Role of Cognitive and Non-Cognitive Attributes in Doctor of Physical Therapy Student Performance.

Admission to physical therapist education programs (PTEPs) is commonly based on cognitive attributes such as undergraduate grade point average (uGPA), pre-requisite course GPA (pre-req GPA), and sometimes Graduate Record Examination (GRE) scores, admissions interviews or essays. The primary purpose of this exploratory study was to examine the relationships between non-cognitive attributes identified through a personality-oriented job analysis (POJA) and Doctor of Physical Therapy (DPT) student academic performance to improve admissions procedures and DPT student education and training. The present study examined correlations among 12 non-cognitive attributes identified through the POJA and existing cognitive admission criteria, specifically uGPA and pre-req GPA, with DPT grades in the first semester of the PTEP. Multiple regression using non-cognitive attributes in addition to current cognitive admissions criteria showed that uGPA was the strongest predictor of DPT grades, followed by self-reflection and anxiousness/neuroticism (negatively). While uGPA was the strongest predictor of DPT student GPA, it may be valuable to add measures of self-reflection and anxiousness/neuroticism to the admissions process to increase the likelihood of success academically. The present study adds to a still limited body of knowledge of how both cognitive and non-cognitive attributes predict graduate academic performance in a variety of health professions.

Personality oriented job analysis to identify non-cognitive factors for a doctor of physical therapy program in the United States.

It aimed to conduct a personality oriented job analysis to identify non-cognitive factors that may predict successful performance or performance difficulties in doctorate in physical therapy (DPT) students. The study employed focus groups and a survey with 9 DPT subject matter experts. Focus group participants including 3 DPT faculty members and 4 recent graduates of the DPT program identified 22 non-cognitive factors. Out of them, 15 factors were possibly associated with successful performance and 7 factors were possibly associated with performance difficulties. The questionnaire employing the Combination Job Analysis Method resulted in 12 factors which could be used in selection, and 10 which could be incorporated into training. The present study employed an established job analysis method using subject matter experts to identify a broad array of factors that go beyond what previous studies have examined, and which may predict success or difficulties in a DPT program.