Physical Therapists' Perceptions of Motivational Factors and Barriers to Pursuing a Transitional DPT Degree

Journal of Physical Therapy Education, Fall 2003 by Thomas, Shelene M, Turner, Kay, Jensen, Gail M, Goulet, Caroline

Background and Purpose. The objectives of this study were: (1) to determine physical therapists' interest in obtaining a Doctor of Physical Therapy (DPT) degree; (2) to explore their perceptions of motivational factors, benefits, and barriers to enrolling in a transitional DPT (t-DPT) program; and (3) to collect their impressions about curriculum focus and program implementation. Method. A simple random sample of 600 American Physical Therapy Association physical therapist members from all 50 states was drawn. The survey instrument was arranged into 4 sections: demographics, perspectives on the t-DPT, curriculum content and program information, and expectations of the t-DPT. Results. A total of 333 survey questionnaires were returned, for a response rate of 56%. Nearly one third of the respondents were interested in obtaining a t-DPT degree. The desire to learn was the most common motivating factor to obtaining the t-DPT degree, with a greater knowledge base and a sense of self-improvement as the main perceived benefits for the DPT degree. The greatest harrier to pursuing a t-DPT degree was a lack of time. The majority of respondents supported specialty areas tailored to practice needs as a core focus of the curriculum. Respondents preferred a classroom setting for instructional delivery. The strongest expectation for the t-DPT was that the degree is likely to enhance a physical therapist's ability to participate in direct access. Discussion and Conclusion. One of core theoretical elements underlying the respondents' motivating factors is therapists' seeking to enhance professional identity and role expectations. Self-improvement and enhanced patient care were perceived as the largest benefits. Respondents supported various options for mode of delivery that advanced knowledge, rather than upgrade current knowledge. This information may be valuable to those programs developing or implementing the t-DPT degree.

Key Words: Doctor of physical therapy, Physical therapy education, Professions.

INTRODUCTION

For almost a century, the field of physical therapy has been struggling with the concepts of educational standards and requirements. The physical therapy profession has evolved from an apprentice model of training in the early part of the 20th century to an institutionalized professional degree earned in institutions of higher education. Responses to the outcomes of world wars, widespread diseases such as poliomyelitis, increased longevity and survival rate due to technological and medical advances, and societal needs have all influenced the rapid evolution of the Doctor of Physical Therapy (DPT) degree.1,2 In June 2000, the House of Delegates of the American Physical Therapy Association (APTA) adopted the following Vision Statement:

By 2020, physical therapy will be provided by physical therapists who are doctors of physical therapy, recognized by consumers and other health care professionals as practitioners of choice to whom consumers have direct access for the diagnosis of, interventions for, and prevention of impairments, functional limitations, and disabilities related to movement, function, and health.3

As of January 2003, there are 140 first professional (entry-level) degree programs at the MS/MPT level and 64 programs at the DPT level.4 A preliminary oral report regarding the 2002 biennial accreditation report data indicates an additional 91 physical therapy education programs are either planning or discussing intentions to convert to the DPT degree.5

While APTA recognizes that the decision to move to the DPT degree is the prerogative of institutions of higher education, the Association has taken an openly supportive role for the DPT degree.1,2 As the evolution of first professional DPT degree programs continued, the APTA Education Division planned and led consensus conferences on postprofessional clinical doctorates in 1998 and 1999.6 In November 2002, the APTA Board of Directors adopted a "Plan in Support of the Post-Professional Clinical Doctorate."7 This plan was developed to facilitate the acquisition of the DPT degree by US licensed physical therapists. These programs are referred to as "transitional clinical doctoral (t-DPT) programs." The first 3 phases of this plan have now been completed: I-consensus-based competencies for graduates of the t-DPT programs,8 II-preferred curricular model for the t-DPT program,9 and III-Physical Therapist Evaluation Tool (PTET).10 As of January 2003, there were 33 "transition" DPT programs (also referred to as "bridge," "postprofessional," "transitional," or "DIT" prograins) and 9 institutions intending to develop a t-DPT program.11

Whereas much of the energy and focus about clinical doctoral education have been on the entry-level degree, the ultimate acceptance and support for the degree will depend on a sense of community among all physical therapists as well as on improving practice homogeneity at a level commensurate with that of a "doctoring profession" by giving the opportunity to practicing physical therapists to engage in advanced education. In a recent survey of physical therapy education programs, Domholdt and colleagues2 found that 60 programs indicated plans to offer a postprofessional clinical doctoral degree to practicing clinicians. While the movement toward program development of doctoral degrees appears rapid, little is known about the targeted population for these programs.