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A Successful Model for Improving Student Retention in Physical Therapist Education Programs: A Case Report

Background and Purpose. Researchers have studied both academic and nonacademic reasons why some graduate students do not complete degrees.6,7 Attrition at the graduate or professional education program levels usually is the result of nonacademic reasons.6,18,20 These reasons may include personal or family illness, divorce, financial problems, or modification of professional goals resulting in a decision to change majors. While student‐to‐student relationships are important, it has been shown that faculty‐to‐student relationships are more important.24 Open communication and relationships between faculty and students may help students identify necessary resources earlier, allowing them to solve personal as well as family and professional issues, and complete progress through graduation. Five components related to student success have been identified.25 These components include academic programming, active and collaborative learning, student‐faculty interactions, enriching educational experiences, and supportive campus environments. Institutions that have high levels of student academic and social engagement also report high student satisfaction and graduation rates.25 The purpose of this case report is to present one model of a student success program (SSP) developed at the University of North Florida (UNF), for its Doctor of Physical Therapy (DPT) degree program. The program was based upon a review of the literature related to attrition in graduate programs and included the 5 components related to student success identified above. Effects and outcomes of the SSP on the DPT education program at UNF are analyzed and presented. Case Description. During the 2006‐2007 academic year, the UNF program transitioned to a DPT program. Twenty‐five students were admitted to this cohort. Five of them did not complete the program. Of these 5, 3 students dropped out for academic reasons, 1 dropped back and graduated with the class following this cohort, and 1 decided to change her major to nursing. This resulted in an 80% graduation rate, below the national average of 89%, as reported by the Commission on Accreditation in Physical Therapy Education. Outcomes. After a SSP was created and implemented, student retention significantly improved. Twenty‐six students enrolled in the UNF DPT program in the 2008 fall semester participated in the SSP. All 26 students successfully completed the first semester and graduated with a rate of 89.3%. Discussion and Conclusion. It is important to remember the significance of non‐academic support as well as academic support. One of the most significant components to the SSP is the Team‐Based Learning (TBL) model. It reinforced all the components of a successful learning community, engagement of all students, and early assessment leading to early identification of at‐risk students allowing for more timely intervention. The faculty at UNF continues to use the same admissions criteria used in previous years. The SSP has been continued and the projected graduation rate for the next class, who are finishing their second year, is 96.9%. This rate is well above the initial retention rate and the national average.