5 Big Questions on Transforming Health Care Education

Evidence In Motion (EIM) was founded by academics in the health care education space to expand evidence-based practice and increase health care access in communities around the country. We innovated the way health care education is delivered through highly successful hybrid, accelerated graduate programs. Read more about our hybrid model here. 📚

But we are not done innovating. In the next five years we plan to launch more than 30 programs around the country, including expansions for our current partners into new campuses and disciplines. Our experience and expertise help colleges and universities realize programs that contribute to their long-term vision and success for years to come. Together, we create rigorous, innovative and accessible programs that impact the world in a tangible way. 

Ready to learn more? Hear from our academic team in this Q&A addressing some of the most frequently asked questions about current issues in higher ed and EIM’s education solutions.

1. Student Debt

Q: What is your view on the problem of rising student debt deterring prospective applicants from becoming PTs? 

A: When it comes to decreasing tuition to reduce student debt, this is a tough one in the short-term as neither APTA, ACAPT, CAPTE, PT faculty, or really anyone except university decision-makers have any control over tuition. From my perspective, this is primarily driven by market-based supply and demand. Institutions will charge as much as possible so long as they’re meeting enrollment goals and meeting/exceeding budget goals.

Once institutions start to struggle with enrollment (and not a day before), they will reduce tuition to remain competitive but will seek to expand their class size to maintain similar overall revenues despite the reduction in tuition. Faculty will resist these efforts but will reluctantly go along because it could be key to survival of the program itself. 

However, there are plenty of ways to increase cohort sizes with less fixed and more variable costs, namely developing flexible, hybrid options that are very much on par in terms of outcomes with traditional residential programs. Unfortunately, many smaller, under resourced PT programs will likely struggle and could ultimately fail unless faculty are willing to embrace innovation.

Ultimately, reducing the total cost of tuition is about getting students into the workforce as soon as possible and moving as much clinical education as possible to the post-graduate licensed environment.  

2. Competition Between Hybrid Programs

Q: Since the curriculum is delivered in a hybrid manner, are there geographic limitations placed on Universities in terms of where they can recruit? How does EIM manage potential competition between its University Partners? 

A: EIM does not impose or enforce geographic limitations on schools to control student recruitment or enrollment efforts. All programs draw from a national pool of prospective students. While considerable overlap exists, programs inherently have stronger student recruitment outcomes from within their respective geographic regions.

While variation exists, a typical composition for a student cohort includes 30-40% of enrollments from in-state or regional applicants and 60-70% from out-of-state applicants. Programs typically enroll students from 25-30 different states. 

While “competition” exists across all DPT programs, for example, there remains a strong applicant pipeline with 5-6 qualified applicants for every seat. Our student recruitment efforts, to include marketing and admissions support, continue to successfully fill student cohorts to meet enrollment goals established by the University Partner.

3. Facility Requirements

Q: What are the specific facility requirements (square feet, characteristics, and specialized instrumentation) that the University Partner needs to provide to teach 100 students in a hybrid graduate healthcare program? (PT, OT, and SLP Disciplines)

A: Ideally, the University Partner secures a combined total of 6,000–8,000 square feet of primarily open space. One option is to secure a single large space of 6,000+ square feet that provides for consolidated synchronous instruction with all students and ample space to spread out when needed for breakouts.

A designated area for storing bags/books and a computer charging area can usually fit into this approach. It is possible to fit an instructional platform/stage and 50 plinths into a 4,000 square foot space. However, this leaves little to no room for student gear (backpacks, electronics, lunches, etc.). The space will become too cluttered if students bring all these items into the lab.

Also, a 4,000 square space only provides room for consolidated synchronous instruction with all students. If breakout sessions are utilized, this space does not allow sufficient room to spread out into 4-5 groups of 20-25 students. More space provides for greater flexibility in instructional approaches. 

A Second Option

Another option is to secure two separate spaces, one at least 4,000 square feet and another 2,000+ square feet. This allows for consolidated synchronous instruction with all students in the larger space and a separate space to expand into when breakouts are utilized.

The 2,000+ square feet space can serve as a multipurpose room for breaks, lunch, student gear storage, practical exam staging area, etc. The key is making everything portable so that multiple configurations can be used within the same day.


Other lab space considerations include an adequate quantity of outlets around the room for equipment, modalities, etc. and well positioned projectors and screens for visibility. A camera setup on stage is needed in addition to an adequate sound system and good acoustics. 


