{"id":{"repo_id":"utc","oai_identifier":"oai:scholar.utc.edu:theses-1960"},"canonical_url":"https://search.dev.ndltd.org/etd/utc/oai:scholar.utc.edu:theses-1960","repository":{"repo_id":"utc","name":"University of Tennessee - Chattanooga","base_url":"https://scholar.utc.edu/do/oai/"},"display":{"title":"Holistic admissions review in physical therapist education","abstract":"This study examined perceived barriers and benefits to holistic admission review in physical therapist education (PTE) programs. The mixed methods study utilized both quantitative and qualitative data collected via an online survey to accredited programs and collection of quantitative data from program websites, Physical Therapist Centralized Application Service (PTCAS) program pages, the Commission on Accreditation in Physical Therapist Education (CAPTE), and the Federation of State Boards of Physical Therapy (FSBPT). Seven research questions were addressed: • RQ1a: Is there a significant difference between the ultimate pass rate on the NPTE for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ1b: Is there a significant difference between the first-time pass rate on the NPTE for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ2: Is there a significant difference between program graduation/retention rates for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ3: Is there a significant difference in the 1-year postgraduation employment rate for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ4: Are there differences in perceptions of holistic admissions based on specific program attributes? (Quantitative) • RQ5: How is the holistic admissions process currently utilized in physical therapist education programs? (Qualitative) • RQ6: What are the perceived barriers and benefits to holistic admissions and how do programs address those barriers? (Qualitative) Results indicate that there is not a statistically significant difference between programs that utilize holistic admissions and those that do not for RQ1a-RQ4, with one exception. There was a significant difference in perceptions of holistic admissions between programs currently utilizing holistic review and those that did not. The utilization of qualitative methods in RQ5 and RQ6 provided rich data to help understand admission committees’ utilization and current perceptions of holistic admissions review, particularly in regard to perceived barriers and benefits. This qualitative data also provides important points of consideration for programs currently utilizing or considering the utilization of holistic admission review as well as direction for future research.","abstract_html":"This study examined perceived barriers and benefits to holistic admission review in physical therapist education (PTE) programs. The mixed methods study utilized both quantitative and qualitative data collected via an online survey to accredited programs and collection of quantitative data from program websites, Physical Therapist Centralized Application Service (PTCAS) program pages, the Commission on Accreditation in Physical Therapist Education (CAPTE), and the Federation of State Boards of Physical Therapy (FSBPT). Seven research questions were addressed: • RQ1a: Is there a significant difference between the ultimate pass rate on the NPTE for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ1b: Is there a significant difference between the first-time pass rate on the NPTE for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ2: Is there a significant difference between program graduation/retention rates for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ3: Is there a significant difference in the 1-year postgraduation employment rate for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ4: Are there differences in perceptions of holistic admissions based on specific program attributes? (Quantitative) • RQ5: How is the holistic admissions process currently utilized in physical therapist education programs? (Qualitative) • RQ6: What are the perceived barriers and benefits to holistic admissions and how do programs address those barriers? (Qualitative) Results indicate that there is not a statistically significant difference between programs that utilize holistic admissions and those that do not for RQ1a-RQ4, with one exception. There was a significant difference in perceptions of holistic admissions between programs currently utilizing holistic review and those that did not. The utilization of qualitative methods in RQ5 and RQ6 provided rich data to help understand admission committees’ utilization and current perceptions of holistic admissions review, particularly in regard to perceived barriers and benefits. This qualitative data also provides important points of consideration for programs currently utilizing or considering the utilization of holistic admission review as well as direction for future research.","abstract_has_math":false,"creators":["Littleton, Rebecca McKnight"],"institution":"University of Tennessee at Chattanooga","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Crawford, Elizabeth K.","Banks, Steven R.; Rausch, David W.; O'Brien, Elizabeth R.","College of Health, Education, and Professional Studies"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:47:06Z","subjects":["Physical therapy schools","Universities and colleges--United States--Graduate work--Admission"],"languages":["English","eng"],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.utc.edu/theses/783","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Crawford, Elizabeth K.","Banks, Steven R.; Rausch, David W.; O'Brien, Elizabeth R.","College of Health, Education, and Professional Studies"]},{"key":"dc:creator","label":"Author","values":["Littleton, Rebecca McKnight"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-05-01T07:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["University of Tennessee at Chattanooga","Chattanooga (Tenn.)"]