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Cross-sectional analysis of faculty distribution and program characteristics: correlations with top 25 Doctor of
Luis A Feigenbaum, Thomas Otley, Neva Kirk-Sanchez
1Department of Physical Therapy, Miller School of Medicine, University of Miami, Coral Gables, FL, USA.
Introduction:
This study examined the distribution of board-certified and PhD/EdD faculty, as well as residency, fellowship, and PhD program offerings, across the top 25 physical therapy programs in the United States ranked by U.S. News & World Report, assessing their correlation with rankings and the impact of Research 1 (R1) designation on prestige.
Materials And Methods:
Data were sourced from program websites, the American Board of Physical Therapy Specialties (ABPTS), and the American Board of Physical Therapy Residency and Fellowship Education (ABPTRFE), analyzing faculty specialization, terminal degrees, and post-professional offerings.
Results:
Statistical analysis included Spearman's rho correlations and a Mann-Whitney U test. Results showed a predominance of full-time faculty in Orthopedics and Neurology, with no board-certified faculty in Oncology. Significant positive correlations were found between rankings and board-certified faculty (ρ = .455, p = .011), full-time PhD/EdD faculty (ρ = .467, p = .009), and total PhD/EdD faculty (ρ = .434, p = .015), while R1 institutions ranked higher than non-R1 programs (U = 26.000, Z = -2.305, p = .021). However, residency (p = .664) and fellowship (p = .286) programs did not influence rankings.
Discussion:
A strong presence of PhD/EdD faculty drives higher rankings, with less impact from board-certified faculty, and that specialty gaps may reflect institutional priorities.
Conclusion:
The study demonstrates that elevated proportions of PhD/EdD and board-certified faculty, alongside R1 designation, boost program rankings. The dominance of Orthopaedics and Neurology, alongside Oncology gaps, suggests targeted development opportunities, emphasizing research-intensive environments and terminal degrees in shaping future physical therapy education strategies.