It’s important to note that the PT, OT, and SLP disciplines can share the same space. Lab immersions can be scheduled in a way such that when the PT students are on campus in lab, the OT and SLP students are in the didactic phase online and vice versa. This provides significant efficiencies and optimizes space utilization. This also significantly decreases the allocation of lease expense should the University need to lease outside space. 

The PA discipline can utilize some of the space as needed for the PT and OT disciplines. In addition, the PA program requires access to small group break out rooms that can serve as mock exam rooms for clinical skills and examination labs. Access to standardized patients and simulation equipment is also common in PA education to facilitate mock exams. 


Approximately 1,000 square feet of combined storage space is needed if the storage facility is not co-located with the lab and it’s not possible to keep plinths/stools set up year-round. This is assuming there is adequate storage systems for bulky items (i.e., wheelchairs, stools, assistive devices, etc.).

Storage needs to be well organized and planned. If the space is dedicated year round in support of the program allowing for plinths/stools to stay set up year round, storage can be reduced to ~700 square feet of space. 

Faculty Offices

Faculty offices are not needed if faculty are primarily onsite just for lab immersions. A large conference room that accommodates 10-12 faculty members is helpful. Faculty could utilize the conference room for faculty “huddles” before and after each instructional day, break/lunch space, and as an office to work during periods of the day they aren’t providing instruction.

Access to a private space for 1:1 student counseling when needed is also necessary. The conference room could be used for this purpose, but having access to a separate private office is ideal.


Finally, the space should have adequate restroom facilities for ~100 students and faculty taking a break at the same time. Hand washing stations/sinks are always important to consider as well. It’s also helpful to position hand sanitizer stations around the lab space. EIM can provide detailed discipline specific equipment and supplies inventory needs upon request. 

4. Onsite Faculty Requirements

Q: How many faculty are typically needed onsite to support the on-campus labs? 

A: Ideally, programs try to maintain a faculty-to-student ratio of 1:10 during on-campus labs. For programmatic accreditation, all faculty must possess contemporary expertise in the course topic and content.

Therefore, depending on faculty qualifications, programs will generally have between 2-4 core faculty members represented for each course during lab sessions. These core faculty are supported by 6-8 adjunct faculty per course, most of whom possess contemporary expertise through their active clinical practice. 

5. University Partner Outcomes

Q: Can EIM provide an example of the outcomes associated with its University Partners? 

A: Primary outcomes among DPT programs include graduation rates, national licensure (NPTE) pass rates, and employment rates. Our existing University Partner DPT programs reported graduation rates between 92-96%, first time NPTE pass rates at 91%, ultimate NPTE pass rates at 98-99%, and employment rates between 95-99%.

These compare favorably to the aggregate means for all DPT programs as reported in the above mentioned CAPTE Fact Sheet, including 96% graduation rate, 92% first time NPTE pass rate, 98% ultimate NPTE pass rate, and 99% employment rate. 


Connect with us today to learn more about how hybrid accelerated education can support graduate growth plans at your institution. 💡

Get to know our team. 👈🏼

Future-Proof Solutions for Health Care Education Challenges

Graduate health care education continues to be faced with extensive challenges, including a shortage of qualified faculty and quality clinical education/externship sites, the inability to meet the education and health care needs of rural communities, and the unsustainable cost of education. The COVID-19 pandemic has further highlighted the need for a highly differentiated program model to address these challenges. 

The EIM Hybrid Education Model is the ultimate future proof solution in health care higher education. Such a degree program delivered in a hybrid, accelerated format will: 

– Increase flexibility and improve access 

– Reduce student debt 

– Meet workforce demands 

– Significantly impact health care needs in underserved communities.  


This is the type of innovative answer that higher ed needs. Our hybrid, accelerated curriculum will leverage best-in-class educational technology, with online coursework being delivered by faculty in a highly interactive and engaging environment. Synchronous and asynchronous learning activities will be utilized to foster student discovery. Onsite lab instruction will be provided in an immersive, highly organized, well-executed, and active hands-on learning environment that is critical to psychomotor skill development. This educational model allows students and faculty to live anywhere in the country and commute to the campus for onsite immersion lab experiences. Students will also participate in highly structured, full-time clinical education experiences. 

EIM Graduate Program Overviews 

Doctor of Physical Therapy (DPT) 

EIM powered the first hybrid, accelerated DPT program in the country, and this model has successfully achieved full accreditation and graduated multiple cohorts of well-prepared physical therapists in less time. The innovative model increases access to physical therapy education and decreases student debt impact by getting students into the workforce faster. The DPT program is a two-year, hybrid accelerated model structured with approximately 50% of coursework online, 20% in person during hands-on labs, and 30% in clinical education experiences. Traditional brick and mortar programs are typically three years or more in length.  

