LIMITATIONS IN DIVERSIFYING HEALTHCARE PROVIDERS: SEEKING PREDICTORS FOR PHYSICAL THERAPIST ASSISTANT SUCCESS

Abstract

ABSTRACT: The purpose of this study was to investigate and describe the student composition of accredited physical therapist assistant (PTA) programs located in the United States to determine if there were any significant differences between racial and ethnic minority and non-minority groups. Additionally, this study attempted to address gaps in discovering and understanding which program, and cohort variables may have been related to program graduation and ultimate NPTE(R) pass rates. Previous reports have acknowledged that racism exists and is being sustained in healthcare education and practice (Sullivan, 2004). This study was a quantitative retrospective secondary analysis of de-identified institutional, program, student, and faculty characteristics from all accredited PTA programs in the United States. The data were provided from the Commission on Accreditation in Physical Therapy Education (CAPTE) Annual Accreditation Reports (AAR) and National Physical Therapy Examinations (NPTE(R)) data collected by the Federation of State Boards of Physical Therapy (FSBPT). There was a total of 309 included PTA programs. Descriptive results indicated that there was an underrepresentation of racial and ethnic minority students in PTA educational programs when compared to the general population, public two-year colleges, and the professional association. Factors with a positive influence on NPTE(R) pass rate percentage for all PTA programs included public institutions, longer total length of program, and having previously earned a baccalaureate. Factors with a negative influence on NPTE(R) pass rate percentage included percentage Hispanic, percentage African American, faculty to student ratio, percentage of applicants enrolled, and public in-state tuition. The only factor found to be significant and positive for minority serving programs (MSP) was that of longer total length of program. Additional research is needed to examine other diversity factors in an attempt to account for a greater proportion of variance in students’ success for all PTA students and underrepresented racial and ethnic minority students in particular.