How do you help hybrid health care students succeed, not just survive, in accelerated programs?
That question fueled a wave of faculty-led research presented at this year's EIM Faculty Symposium. In fast-paced Data Blitz sessions, educators from across the country shared findings on the challenges facing today's students and the solutions designed to meet them.
From AI policy to clinical readiness assessments, each project focused on a specific, measurable way to improve the student experience and outcomes.
Together, they highlight a growing body of evidence around what works in accelerated learning environments and what still needs to be addressed.
How One DPT Program Is Setting AI Policy for Students and Faculty
Across cohorts, student attitudes toward generative AI tools shifted dramatically. At Augustana University, early DPT students viewed ChatGPT with skepticism. Later cohorts were more open but only with clear guidance.
Faculty responded early. They:
- Introduced AI-related orientation assignments
- Launched a task force
- Surveyed students about when and how AI use crosses ethical lines
The result: a formal AI use policy backed by both qualitative and quantitative student data.
This research, led by Dr. Keiba Shaw, PT, DPT, EdD, MA, highlights how faculty can lead by example in a rapidly changing digital landscape.
Why it matters: With AI use on the rise, programs need proactive, values-driven policies, not just rules, to help students navigate new tools with integrity.
Benefits of a Student Support Coordinator in Hybrid DPT Programs
More than 100 one-on-one student meetings took place in a single quarter, not with a tutor or professor, but with a licensed physical therapist focused entirely on student support.
South College's Student Support Coordinator (SSC) model embeds a full-time DPT faculty member whose only role is coaching, including:
- Tracking performance
- Offering academic strategies
- Guiding students through everything from time management to NPTE preparation
Dr. Caitlin Kothe, PT, DPT, MS, OCS, presented the early outcomes, which show that students who met with the SSC early in the term were more likely to stay on track and finish strong.
Why it matters: As hybrid accelerated learners juggle coursework and life off campus, they need more than traditional advising. They need dedicated, scalable support.
Do Anatomy Prep Courses Improve Success in Hybrid Health Care Programs?
Students entering with lower prerequisite GPAs were 3.5 times more likely to pass their first-trimester anatomy course if they completed a voluntary prep course beforehand.
That's the key finding from Dr. Tiffany Barrett, PT, DPT, DSc, of Augustana University, who studied the impact of an eight-module anatomy prep course developed to close academic gaps before day one.
Interestingly, general undergraduate GPA wasn't a significant predictor of success. But targeted, subject-specific preparation was.
Why it matters: A well-timed intervention before classes begin can dramatically improve outcomes for at-risk students and help level the playing field in hybrid admissions.
How to Assess Clinical Readiness in DPT Students Before Rotations
What if programs had a formal, evidence-based way to determine whether students were ready for clinical education before sending them out?
That's what Dr. Patrick Withrow, PT, DPT, of South College set out to design: a two-part assessment measuring safety, reasoning, communication and hands-on skills. Students prepare a plan of care, then demonstrate clinical techniques under realistic conditions.
The project is still under evaluation, but early feedback suggests it gives faculty a consistent, defensible tool for identifying students who need additional support.
Why it matters: A structured readiness check helps ensure students are safe and confident and clinical sites stay engaged and supportive.
How to Evaluate Acute Care Confidence in Hybrid DPT Students
Hybrid accelerated DPT students feel confident in hands-on skills taught early in the curriculum, like manual therapy and mobility training. But when it comes to clinical decision-making or interdisciplinary communication, their confidence drops.
That's what Dr. Elizabeth Steele, PT, DPT, CCS, of South College found using a validated Acute Care Confidence Survey. Administered before formal cardiopulmonary instruction, the survey results are now guiding adjustments to pre-clinical lab instruction.
The team will re-administer the tool post-coursework and after clinicals to compare confidence shifts over time.
Why it matters: Understanding when and where students feel underprepared helps faculty close gaps before those gaps reach patient care.
Faculty Research on Caregiving, Resilience and Interprofessional Support
Several additional presentations expanded the lens from student outcomes to caregiver and patient experiences, including access, resilience and care coordination.
- Dr. Carson Walker, EdD, CCC-SLP, of Oklahoma Baptist University examined organizational change readiness in educational systems and found that leadership support played a critical role in the success of mandated reforms.
- Dr. Becky Jones, EdD, CCC-SLP, also from Oklahoma Baptist University, identified caregiving differences between rural and urban families of individuals with Parkinson's disease, highlighting the need for location-specific training in caregiver-inclusive care.
- Dr. Michael Stroud, PT, DPT, CCS, of South College documented the lasting physical and emotional impacts of COVID-19 on Hispanic frontline health care workers, contributing to the field's understanding of post-pandemic resilience.
- Dr. Frank Bates, DPT, MBA, GCS, CEEAA, CFPS, of Southern California University of Health Sciences shared patient satisfaction outcomes from an interprofessional temporomandibular disorder care model, with positive feedback around coordinated, team-based care.
Why it matters: These studies reinforce the importance of preparing students to understand the full clinical picture, including caregiver dynamics, patient backgrounds and interdisciplinary care delivery.
What's Next? Turning Insights Into Action
The 2025 Data Blitz underscored the power of faculty-led research to shape how we teach, support and graduate tomorrow's health care professionals.
From onboarding tools and academic support to clinical benchmarks and caregiver inclusion, these projects reflect a shared commitment to evidence-based, student-centered education.
As programs across the country look to improve retention, equity and real-world readiness, these findings offer both inspiration and practical models.