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Introduction <p>Physical therapists must engage in lifelong learning to ensure high-quality patient outcomes. However, research on the development of Doctor of Physical Therapy (DPT) students’ orientation to lifelong learning during training and the influence of curricula remains limited. This study examined DPT students’ lifelong learning orientation and their perceptions of curricular influences at a single university.</p> Methods <p>Cross-sectional mixed-methods data were collected from DPT students via an online survey including demographics, the Jefferson Scale of Lifelong Learning–Health Professions Students version (JeffSLL-HPS), and two open-ended questions. Relationships between orientation to lifelong learning scores and program year were analyzed quantitatively, whereas curricular factors perceived to influence lifelong learning were analyzed qualitatively.</p> Results <p>131 DPT students responded to the survey. Kruskal–Wallis tests determined that the total JeffSLL-HPS scores had small differences between the cohorts, but none were statistically significant. Participants in their second year scored higher on the information-seeking skills than students in their first or third years. Students’ qualitative comments identified evidence-based practice, educational approaches, curricular structure, program demands, and authentic learning experiences that affected their lifelong learning orientation.</p> Conclusion <p>The findings suggest that curricular design may shape specific lifelong learning skills, even when overall orientation remains stable. Curricular influences reported as beneficial for lifelong learning may have diminished effects on orientation to lifelong learning due to students’ experiencing time constraints and cognitive overload.</p>

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Lifelong Learning of Doctor of Physical Therapy Students: A Cross-Sectional Mixed Methods Study

  • 期刊论文

  • 发表日期：

    2026年7月30日

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  • Allison M. Larson

摘要

Introduction

Physical therapists must engage in lifelong learning to ensure high-quality patient outcomes. However, research on the development of Doctor of Physical Therapy (DPT) students’ orientation to lifelong learning during training and the influence of curricula remains limited. This study examined DPT students’ lifelong learning orientation and their perceptions of curricular influences at a single university.

Methods

Cross-sectional mixed-methods data were collected from DPT students via an online survey including demographics, the Jefferson Scale of Lifelong Learning–Health Professions Students version (JeffSLL-HPS), and two open-ended questions. Relationships between orientation to lifelong learning scores and program year were analyzed quantitatively, whereas curricular factors perceived to influence lifelong learning were analyzed qualitatively.

Results

131 DPT students responded to the survey. Kruskal–Wallis tests determined that the total JeffSLL-HPS scores had small differences between the cohorts, but none were statistically significant. Participants in their second year scored higher on the information-seeking skills than students in their first or third years. Students’ qualitative comments identified evidence-based practice, educational approaches, curricular structure, program demands, and authentic learning experiences that affected their lifelong learning orientation.

Conclusion

The findings suggest that curricular design may shape specific lifelong learning skills, even when overall orientation remains stable. Curricular influences reported as beneficial for lifelong learning may have diminished effects on orientation to lifelong learning due to students’ experiencing time constraints and cognitive overload.