Strategic Learning Strategies of Doctor of Physical Therapy Students

The use of strategic learning strategies has been positively associated with academic performance in several graduate health profession programs. This finding suggests that it may be an important construct to explore in Doctor of Physical Therapy (DPT) education. The Learning and Study Strategies Inventory (LASSI) summarizes a student's perception and use of 10 learning and study strategies.

Although the LASSI has limited reporting in DPT education, other health care education programs have shown correlation with academic performance. The purpose of this study was to examine DPT students' early perceptions of strategic learning with descriptive summaries of LASSI data and examine correlations between demographic and admissions-related data.

Matriculated DPT students ( n = 294) at a 2-year hybrid program who completed the LASSI at orientation in 2020 and 2021.

This was a descriptive study that retrospectively analyzed LASSI scores in entry-level DPT students. LASSI score differences among demographic groups and Spearman's rho correlations between the LASSI, Graduate Record Examination (GRE) scores, grade point averages, grit, and emotional intelligence (EI) were explored.

LASSI score means were in the 50th-75th percentile (moderate category) suggesting a need for further development in strategic learning. Group differences in LASSI scores were noted for gender identity (male higher Anxiety management, P < .001; female higher Attitude , P < .001, Time Management , P = .003, and Use of Academic Resources , P = .003), racial-ethnic minoritized group (higher S elf-regulation , P = .013), first-generation college students (higher Attitude , P = .047), physical therapy assistants (higher Information Processing , P = .047), students with a primary language other than English (higher Time Management , P = .046), and older students (higher Anxiety management, P = .026). Weak but significant correlations were identified between LASSI scale and component scores and several admissions variables. Highest correlations were with grit ( Will , ρ = 0.319, P < .001; Concentration , ρ = 0.312, P < .001), EI ( Will , ρ = 0.328, P < .001; Attitude , ρ = 0.302, P < .001; Self-regulation , ρ = 0.382, P < .001; Use of Academic Resources ρ = 0.331, P < .001), and quantitative GRE scores ( Anxiety management, ρ = 0.341, P < .001).

All LASSI scale scores and components were in the moderate category, potentially indicating a need to coach and develop strategic learning strategies. Group differences in LASSI scores may represent varied student needs. The weak relationship between LASSI scores and admissions variables could suggest that the constructs measured by LASSI are not currently captured through typical DPT admissions practices.