Abstract
IntroductionThe rigorous demands of Doctor of Physical Therapy (DPT) programs pose challenges for students and academic institutions. This study aims to identify preadmission cognitive and graduate student noncognitive factors affecting academic success of first year DPT students, focusing on the role of burnout.
Review of Literature
Previous studies have primarily concentrated on cognitive factors including grade point average (GPA) and Graduate Record Examination (GRE) scores for predicting success in DPT programs. However, limited research exists on how noncognitive factors, particularly burnout, influence academic outcomes.
Subjects
220 DPT students from a private, entry-level program who matriculated into the program from 2019 to 2022.
Methods
A retrospective, predictive, correlational study was conducted. Predictor variables included undergraduate overall and science GPA, quantitative and verbal GRE scores, undergraduate major, scores on the Maslach Burnout Inventory – General Survey for Students, first quarter and first year DPT GPA, and completion of the first year of the program.
Results
Overall preadmission GPA, science GPA, and GRE scores showed weak to moderate correlations with academic performance. Burnout levels increased significantly over the first quarter, and changes in both emotional exhaustion and self-efficacy were significant predictors of first quarter DPT GPA. Self-efficacy was a significant predictor of first year DPT GPA. Students from racial and ethnic minority (REM) groups were at a higher risk of taking an academic leave of absence (ALOA) during or after the first year of the program.
Discussion and Conclusion:
While traditional cognitive factors remain relevant, this study highlights the relationship of burnout, specifically self-efficacy, and academic success in DPT programs. It also reveals the increased risk of an ALOA by students from REM groups, highlighting a need for tailored support systems. These findings add to the body of literature on academic success and student retention in DPT programs, emphasizing the need for improved student support services. Future research should focus on strategies to enhance self-efficacy among DPT students.