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Curricular Variability in Dry Needling Education Across Entry-Level DPT Programs in the US
Tiffany L Barrett1, Gary A Kearns2, Emilio J Puentedura1
1Department of Physical Therapy, Baylor University, 1311 S. 5 St., Waco, TX 76706 USA.
Introduction:
Dry needling is increasingly used by physical therapists to manage pain and neuromusculoskeletal dysfunction. Despite widespread clinical adoption and regulatory support across most United States (US), dry needling instruction in entry-level Doctor of Physical Therapy (DPT) programs remains inconsistent. This study examined dry needling instruction in entry-level DPT programs by analyzing curricular structure, teaching philosophies, and student outcomes.
Methods:
This descriptive, exploratory study used a mixed-methods design involving 338 students from 14 DPT programs across six US regions. Pre- and post-laboratory surveys assessed changes in student perceptions of dry needling safety, comfort, and self-efficacy using Wilcoxon signed-rank tests and Spearman's correlations. Faculty interviews and open-ended student responses were thematically analyzed to explore instructional strategies and teaching philosophies.
Results:
Dry needling instruction varied widely, with required hours ranging from 1.5 to 32 and initial exposure occurring between trimesters 1 and 7. Student-to-faculty ratios in labs ranged from 1:4 to 1:28. Of 1173 needle insertions, 66% targeted lower-extremity muscles. Student participation was high (94%), though needle fear (58%) was the main barrier. Laboratory experiences significantly improved perceptions of dry needling safety (p = 0.006) and self-efficacy (p = 0.003).
Discussion:
Despite curricular inconsistencies, faculty shared five core teaching philosophies: prioritizing foundational exposure over clinical competency, emphasizing safety, using evidence-informed content, promoting hands-on skill development, and professional advocacy.
Conclusions:
Findings highlight the need for standardized dry needling education guidelines in DPT programs. Establishing minimum competencies, recommended instructional hours, and safety protocols may enhance consistency and effectiveness in dry needling instruction.
Supplementary Information:
The online version contains supplementary material available at 10.1007/s40670-025-02511-8.