Doctor of Occupational Therapy (OTD) 

EIM also powered the first hybrid, accelerated OTD program in the country, and this model has successfully achieved full accreditation and graduated multiple cohorts of well-prepared occupational therapists in less time. The OTD program is a two-year hybrid, accelerated program that develops leaders within the field of occupational therapy. The OTD program combines online learning, hands-on lab immersions, fieldwork experiences and a doctoral capstone. For less time than most traditional Master of Occupational Therapy (MOT) programs, entry-level graduates of our OTD program enter the workforce sooner with a doctoral degree. 

Master of Physician Assistant Studies (MPAS) 

The MPAS program is a 24-month hybrid program that prepares entry-level physician assistants to become licensed clinicians who practice medicine in a variety of settings and specialties. The MPAS program is designed to be completed in 24 months, with 13 months of online didactic education, hands-on lab immersion experiences onsite throughout the program, and 36 weeks of full-time supervised clinical practical experiences in a variety of settings. 

Master of Speech-Language Pathology (MSLP) 

The MSLP program is a 16-month accelerated, hybrid program that that is structured with approximately 80% of coursework online, 10% spent in person during hands-on labs, and 10% in clinical education experiences. The innovative model increases access to SLP education and decreases student debt impact by getting students into the workforce faster. Traditional brick and mortar programs are typically two years or more in length. 

Connect with us today to learn more about how hybrid accelerated education can support your graduate growth plans!

Evidence In Motion welcomes Oklahoma Baptist University as new health care education partner

We are excited to announce our new partnership with Oklahoma Baptist University (OBU), to offer graduate degrees in high-demand health care professions. OBU, a Christian university located in the Oklahoma City region, will launch four programs over the next four years to include Doctor of Physical Therapy (DPT), Doctor of Occupational Therapy (OTD), Masters in Speech-Language Pathology (MS-SLP) and Master of Medical Science in Physician Assistant (MMS-PA).

The degree programs will be built and delivered using the EIM hybrid and accelerated education model which will make them highly accessible to aspiring health care professionals throughout Oklahoma and the entire nation. Taught primarily online, the programs will also include hands-on lab immersion experiences that will take place on the OBU campus located 30 minutes from Oklahoma City. Each program will also include clinical and capstone components. This accelerated hybrid model is career-focused with a seamless transition into clinical practice and post-professional education programs.

The health care industry is facing many challenges in filling needed positions as there are too few graduates to meet current demand.

“This new partnership with EIM will help OBU continue innovative leadership now in graduate health care,” said Dr. Heath A. Thomas, OBU president. “At OBU, we are focused on providing well-equipped, faith-forward professionals to meet the needs of our communities. With these degrees in particular, we will be able to help our communities meet severe healthcare needs and address employee shortages we are experiencing in Oklahoma and throughout the nation.”

OBU represents EIM’s ninth nationwide partner and its first university partnership in the state of Oklahoma.

“As we continue to realize such impressive education outcomes in the professions we serve, it is important to forge partnerships that share our common vision and make an impact on our world,” said Pradeep Khandelwal CEO of EIM. “OBU is exactly this type of partner, and it is a great feeling to welcome them to our innovative circle of existing universities and we know that we will be offering meaningful value to their long-term goals for success.”

Pending accreditation from the Higher Learning Commission, the OTD program is expected to launch in January 2026, with the application opening in early 2025. The MS-SLP program is slated to begin in fall 2026, followed by MMS-PA in early 2027 and DPT in fall 2027.

“The accelerated hybrid model in graduate healthcare helps students reach their professional goals more quickly while training them with excellence in the field,” said Dr. Larinee Dennis, co-provost and dean of business, health, science and education. “OBU is excited to pursue this option for tomorrow’s future shapers in the allied health industry.”

The physical therapy, occupational therapy and physician assistant programs will each span 2 years (6 semesters), while the speech-language pathology program covers 1.3 years (4 semesters).

The projected growth for physical therapists is 21 percent with a future job demand of 49,000 positions, based on U.S Bureau of Labor Statistics data through 2023. The demand for occupational therapists is expected to grow 17 percent with 23,000 new jobs, while demand for physician assistants is experiencing a 31 percent projected growth with 40,000 new jobs. The field of speech-language pathology is expected to grow 29 percent with a need of 45,000 new professionals.

A closer regional look shows that in the Southern United States, which includes Oklahoma, only 70 percent of the demand for speech-language pathologists is being met, and only 81 percent of the demand for physical therapists is being achieved.

“Through this partnership, OBU is leading important health care and educational transformation not only in their region but across the national landscape,” added Khandelwal.

