physical therapist education

The Future PT’s Guide to Becoming a Physical Therapist

Whether looking at potential career paths or a career change, becoming a physical therapist can be deeply rewarding.

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Becoming a physical therapist requires a passion for—and quite a bit of schooling in—subjects like anatomy, biology, kinesiology, biomechanics, neuroscience, and exercise physiology (as well as a love of working with people). Though the cost of PT education continues to rise, the rewards of helping people improve function, mobility, and overall well-being are vast. If you’ve got questions about this career path, then we’ve got answers. Read this future physical therapist guide to learn everything you need to know about becoming a physical therapist.

What do physical therapists do?

A physical therapist is an expert in treating patients with neuromusculoskeletal conditions—anything from low back pain and joint injuries to post-stroke symptoms and cerebral palsy. As a physical therapist, you could work with patients of any age to help them:

• Recover from an injury or surgery;
• Improve strength, flexibility, and balance; 
• Learn and grow through developmental milestones; and/or
• Maintain mobility and function as they age.

To accomplish this for a patient, you would:

• Establish good rapport.
• Review the patient’s medical history.
• Perform an initial evaluation to assess the issue or condition and determine if PT would be appropriate.
• If PT is appropriate, create a plan of care detailing the evidence-based treatment type (e.g., exercises, stretches, hands-on therapy, equipment use, and/or a home exercise program), frequency, and duration necessary to help the patient achieve his or her therapeutic goals.
• Follow the treatment protocol detailed in your plan of care (POC) while adhering to all insurance and state rules and regulations.
• Teach the patient —and family members, if appropriate—how to safely perform daily activities and improve their progress with an at-home exercise program.
• Monitor the patient’s progress using outcome measurement tools, adjusting the POC as necessary until the patient reaches his or her goal.

Where do physical therapists work?

Physical therapists may see patients in private clinics, patient homes, hospitals, nursing facilities, schools, or sports arenas. They can work one-on-one with patients or serve as members of a larger care team. Some physical therapists oversee physical therapist assistants or physical therapist technicians (techs) . Physical therapists may work for one clinic in one location—or they may travel to different clinics around the country (travel PTs) or different clinics in a particular region (registry PTs). To learn more about travel PT, check out our travel PT checklist —or you could learn more about registry PT and per diem opportunities .

Physical therapists may also work in non-clinical roles (e.g., as executives in healthcare companies , researchers, directors, teachers, writers, or consultants).

Want to own a physical therapy private practice one day?

Download the PT’s guide to starting a private practice , and you’ll learn everything you need to know about starting a successful clinic—including picking a location with the right amount of curb appeal and crossing your legal t’s and dotting your credentialing i’s.

How do physical therapists find patients?

Traditionally, physical therapists have largely relied on physician referrals to keep their treatment schedules full. In other words, physicians determine which patients are good candidates for physical therapy—and send those patients to a specific physical therapist.

Today, however, some form of direct access exists in all 50 states, making it possible for most therapists to—at the very least—perform an initial evaluation without needing a physician referral first. Thus, many providers are expanding their marketing initiatives to reach patients directly . Given that patients are now responsible for a greater portion of their healthcare costs, many are conducting their own research—specifically, online research—about providers and treatment options instead of relying on a referral from their primary care provider (PCP). That’s why it’s important for physical therapists to have an optimized online presence that includes a professional website , positive online reviews , and an active social media presence . That said, most physical therapists still maintain good relationships with physicians and surgeons and obtain many of their patients through the traditional referral process.

How much money do physical therapists make?

According to the Bureau of Labor Statistics (BLS) , the median pay for physical therapists in May of 2022 was $97,720 per year and $46.98 per hour—with the lowest 10% earning less than $67,900 and the highest earning more than $128,830. 

The industries that hire the most physical therapists are:

*According to the Department of Labor, this category includes offices of chiropractors; optometrists; mental health practitioners (except physicians); physical, occupational, and speech therapists as well as audiologists; and all other health practitioners.

The top-paying industries for physical therapists are:

Location Matters

Keep in mind that the above-noted numbers are national averages. These stats will differ depending on where you live. The states with the highest number of employed physical therapists are:

The top-paying states for physical therapists are:

Download your free copy of the PT Salary Guide.

