Strategic Learning Principles Are Related to Academic Scores for Doctor of Physical Therapy Students

The Learning and Study Strategies Inventory (LASSI) is a self-assessment of strategic learning principles with scores representing areas for growth. The purpose of this study was to measure LASSI scores at 2 points in time for Doctor of Physical Therapy (DPT) students in a 2-year hybrid program to see if scores changed after a science of learning course and two quarters of the program. The authors then examined the relationship between LASSI scores and academic scores (DPT program GPA, anatomy, and physiology grades).

Retrospective descriptive analysis of LASSI scores with comparisons between baseline and after a science of learning course and two quarters of the program using a paired t-test; bivariate correlations examined the relationship of LASSI scores to academic scores.

Data was collected for 259 matriculated DPT students. Three of the 10 LASSI scales had significant change after the science of learning course and two quarters of the program; however, the effect sizes were small (0.2 or less). Anxiety management (t(258) = 2.340, p = .020) scores improved, while both concentrations (t(258) =  - 3.229, p = .001) and the use of academic resources (t(258) =  - 1.999, p = .047) had lower scores. There were several LASSI scores with significant correlations to academic scores (ρ = .132 to .431).

LASSI was related to academic scores, although the strength of the relationship was low to negligible. LASSI showed small changes over time. There could be various reasons for scores improving or declining, but the awareness of scores and change in scores can provide a solid foundation for individualized coaching to DPT students as they navigate the rigor of a graduate level professional program.

The online version contains supplementary material available at 10.1007/s40670-024-02215-5.