Current state of entry-level physical therapy qualitative research methods curricula in the United States: A faculty survey
Document Type
Peer-Reviewed Article
Publication Date
2025
Abstract
Introduction
Qualitative research methods in healthcare delve into the nuanced complexities of health professions work, seeking to comprehend the contextual and interpretive dimensions of patient, caregiver, and provider perspectives and experiences. Qualitative research is an essential contribution to evidence-based and evidence-informed practice, and therefore foundational for practice across all health professions.
Purpose
This study aimed to examine the breadth and depth of curricular content, delivery models, instructional strategies, and resources related to qualitative research methods in Doctor of Physical Therapy (DPT) programs in the United States.
Methods
In this cross-sectional design, an online survey was developed, piloted, and emailed to 256 Commission for the Accreditation of Physical Therapy Education accredited DPT programs. Descriptive statistics, independent samples t-tests, one-way ANOVA, and chi-square statistics were completed.
Results
The overall response rate was 31.6%. Respondents reported a mean of 5 instructional hours of qualitative research content, ranging from 0 to 12 hours. Analysis revealed a significant difference in contact hours (p = .026) between faculty reporting no expertise (2.7 hours) and high expertise (7.5 hours). Qualitative research content was primarily located early in the curriculum (76%) and in a stand-alone course (70%), with wide variability in intended learning outcomes, activities, and resources.
Conclusion
Given the critical importance that clinicians understand and apply qualitative and quantitative findings as part of evidence informed practice, this study highlights the need for building resources and faculty capacity to integrate qualitative methods of education in DPT curricula. Findings may inform the development of curriculum models, guidelines, and DPT learner competencies.
DOI
10.1080/09593985.2025.2471409
PMID
40018838
Recommended Citation
Wormley, M. E., Sebelski, C., Cook, J., Jensen, G., & Tovin, M. M. (2025). Current state of entry-level physical therapy qualitative research methods curricula in the United States: A faculty survey. Physiotherapy Theory and Practice, 1–12. Doi: 10.1080/09593985.2025.2471409
Publication
Physiotherapy Theory and Practice
Comments
Online ahead of print, February 28, 2025