To find out what physical therapists make in your neck of the woods—including a complete state-by-state and metropolitan area breakdown— download our free salary guide here.

Experience Matters

According to Payscale.com , experienced physical therapists receive a salary 13% higher than the national average, whereas entry-level PTs receive a salary 9% lower. The average entry-level salary for a physical therapist is $69,073.

What kind of job outlook do physical therapists have?

The demand for physical therapy is growing—and will continue to grow —as more people recognize the need for safe, cost-effective, conservative, and long-term treatment options to address neuromusculoskeletal and chronic conditions such as diabetes and obesity. With the opioid crisis falling under the national spotlight, payers and legislators are feeling the pressure to find and deliver alternative treatment options—like physical therapy—to their patients. If that’s not enough, according to BLS , many baby boomers are staying active later in life and thus, require the regular attention of a physical therapist. To that end, physical therapist employment is expected to grow 17% from 2021 to 2031, which is “much faster than the average for all occupations.”

So, what does that mean for you? If you pursue a career in physical therapy, you’ll likely land a job right out of school given that “job opportunities are expected to be good for licensed physical therapists in all settings,” and are “particularly good in acute-care hospitals, skilled-nursing facilities, and orthopedic settings, where the elderly are most often treated.” The outlook is even better if you want to work in a rural area, because most practicing physical therapists already work in “highly populated urban and suburban areas.”

What kind of software do physical therapists use?

Whether working as an individual provider or within a large practice group with other healthcare professionals, an electronic medical record (EMR) to record and store patient health information is the start of simplifying clinical workflows. Ideally, physical therapists will choose an always-up-to-date, cloud-based EMR and practice management platform that’s designed for physical therapists and provides not only defensible documentation, compliance alerts, and a streamlined workflow but also:

• intuitive scheduling functionality and automated appointment reminders that reduce patient cancellations and no-shows by as much as 30%, and patient self-scheduling software that patients are actively seeking to use; 
• fully integrated clinical outcomes tracking with a library of standardized, risk-adjusted tests;
• enhanced multimedia home exercise programs ;
• robust practice intelligence analytics ; 
• comprehensive billing solutions that increase payments per visit by up to 10%; and 

advanced patient engagement and marketing tools.

What does it take to become a physical therapist, personality traits.

A provider’s personality greatly affects a patient’s willingness to complete his or her course of care—and thus, his or her therapeutic outcome. It’s safe to say that a provider’s personality matters. Do you have the personality necessary to be a successful PT? Here are some important traits for a future PT to possess: 

• Compassionate
• People-Oriented
• Conversational
• A Critical Thinker
• A Puzzle-Lover
• Accountable
• A Good Decision-Maker
• Cooperative
• Passionate About Functional Movement and Well-being

Students who are interested in becoming physical therapists must first earn a bachelor’s degree from an accredited university. Then, they’ll go on to earn a doctorate of physical therapy (DPT) from the graduate school of their choice. A growing number of schools accept students directly out of high school for three years of undergraduate coursework plus three years of graduate-level education.

While you don’t have to select a pre-physical therapy or pre-med major, most graduate schools require students to have a significant amount of applicable prerequisite courses in subjects such as chemistry, physics, biology, anatomy, psychology, statistics, mathematics, and English writing. (The Physical Therapist Centralized Application Service has a detailed chart of what each DPT program requires.) Thus, selecting a major with a heavy emphasis on science would be a wise choice (though certainly not mandatory). If you complete, say, a fine arts degree, you may still be able to attend PT school; you might just have to take additional courses to meet the prerequisite course requirements before matriculation. (To learn what your school-of-choice requires, check out its admissions page; for the top-ranked PT programs in the country, scroll to the next section of this page and click the link in the prereqs section of each school.)

Prerequisites

Other prerequisites often include: 

• A solid GPA ( the University of Pittsburgh , for example, only accepts students with a GPA of 3.0 or higher);
• Good Graduate Record Examinations (GRE) test scores taken within the last five years; and
• Adequate exposure to the profession through volunteer or paid experience in a clinic or hospital.

