Clinical Instructor Perceptions of Preparedness, Performance, and Professionalism of Doctor of Physical Therapy Students from a 2-Year Hybrid Program: A Mixed Methods Study

Objective Doctor of Physical Therapy (DPT) education models vary in length, philosophy, and delivery. The purpose of this study was to explore clinical instructor (CI) perceptions of performance in DPT students from a 2-year hybrid program. Methods In this mixed methods phenomenological study, data from eight cohorts of students were examined. Correlation analysis was used to examine the relationship between CI background (experience, degree, certification) and their perception of student preparedness for clinical experiences. A Kruskal–Wallis test was used to compare CI perception of preparedness between CI groups. Subjects participated in semi-structured interviews and data were organized using inductive coding prior to analysis. Results Analysis included 1711 records. The majority of CIs noted students were prepared for clinical experiences (96.3%) and were as prepared or more prepared than students from a 3-year on-site program (89.0%). There were no differences in CI perception based on CI background. Qualitative analysis from 22 interviews revealed four CI perception themes: preparedness, performance, professionalism, and clinical reasoning. Almost all CIs reported that students from a 2-year hybrid program were as strong or stronger than students from a 3-year residential/on-site program. If the CI had a negative performance expectation of the 2-year hybrid student before the rotation, almost all changed to a positive impression following rotation. Conclusions CI perception is that students from a 2-year hybrid program are as strong or stronger than students from a 3-year residential/on-site program. Our findings suggest clinical preparedness, performance, and professionalism of 2-year hybrid DPT students meet or exceed CI expectations.