Diagnostic and Procedural Imaging Curricula in Physical Therapist Professional Degree Programs: Update

OBJECTIVE: To describe the status of diagnostic and procedural imaging curricula in United States physical therapist professional degree programs. DESIGN: Descriptive survey. METHODS: A web-based survey was conducted among accredited physical therapist professional degree programs to be completed by the faculty member(s) responsible for coordinating imaging instruction. RESULTS: Faculty from 164 (60.3%) programs responded to the survey. Faculty assessment of student ability to use patient referral clinical guidelines ranges from radiographs (82.3%), magnetic resonance imaging (62.8%), computed tomography scan (59.2%), ultrasound (44.5%), to bone scan (42.1%). Faculty assessment of student competence to use patient referral clinical guidelines on a scale of 1 (not competent) to 5 (competent) ranges from radiographs (4.2), magnetic resonance imaging (3.7), computed tomography scan (3.6), ultrasound (3.6), to bone scan (3.3). To enhance student competency, most frequently cited was increased emphasis on imaging during clinical education experiences. CONCLUSION: Doctor of physical therapy (DPT) programs integrate imaging content and assess student competency to varying degrees. Programs appear to underuse valuable and readily available resources. Results may assist faculty in assessing and developing existing curricula, and provide a benchmark regarding current levels of physical therapist professional degree graduates’ training. JOSPT Open 2024;2(2):156-162. Epub 12 January 2024. doi:10.2519/josptopen.2024.1026