Correlating academic readiness with success in an entry-level BS/doctor of physical therapy (DPT) program in the United States of America

BACKGROUND: The competitive nature of admissions to physical therapy programs necessitates a comprehensive understanding of the factors that predict student success. This study aimed to investigate the relationship between pre- and post-admission variables and key indicators of success to improve the admission process and support student development. MATERIALS AND METHODS: This observational study reviewed pre- and post-admissions data from 319 students enrolled in the Bachelor of Science (BS)/Doctor of Physical Therapy (DPT) program at SUNY Downstate between 2006 and 2019. Pre-admission metrics included cumulative grade point average (GPA), science GPA, prerequisite GPA, and graduate record examination (GRE) scores, while post-admission factors included final BS GPA, final DPT GPA, time to graduation, academic probation, and program dismissal. Pearson’s correlation coefficients were used to examine relationships between these variables. T-tests and Chi-square tests were used to assess differences between successful and unsuccessful students, and a logistic regression analysis was used to evaluate the predictive power of pre-admission metrics on student outcomes. RESULTS: The final BS GPA showed the strongest correlation with the final DPT GPA, indicating that academic performance in the first year of the BS/DPT program is a key predictor of success in the DPT portion of the curriculum. Quantitative GRE scores were higher among successful students, while the difference in pre-admission cumulative GPA (3.45 vs. 3.38, P = 0.05) approached significance. CONCLUSION: Pre-admission metrics such as cumulative GPA and quantitative GRE scores showed some predictive value, but student success was largely correlated with performance in the program’s first year.