Health Promotion Curriculum Inclusion in Doctor of Physical Therapy Education Results in Improved Knowledge and High Student Satisfaction

AIMS: The current state of entry-level physical therapy edu¬cation lacks a focus on health promotion, despite the global rise in prevalence of noncommunicable diseases (NCDs). Physical therapists have the potential to play a key role in NCD prevention through patient education and intervention. This study aimed to enhance entry-level Doctor of Physical Therapy (DPT) students' knowledge, beliefs, assessment, and intervention abilities related to nutrition, sleep, stress reduction, and substance use avoidance. LITERATURE REVIEW: The American Physical Therapy Association advocates for the inclusion of wellness topics in physical therapy, yet research reveals that entry-level DPT programs offer limited training in areas such as nutrition, wellness, and prevention. Similar educational gaps exist in medical training, hindering practitioners' counseling effectiveness. SUBJECTS: First-year DPT students enrolled in an entry-level physical therapist education program. METHODS: A 12-hour lecture-based course with active learning, discussions, and mock interviews was integrated into their existing curriculum over a period of 3 weeks. Affective behaviors were measured through previously validated self-reported outcome measures. RESULTS: Nineteen students, with an average age of 22.3 years, completed the study. Thirteen had prior nutrition education, while few had background in sleep, smoking cessation, or stress management. Pre- and post-course assessments using the Patient Health Questionnaire-8, Start the Conversation, and Sleep Inventory Score showed no significant affective change (p>0.05). However, the International Physical Activity Questionnaire-Short Form indicated a significant reduction in activity (p<0.05). The pre-course exam average score was 51.6%, which improved to 80.5% post-course (p<0.001, Cohen's d = 1.86), showing significant knowledge gains. CONCLUSION: Undergraduate education was insufficient in preparing DPT students in health promotion education for this small sample. Only 12 hours of teaching intervention in the curriculum significantly improved knowledge and confidence in health promotion with a large effect size. Although affective behavior was unchanged, students performed well in mock interviews, reflecting successful knowledge application.