Current state of entry-level physical therapy qualitative research methods curricula in the United States: A faculty survey

• Published in: Physiotherapy theory and practice pp. 1 - 12
• Main Authors: Wormley, Michelle E., Sebelski, Chris, Cook, Jason, Jensen, Gail, Tovin, Melissa M.
• Format: Journal Article
• Language: English
• Published: England 28.02.2025
• Subjects: Evidenced-based practice; physical therapy; qualitative research; program evaluation
• ISSN: 0959-3985; 1532-5040; 1532-5040
• DOI: 10.1080/09593985.2025.2471409

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. 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. 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. 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 (  = .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. 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.