So, if you plan to pursue a career as a physical therapist, you’ll want to keep your grades up in college and practice for the GRE—and you may want to begin applying for physical therapy internships early in your undergraduate career to ensure you can demonstrate a wealth of experience once it comes time to apply to grad school. 

Traditional Residential Programs vs. Alternative Hybrid Models

Most physical therapy programs are full-time, three-year programs—which means you must attend classes at the university campus. There are, however, some alternative DPT programs with a hybrid learning model that enables students flexibility in how they finish their DPT program. These models typically take the shape of:

• a mostly online format , 
• a part-time attendance format, or 
• an accelerated program .

With the growing need for PTs in practice and the industry’s recognition that student debt is a problem, hybrid models have become commonplace in almost every state. Choosing the right type of program for you can take some deliberation, so try Mike Reinold's podcast episode to help steer you in the right direction. 

Each school has its own requirements regarding the coursework you must complete to graduate. For instance, here is a list of courses at the University of Southern California . Overall, the direction of coursework is determined by the Commission on Accreditation in Physical Therapy Education (CAPTE) who is responsible for overseeing the maintenance of current programs in physical therapy and accrediting new programs.

Once you receive your DPT, you’ll be ready to sit for your multiple-choice licensing exam: the National Physical Therapy Examination (NPTE) . According to the NPTE website, “the NPTE is only one part of the evaluation process used by licensing authorities to assess your competence. Contact your jurisdiction to find out what additional requirements there are, such as taking the jurisprudence exam .”

In other words, be sure to review the requirements for licensure in your state, so you know what to expect before it comes time to graduate as a DPT.

Credentialing

If you’re opting to go in-network with insurance companies , then you’ll need to receive credentials from those payers. As explained in our free billing guide, “Some payers— like Medicare —do not allow non-credentialed providers to treat or collect payment from patients for any covered services.” To apply for credentials, you’ll need:

• malpractice insurance,
• a physical clinic location, and
• a license to practice in your state.

If you join an in-network practice, that company may already have an established credentialing process that will help you get credentialed with the right insurance companies.

Post-Graduate Study

If you choose to further your education beyond your doctorate through clinical fellowships or residency programs, you may do so. According to the American Physical Therapy Association (APTA) , these are great ways for “licensed physical therapists to enhance their knowledge and practice.” 

Per the APTA, a clinical residency program is “designed to significantly advance a physical therapist resident's preparation as a provider of patient care services in a defined area of clinical practice. It combines opportunities for ongoing clinical supervision and mentoring with a theoretical basis for advanced practice and scientific inquiry.”

On the other hand, clinical fellowships are offered to physical therapists “who demonstrate clinical expertise in an area of clinical practice related to the practice focus of the fellowship. (Fellows are frequently post-residency prepared or board-certified specialists.)”

Board Certification

If you wish to “build on a broad base of professional education and practice to develop a greater depth of knowledge and skills related to a particular area of practice,” then you may want to consider becoming a board-certified specialist through the American Board of Physical Therapy Specialties (ABPTS) in one of the following areas:

• Cardiovascular and Pulmonary
• Clinical Electrophysiology
• Orthopaedics
• Sports Physical Therapy
• Women's Health

Where should I go to school to become a physical therapist?

While the PT school you choose to attend is ultimately up to you, the APTA urges anyone considering a career as a physical therapist to choose a Doctorate of Physical Therapy program that is accredited by CAPTE —otherwise, you may not be eligible to sit for your licensure exam, and only licensed PTs may practice. With that in mind, below are the US News and World Report’s top-ranked PT schools (all of which are accredited by CAPTE). That said, rankings aren’t everything , so be sure to do your own research on all schools you’re considering, including visiting each one and talking to students about their experience.

According to the Report, “each school's score reflects its average rating on a scale from 1 (marginal) to 5 (outstanding), based on a survey of academics at peer institutions.” (Additional details below were collected from each university, the CAPTE website , Peterson’s , and the PTCAS by the APTA . We make no guarantees as to the accuracy or currentness of this information.)

University of Delaware in Newark, DE

• