What helps hybrid health care students succeed? Recent research suggests it's not just content mastery, it's connection, collaboration and course design.
New findings from Scholarship of Teaching and Learning (SoTL) grant recipients reveal the factors that shape belonging, boost learning and support diverse learners in hybrid graduate programs. The studies, presented at this year's Evidence In Motion (EIM) Faculty Symposium, offer timely, actionable insights for educators and academic leaders.
Their research tackled some of the most pressing questions in hybrid health care education: how to foster belonging, assess learning in collaborative settings and support diverse learners in online environments.
Here's what they found and what it means for faculty and program leaders.
How Hybrid DPT Students Experience Belonging and Why It Matters
As hybrid education becomes more common in graduate health care programs, educators are rethinking how to foster community and support among students who rarely meet in person.
A study conducted across several universities led by Dr. Brett D. Neilsen explored how students in hybrid DPT programs experience belonging and how that sense of connection relates to their well-being and performance.
Key findings:
- Only half of students feel fully connected. While 91% of students reported some level of belonging, just 50% reported a high sense of belonging in their programs.
- Mental health and belonging are linked. Students with higher self-reported well-being and lower anxiety had stronger feelings of belonging.
- Caregivers stood out. Students who identified as caregivers were 149% more likely to report high belonging, possibly due to stronger purpose and maturity.
- Connection matters. Peer relationships, out-of-class interaction, and meaningful faculty-student engagement were key to fostering belonging.
- Structure supports inclusion. Students pointed to clear policies, timely communication and in-person orientation as factors that helped them feel seen and supported.
The takeaway: Belonging isn't incidental. Programs must design for it, especially in hybrid environments where organic connection is harder to come by.
The research team included Dr. Brett D. Neilsen, PT, DPT, DSc (Hawai'i Pacific University); Dr. Rebecca E. Parr, PT, DPT, DHSc, and Dr. Gregory M. Kline, PT, DPT, EdD, MBA (Hanover College); Melissa Yeung, PhD, and Jennifer C. Kish, PT, DPT, PhD (Bowling Green State University); Dr. Monique Flemings, PT, MEd., DMin, MCT (South College Atlanta); and Dr. Arvie C. Vitente, PT, DPT, PhD, MPH (Lewis University).
Can Team-Based Exams Work in Hybrid Courses? Findings from a Pilot Study
Team-based learning has shown benefits in traditional classrooms, but its use in online and accelerated settings remains underexplored.
A research team from Augustana University investigated whether team-based exams (TBEs) can be used effectively in hybrid graduate courses — and how they impact student engagement and performance.
Key findings:
- Team exams boosted immediate scores. Students performed better on team-based assessments than on their individual counterparts.
- No long-term performance difference. Students who completed TBEs did not show significantly better or worse outcomes on later individual exams.
- Students appreciated the experience. Many described the format as collaborative and validating, with lower stress levels than traditional tests.
- Satisfaction declined over time. Students' positive attitudes toward TBEs decreased across the term, suggesting a need for continuous support and refinement.
- Faculty found value and challenges. Instructors noted deeper discussions and engagement but also raised concerns about grading logistics and breakout room monitoring in virtual settings.
The takeaway: TBEs are feasible and enriching but require intentional team formation, structured facilitation and strong technological support.
The research team included Dr. Mallory Kargela, PT, DPT; Dr. Evan Andreyo, PT, DPT, PhD; and Dr. Kristin Grimes, PT, DPT — all of Augustana University.
How Personality Traits Influence Success in Online and Hybrid Learning
Not all students thrive in online or hybrid settings, and personality may be part of the reason why.
A systematic review led by Dr. Elizabeth Hunter examined how individual traits like conscientiousness or anxiety influence learning outcomes, satisfaction and engagement in digital environments.
Key findings:
- Certain traits align with success. Students high in conscientiousness, agreeableness and emotional stability had better GPAs and satisfaction levels.
- Anxiety is a barrier. Students with high neuroticism, linked to anxiety and stress, showed lower satisfaction, engagement and academic performance regardless of format.
- Self-efficacy can help. Multiple studies indicated that boosting student self-efficacy can offset the negative effects of neuroticism.
- Flexibility supports everyone. Offering choice in assignments, communication style and interaction format can help students with diverse traits succeed and may benefit all learners.
The takeaway: Instructors can't change personality traits, but they can design with them in mind by incorporating flexibility, varied engagement modes and self-regulated learning strategies.
The research team included Dr. Elizabeth Hunter, PhD; Dr. Jayna Niblock, PhD; Dr. Samantha Barefoot, OTD; Dr. Jackson Miller, OTD; Dr. Jason Hughes, PhD; and Edith Scarletto, MLIS — all of Bowling Green State University.
Moving Forward
Together, these SoTL-supported studies offer timely insights for health care educators navigating the complexities of hybrid and accelerated learning models.
Whether the goal is to create belonging, foster collaboration or support diverse learners, the message is clear: student experience is shaped not just by content but by how we deliver it.