Stay updated on new partnerships and program additions here.

Connect with us today to learn how you can benefit from EIM’s learning solutions.

EIM Partners with Southern California University To Launch Multi-Campus Hybrid Accelerated Doctoral Programs

San Antonio, Texas, July 20, 2023: Southern California University of Health Sciences (SCU) and Evidence In Motion (EIM) are announcing a partnership to launch Doctor of Physical Therapy (DPT), Doctor of Occupational Therapy (OTD), and Masters in Speech-Language Pathology (MS-SLP) degrees. The new partnership will expand EIM’s graduate health care portfolio and enhance SCU’s existing offering by utilizing EIM’s advanced learning platform and technology-enabled services.

The programs will follow EIM’s proven hybrid and accelerated education model that empowers aspiring health care professionals to be lifelong learners and transform their communities.

“This partnership with EIM represents another transformative step forward in the delivery of high-quality health care education that prepares students for the workforce sooner and addresses the important issue of student debt,” President of SCU John Scaringe said. In addition, SCU believes that a diverse student body is essential for developing the knowledge and skills needed to address the complex range of health challenges facing our patient populations and meeting them in their communities. “Given the ability to recruit students from anywhere in the country in these hybrid programs, we expect a large number of our new students will come from economically disadvantaged backgrounds and minority groups,” John explained.

EIM’s long history in graduate health care has yielded impressive program outcomes that support the type of accessibility, diversity, and innovation that SCU is seeking to achieve.  “We are honored that Southern California University of Health Sciences has entrusted us to deliver and support its newest graduate health care degree programs,” said Pradeep Khandelwal, EIM’s Chief Executive Officer. “Through this partnership, we are working side by side to expand access to quality hybrid education for these in-demand health care professions and further our shared mission to reach underserved communities across the country.”

The new programs will be located in Phoenix, AZ and Whittier, CA. Students can live anywhere in the country and access the curriculum through an online virtual classroom with high-quality engaging coursework built for an accelerated and modern learning experience. EIM will assist SCU in recruiting faculty, securing clinical sites, recruiting diverse and qualified students, and assisting faculty in developing world-class content. Students will travel to campus several times to engage in highly immersive lab experiences and graduate earlier through this accelerated framework.

The SCU and EIM partnership degrees are expected to open applications for the hybrid OTD program in Phoenix in January 2024, with the inaugural cohort starting in early 2025. DPT and MS-SLP will follow.

EIM Welcomes Mallory Schindler, MHA as new Chief Operating Officer

Evidence In Motion is thrilled to welcome Mallory Schindler, MHA as the company’s new Chief Operating Officer, effective June 5, 2023. Mallory is a leader in online clinical education, with 15 years of experience in higher education and the Online Program Management (OPM) space.

After earning her undergraduate degree from the University of North Carolina at Charlotte, Mallory began her career working on Capitol Hill. Her work in education and health policy reignited a passion for quality education which led her to pursue program roles at both public and private universities. With her roles at Georgetown University, University of Richmond and the UNC system, she gained a deeper understanding of university culture, operations and health education. Interest in healthcare led Mallory to earn a Masters degree in Healthcare Administration, and she applied her higher education knowledge and health administration degree to serve in several post-professional education roles within the American Academy of Nursing and the Society for Nuclear Medicine and Molecular Imaging. The work in online education was exciting and eventually led her to pursue a career in the new clinical OPM space.

Mallory joined 2U in 2013, where she helped grow university partnerships and clinical multi-program verticals on a national scale. During her time, she helped establish programs in Nursing, Counseling, Speech Language Pathology, Education, Physician Assistant, and Physical and Occupational therapies.  2U went public in 2014 and it was the clinical market leader until she departed in 2017.  In 2018, Mallory joined Keypath Education where she helped to transition the company from a traditional OPM to a healthcare OPM, by establishing their global clinical portfolio, and launching the first national Accelerated Bachelors of Nursing degree program.  Her passion for online education stems from a desire to produce quality providers and create opportunities for rural education and better access to care.

Mallory lives in San Antonio, TX with her husband Dave, who serves as a Lieutenant Colonel and Assistant Professor in Public Health Dentistry in the U.S. Air Force, and her children Grant and Grace. She enjoys gardening, reading, exploring national and state parks and entertaining. She also serves as the President for the EBF3 HADDS Foundation, which supports a NIH-funded research lab at Texas Children’s Hospital and Baylor College of Medicine in Houston, TX.  The Foundation also helps educate and support individuals and their families living with this rare neurodevelopmental syndrome.