Key points are not available for this paper at this time.
INTRODUCTION: The purpose of this study was to adapt and validate the Belongingness in Higher Education Institutions (BES-HE) for Doctor of Physical Therapy (DPT) students in the United States. REVIEW OF LITERATURE: Belongingness greatly influences student academic performance and overall well-being within the learning environment, making it crucial to measure belongingness in the academic setting. SUBJECTS: Respondents were actively enrolled DPT students, no earlier than their second semester of the DPT program, and currently in the didactic portion of the curriculum. METHODS: The BES-HE was modified for DPT students, and the scale was completed electronically by those who met the inclusion criteria. Exploratory factor analysis with promax rotation and Cronbach's alpha were used to determine construct validity and internal consistency reliability. RESULTS: Three hundred twenty-eight students completed all 35 items on the BES-HE scale. Factor analysis retained a 4-factor structure, explaining 52% of the variance, and the final scale, named the Belongingness Scale for Physical Therapy Education (BES-PTE), is a 33-item instrument with satisfactory internal consistency (α = 0.94). DISCUSSION AND CONCLUSION: This study adapted and provided evidence of validity for the BES-PTE to measure DPT student belongingness during their didactic education. The 4-factor structure-community cohesion, interpersonal connection, social inclusion, and satisfaction with faculty and staff-provides a nuanced understanding of belongingness in DPT education. Insights from the BES-PTE can inform strategies to enhance the learning environment and support student success.
Poole et al. (Thu,) studied this question.