Analysis of Student Use of Textbooks in an Entry-Level Physical Therapist Program

As costs of higher education continue to rise, textbook pur¬chase is an area in which students have control over spending. The purposes of this project were to: 1) describe textbook use among current students and recent graduates in one physical therapist program, and 2) determine how this information might be utilized in addressing faculty textbook decisions in entry-level education. Electronic surveys were sent to 83 students and 229 graduates of a Doctor of Physical Therapy program in Texas. Ten faculty completed an 8-question paper survey about factors considered in requiring a textbook. Data analyses included descriptive statistics, ANOVA, and chi-square test for independence. Thirty-two students, 28 graduates, and 7 faculty responded. A total of 23 textbooks were required during the curriculum. Only 6 of 23 required texts were reported as "useful" by students. Graduates identified 3 texts as "useful" during early clinical practice. Six faculty required textbooks for classes; 4 indicated texts were "necessary" for student success. Students purchased a small percentage of required textbooks and maintained a high level of success. Results indicate that faculty are providing the required content. Faculty should carefully consider their instructional delivery when making decisions about if required textbooks are truly required for success.