-level practice. Methods: A survey was developed in Qualtrics™ and distributed via email 4 times over 2 months in 2023 to DPT program chairs and APTA social media platforms. The survey contained sections on geriatric curriculum models, environment of content coverage, incorporation of Essential Competencies, and skills requiring entry-level proficiency. Data analysis was completed using descriptive statistics. Results and Discussion: Responses were received from 134/276 programs. Seventy-nine and nine tenths percent of responding programs have a dedicated geriatric course, 93.4% of which require 1 geriatric course, with a mean of 2.6 credits (SD 1.02). In programs without dedicated geriatric courses, a mean of 2.7 credit hours (SD 2.88) of geriatric content was reported. Eighty-nine percent of programs cover age-related changes to major body systems and balance and fall screening, with <60% addressing interventions for cognition and social isolation. Of the surveyed Essential Competencies, 80.4% were incorporated into >70% of programs. A total of 31.6% of the tests and measures were taught, 15.8% were practiced, and 10.5% were identified by >70% of programs as requiring proficiency for entry-level practice. Conclusions: There is variation in geriatric content incorporated into entry-level DPT programs and moderately robust uptake of Essential Competencies. Entry-level education may not meet APTA-Geriatrics Best Practice guidelines with relatively few tests, measures, and interventions recommended with consensus to be proficient prior to entry-level practice. Improved knowledge translation and curricular guidance may help reduce practice variation and enhance entry-level education in geriatric physical therapy.