Curricular Variability in Dry Needling Education Across Entry-Level DPT Programs in the US.

Area of Science:

• Physical Therapy Education
• Neuromusculoskeletal Rehabilitation
• Pain Management Techniques

Background:

• Dry needling is a widely adopted physical therapy technique for pain and dysfunction.
• Instruction in entry-level Doctor of Physical Therapy (DPT) programs lacks standardization across the US.
• Variability in DPT curricula may impact the consistent and effective application of dry needling.

Purpose of the Study:

• To examine the structure, teaching philosophies, and student outcomes of dry needling instruction in entry-level DPT programs.
• To identify inconsistencies in dry needling education across different DPT programs.
• To explore faculty perspectives on teaching dry needling and student learning experiences.

Main Methods:

• A descriptive, exploratory mixed-methods study involving 338 students from 14 DPT programs.
• Pre- and post-laboratory surveys assessed student perceptions of safety, comfort, and self-efficacy.
• Faculty interviews and open-ended student responses underwent thematic analysis.

Main Results:

• Dry needling instruction hours varied significantly (1.5-32 hours), with initial exposure occurring between trimesters 1 and 7.
• Laboratory experiences significantly improved student perceptions of dry needling safety (p=0.006) and self-efficacy (p=0.003).
• Needle fear (58%) was a primary barrier, despite high student participation (94%).

Conclusions:

• Significant inconsistencies exist in dry needling education within entry-level DPT programs.
• Standardized guidelines for dry needling education, including competencies, hours, and safety protocols, are recommended.
• Enhancing educational consistency can improve the effectiveness of dry needling instruction and practice.