Current holistic admission review practices of U.S. doctor of physical therapy programs

Abstract

Abstract Background The social, cultural, and ethnic diversity of healthcare workers should match that of the U.S. population to improve health outcomes and decrease health disparities. The population’s diversity is increasing, though many health care professions lack diversity in their academic programs. The holistic admissions (HA) process considers an applicant’s unique experiences, achievements, and traits in addition to academic metrics when making admission decisions. HA has been shown to be an effective strategy to increase cohort diversity by considering the whole person instead of focusing on academic metrics. Purpose This study explored the extent to which U.S. Doctor of Physical Therapy (DPT) programs are implementing HA in their admissions process to diversify their admitted cohorts. The study further examined how programs defined diversity. Methods Using a cross-sectional, descriptive research design, 272 accredited DPT programs were invited to complete an online survey to collect data on admissions practices. Cross-tabulation was used to analyze coded responses. Inductive thematic analysis was used for open-ended responses. Results Thirty-five (71.4%) of the 52 respondents reported they were currently or were planning to use HA in their respective DPT program. Most respondents (88.6%) reported a positive experience, including an increase in student cohort diversity without a decrease in graduation rate. Four themes emerged as the definition of diversity: ethnicity (i.e., under-represented minorities), other demographics, life experiences, and challenges overcome. Conclusion Although this study represents a sample of DPT programs, the data show most programs using HA and have experienced increased diversity without a risk to academic performance.

Keywords

• Holistic admissions
• Diversity
• Physical therapy
• Healthcare workforce
• Under-represented minorities