Faculty Perspectives on Oncology Education in Doctor of Physical Therapy Programs: A Phenomenological Study

Background: The growing population of survivors of cancer requires physical therapists who are prepared to address their unique rehabilitative needs. However, the integration of oncology content into doctor of physical therapy (DPT) programs in the United States is inconsistent. The purpose of this study was to explore faculty perception of how oncology is taught, assessed, and integrated into DPT curricula, identify barriers to its inclusion, and understand how students are prepared for clinical practice with oncology populations. Methods: This study used a qualitative phenomenological design to understand the perception of DPT faculty who teach and/or influence curricula related to oncology. Data were collected through 10 semistructured interviews (n = 11) and one focus group (n = 5). Transcripts were analyzed using inductive and deductive coding to identify key themes. Results: Five main themes emerged with various subthemes. The main themes were inconsistent and nonstandardized curricular integration, structural and expertise-driven constraints to integration, student preparedness (influenced by exposure, application of foundational knowledge, and mindset), unclear determination of entry-level skills, and accreditation as a driver of curricular priorities. Conclusion: Faculty recognized the critical role of education in DPT programs to prepare entry-level therapists but identified barriers to its consistent integration. Key barriers included limited curricular time, lack of faculty expertise, and competing content priorities. Faculty also described gaps in clinical exposure that affected student preparedness for practice. Results from this study support faculty development, intentional clinical exposure, and clearer accreditation guidance to promote more consistent oncology preparation in DPT education.