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Exploring Belongingness in a DPT Program Using a Revised Belongingness Scale.

Colette A Waddell1, Kyle Covington, Ashley K Poole

  • 1Winston-Salem State University, Dep. of Physical Therapy, 601 South MLK Jr. Drive, Winston-Salem, NC 27110, USA. Tel 336-707-0844. colette.anzel@gmail.com.

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Summary
This summary is machine-generated.

Student belongingness is crucial for academic success. This study explored factors influencing belongingness in Doctor of Physical Therapy (DPT) students, finding sexual orientation impacts their sense of community and integration.

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Area of Science:

  • Health Professions Education
  • Student Affairs
  • Higher Education Research

Background:

  • Belongingness positively correlates with academic performance and achievement.
  • A lack of belongingness can hinder educational progression and academic success.
  • This study explores belongingness factors among Doctor of Physical Therapy (DPT) students.

Purpose of the Study:

  • To explore the sense of belongingness among DPT students.
  • To identify factors influencing belongingness within a DPT academic program.

Main Methods:

  • Revised the Belongingness in Higher Education Institutions (BES-HE) scale for DPT students.
  • Administered the scale electronically to 58 first and second-year DPT students.
  • Analyzed quantitative data using Mann-Whitney U testing and qualitative data via thematic analysis.

Main Results:

  • Key factors influencing belongingness include friendships, team-based learning, fitting in, class size, culture, program activities, and faculty relationships.
  • A statistically significant difference in belongingness was observed based on sexual orientation.
  • LGBTQ+ students reported lower belongingness in student community, integration, and overall scores.

Conclusions:

  • The BES-HE scale can measure belongingness in DPT programs.
  • Understanding belongingness factors is vital for improving DPT student experiences and outcomes.