},{"key":"dc:relation","label":"Dc Relation","values":["Masters Theses and Doctoral Dissertations"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral dissertations","Text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Physical therapy schools","Universities and colleges--United States--Graduate work--Admission"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.utc.edu/theses/783"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["School of Professional Studies","Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy."]},{"key":"dc:description.abstract","label":"Abstract","values":["This study examined perceived barriers and benefits to holistic admission review in physical therapist education (PTE) programs. The mixed methods study utilized both quantitative and qualitative data collected via an online survey to accredited programs and collection of quantitative data from program websites, Physical Therapist Centralized Application Service (PTCAS) program pages, the Commission on Accreditation in Physical Therapist Education (CAPTE), and the Federation of State Boards of Physical Therapy (FSBPT). Seven research questions were addressed: • RQ1a: Is there a significant difference between the ultimate pass rate on the NPTE for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ1b: Is there a significant difference between the first-time pass rate on the NPTE for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ2: Is there a significant difference between program graduation/retention rates for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ3: Is there a significant difference in the 1-year postgraduation employment rate for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ4: Are there differences in perceptions of holistic admissions based on specific program attributes? (Quantitative) • RQ5: How is the holistic admissions process currently utilized in physical therapist education programs? (Qualitative) • RQ6: What are the perceived barriers and benefits to holistic admissions and how do programs address those barriers? (Qualitative) Results indicate that there is not a statistically significant difference between programs that utilize holistic admissions and those that do not for RQ1a-RQ4, with one exception. There was a significant difference in perceptions of holistic admissions between programs currently utilizing holistic review and those that did not. The utilization of qualitative methods in RQ5 and RQ6 provided rich data to help understand admission committees’ utilization and current perceptions of holistic admissions review, particularly in regard to perceived barriers and benefits. This qualitative data also provides important points of consideration for programs currently utilizing or considering the utilization of holistic admission review as well as direction for future research."]},{"key":"dc:title","label":"Title","values":["Holistic admissions review in physical therapist education"]}]}],"canonical_facts":{"dc:contributor":["Crawford, Elizabeth K.","Banks, Steven R.; Rausch, David W.; O'Brien, Elizabeth R.","College of Health, Education, and Professional Studies"],"dc:creator":["Littleton, Rebecca McKnight"],"dc:date":["2023-05-01T07:00:00Z"],"dc:description":["School of Professional Studies","Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy."],"dc:description.abstract":["This study examined perceived barriers and benefits to holistic admission review in physical therapist education (PTE) programs. The mixed methods study utilized both quantitative and qualitative data collected via an online survey to accredited programs and collection of quantitative data from program websites, Physical Therapist Centralized Application Service (PTCAS) program pages, the Commission on Accreditation in Physical Therapist Education (CAPTE), and the Federation of State Boards of Physical Therapy (FSBPT). Seven research questions were addressed: • RQ1a: Is there a significant difference between the ultimate pass rate on the NPTE for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ1b: Is there a significant difference between the first-time pass rate on the NPTE for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ2: Is there a significant difference between program graduation/retention rates for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ3: Is there a significant difference in the 1-year postgraduation employment rate for programs that utilize holistic admissions and those that do not? (Quantitative) • RQ4: Are there differences in perceptions of holistic admissions based on specific program attributes? (Quantitative) • RQ5: How is the holistic admissions process currently utilized in physical therapist education programs? (Qualitative) • RQ6: What are the perceived barriers and benefits to holistic admissions and how do programs address those barriers? (Qualitative) Results indicate that there is not a statistically significant difference between programs that utilize holistic admissions and those that do not for RQ1a-RQ4, with one exception. There was a significant difference in perceptions of holistic admissions between programs currently utilizing holistic review and those that did not. The utilization of qualitative methods in RQ5 and RQ6 provided rich data to help understand admission committees’ utilization and current perceptions of holistic admissions review, particularly in regard to perceived barriers and benefits. This qualitative data also provides important points of consideration for programs currently utilizing or considering the utilization of holistic admission review as well as direction for future research."],"dc:identifier":["https://scholar.utc.edu/theses/783"],"dc:language":["English","eng"],"dc:publisher":["University of Tennessee at Chattanooga","Chattanooga (Tenn.)"],"dc:relation":["Masters Theses and Doctoral Dissertations"],"dc:rights":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Physical therapy schools","Universities and colleges--United States--Graduate work--Admission"],"dc:title":["Holistic admissions review in physical therapist education"],"dc:type":["Doctoral dissertations","Text"]},"updated_at":"2026-07-24T05:47:06Z"}