The value of an online postprofessional (transitional) Doctor of Physical Therapy program

Authors

DOI:

https://doi.org/10.58593/cjar.v2i1.24

Keywords:

online education, physical therapy, professional doctorate, transitional doctorate

Abstract

The elevation of education is found across the business continuum. Professional doctoral programs are growing in response to the complex nature and consumer demand in business sectors. The healthcare field has experienced a demand for doctoring professions, beginning with nursing. The movement toward a doctorate in physical therapy was predicated by a federal physical therapy governing association emphasizing the need for physical therapy to become a doctoring, clinical profession. The directive resulted in the creation of transitional Doctor of Physical Therapy (tDPT) programs responding to the need for doctoral-level courses to bridge the educational gap between currently licensed physical therapists with baccalaureate or master's degrees and the newer graduates in the field who hold doctorate degrees. Programs erupted, but over time, online programs emerged as the primary method of education with flexibility and reachability for working clinicians. Outcomes of online tDPT programs are lacking and perhaps overlooked as being an essential medium within postprofessional education for professional advancement and currency. This mixed-methods study sought to understand the perspectives of tDPT graduates on the value of an online tDPT education. The 105 participants completed an online survey through the Qualtrics data gathering system. The findings included themes related to the value of a tDPT degree in improving clinical skill sets in diagnostic imaging, evidence-based practice, and differential screening. Many participants reported that they thought differently as clinicians, primarily identifying as autonomous practitioners. The overarching common theme was the value of postprofessional programs in providing education currency achievable through an online program.

 

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Author Biographies

Dr. Cheryl Anderson, Sr. Contributing Faculty, Walden University

Cheryl L. Anderson has had a rich and varied career in health care. She earned a BA in physical therapy from the College of St Scholastica, Duluth, MN; an MBA from the University of St Thomas, St Paul, MN; and Ph.D. from Walden University. She was a Minnesota-licensed physical therapist starting in 1979 and retiring in 2021. She was the director of rehabilitation for two health care systems; a corporate consultant for a national long-term care organization; director of operations for a large, multi-state rehabilitation organization; research coordinator for a VA medical center; health plan executive for a managed Medicaid plan; and part-time professor, medical writer, and private consultant.

Dr. Ogston, College of St. Scholastica

Jena Ogston PT, MPT, PhD is a Professor in the DPT program at the College of St. Scholastica and the Director of the transitional Doctor of Physical Therapy Program. She obtained her Master of Physical Therapy degree from the Mayo School of Health Related Sciences and her Ph.D. in Rehabilitation Sciences from the University of Minnesota, teaching in higher education for over 22 years. She has been a recipient of community awards and was inducted into the FSBPT Advanced Academy of Item Writers. Her scholarly activities lie in evidence-based practice, orthopedics, and foot/ankle biomechanics with similar teaching expertise. She is currently chair of the MNPTA Research Committee and EBP SIG within the APTA Academy of Physical Therapy Research.

References

APTA. (2006). The preferred curricular model for the transition clinical doctoral (t-DPT) program and learner. http://www.apta.org/uploadedFiles/PreferredCurricularModelforthetDPTProgramandLearner.pdf

APTA. (2018). Vision, mission and strategic plan. https://www.apta.org/apta-and-you/leadership-and-governance/vision-mission-and-strategic-plan

APTA. (2019). Transition DPT FAQ's. https://www.apta.org/your-career/career-advancement/postprofessional-degree/transition-dpt-faqs

APTA. (2021). Vision statement for the physical therapy profession established. https://timeline.apta.org/timeline/vision-statement-for-the-physical-therapy-profession-established/#:~:text=APTA%20Vision%20Statement%20for%20Physical,may%20be%20board%2Dcertified%20specialists.

APTA. (2022). Directory of transition Doctor of Physical Therapy Programs. https://www.apta.org/your-career/career-advancement/postprofessional-degree/transition-dpt-programs

Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166. https://doi.org/10.1016/j.compedu.2021.104158

Published

01/03/2024

How to Cite

Anderson, C., & Ogston, J. (2024). The value of an online postprofessional (transitional) Doctor of Physical Therapy program. CORALS’ Journal of Applied Research, 2(1). https://doi.org/10.58593/cjar.v2i1.24