Noncognitive Factors in Doctor of Physical Therapy Program Admissions: An Exploration of Holistic Review Procedures

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Autor/in	Salvatore, Sarah L.
Titel	Noncognitive Factors in Doctor of Physical Therapy Program Admissions: An Exploration of Holistic Review Procedures
Quelle	(2022), (131 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sage Graduate School
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-2456-1
Schlagwörter	Hochschulschrift; Dissertation; Physical Therapy; Allied Health Occupations Education; Allied Health Personnel; Doctoral Programs; College Admission; Admission Criteria; Student Characteristics; Student Diversity; Personality Traits; Affective Behavior; Achievement; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Physiotherapie; Doktorandenprogramm; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Affective disturbance; Active behaviour; Affektive Störung; Performance; Leistung; Schülerverhalten
Abstract	Previous research has demonstrated a lack of diversity in the physical therapy (PT) educational system. Guidelines from the American Council of Academic Physical Therapy (ACAPT) recommend evaluating noncognitive factors other than standardized tests and grade point average during the admissions process to address this lack of diversity. This holistic review of noncognitive factors has been proposed to better evaluate the abilities of students from underrepresented groups. However, the implementation and effects of noncognitive assessment have not been well studied in Doctor of Physical Therapy (DPT) programs. The purpose of this grounded theory qualitative study is to understand how DPT program admissions officers use noncognitive factors in admissions decisions. Noncognitive factors include those outlined as Kyllonen's (2005) noncognitive constructs in education: personality factors, affective competencies, performance factors, attitudinal constructs, and learning skills. Nine DPT program admissions officers were recruited from institutions that require interviews and do not require standardized test scores. Data were collected through semi-structured interviews using a researcher-developed protocol. Interview data were transcribed and analyzed for broad themes, then used to answer the research questions and generate a theory. Findings from this study indicate DPT programs prioritize students with diverse individual backgrounds and experiences. DPT programs also prioritize qualities in all five constructs in Kyllonen (2005), especially the qualities of resilience, empathy, and leadership. Ultimately, DPT programs require students to meet an academic threshold before any noncognitive factors are evaluated. DPT programs use interviews, essay questions, and input from current students when making admissions decisions. Most programs in this study use interviews to select students that best fit their program values because academic metrics alone do not predict student success. DPT programs also use interviews to assess students that fall in the middle of the applicant pool, where academic metrics may be similar. Finally, programs assessing noncognitive factors admit a more diverse cohort of students but report an increased need for student support. Conclusions that arise from this research highlight a lack of standardization among programs. First, DPT programs prioritize different academic metrics, noncognitive factors, and individual student identities between programs. Second, DPT programs admit students who embody the noncognitive factors they consider important for success, but these factors vary between programs and success is not well defined. Third, no standardized noncognitive assessment tool has been identified for its predictive value. Fourth, increased support for students and faculty is needed to implement noncognitive assessment and meet the needs of a more diverse admitted cohort. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01