The Clinical Doctorate: A Framework for Analysis in Physical Therapist Education

Abstract

This article explores major considerations for analysis and discussion of the role of the clinical doctorate as the first professional degree in physical therapist education (DPT). A process for this analysis is posed based on a conceptual framework developed by Stark, Lowther, Hagerty, and Orczyk through grounded theory research on professional education. External influences from society and the profession, institutional and programmatic influences, and articulation of critical dimensions of professional competence and professional attitudes as major categories are discussed in relation to the DPT. A series of questions generated from the application of the model are put forth for continued discussion and deliberation concerning the DPT. We conclude that the DPT provides the best pathway to serve society, the patient, and the profession. ͓Threlkeld AJ, Jensen GM, Royeen CB. The clinical doctorate: a framework for analysis in physical therapist education. Phys Ther. 1999;79:567-581.͔

Genetic counselors and research: Current practices and future directions

“…The fields of physical therapy and occupational therapy offer the Doctor of Physical Therapy and Doctor of Occupational Therapy degrees, respectively. These clinical doctorates were considered by the professions to be another pathway to better serve the patient, the profession, and society as a whole [Threlkeld et al, 1999]. Attaining a doctorate was perceived to be enriching on both a professional and personal level, with students noting improvements in their self‐confidence, problem‐solving, critical‐thinking, and cognitive abilities [Hudacek and Carpenter, 1998].…”

Impacts of educational debt on physical therapist employment trends

“…The physical therapist profession felt that the transition to a DPT was an important step in gaining the ability to serve society through autonomous physical therapist practice. 47,53 However, the shift to a DPT may have had the unintended consequence of adding to the debt burden of new professionals. Some have cited that the advent of accelerated DPT programs provides a way to lessen this debt burden.…”

The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada?

“…A number of other reasons for the further development of the clinical doctorate have been outlined in the literature: (a) to generate a pool of more skilled practitioners with advanced abilities focused on clinical skills or applied practice; (b) to be consistent with other health care professionals who are also developing clinical doctoral education programs; (c) to meet the need for leaders who are knowledgeable about health care policy, practice innovation, promoting change, and impacting practice; (d) to meet the need for visibility and stature of the field among other health care professions as the frequency of other professions having advanced degrees is increasing; and (e) the perceived competition in the rehabilitation domain with the physiotherapy profession moving toward the DPT as its only entry-level degree in the United States (Ellis, 2007; Griffiths & Padilla, 2006; Pierce & Peyton, 1999; Runyon, Aitken, & Stohs, 1994; Smith, 2007; Threlkeld, Jensen, & Royeen, 1999). Some of these reasons will and will not be germane for the Canadian occupational therapy context.…”