Validation of Pre-admission Requirements in a Doctor of Physical Therapy Program With a Large Representation of Minority Students

Background and Purpose. Although professional physical therapist education has changed in the last decade with the Doctor of Physical Therapy (DPT) Degree becoming the norm, limited research exists on the validation of admission criteria, especially for doctoral programs with a large representation of minority students. The current study validated commonly used admission criteria in a racially diverse sample of DPT students. Subjects. Three consecutive DPT classes with the overall sample of 100 (43% minorities, 30% over the age of 25). Methods. Hierarchical linear and logistic regressions were performed to identify pre-admission factors predicting first-year grade point average and academic difficulties throughout the program. Results. Graduate Record Examination (GRE) scores were identified as strong predictors of academic success. Undergraduate GPA (UGPA) demonstrated differential validity, being a strong predictor for younger students, but not for older students. Overall, older students (over 25 years old) appeared to perform worse in the program. Academic performance of minority students was comparable to that of non-minority students. Essays were found to be a moderate predictor of academic success. Discussion and Conclusion. GRE scores can be recommended for admission practices as a useful predictor of academic performance. UGPA information should be used cautiously for older applicants, for whom more recent pre-admission requirements may be necessary. Additionally, physical therapist education programs need to identify valid criteria for admitting older students with the highest probability of success and develop strategies for retaining these students by addressing their unique needs and challenges.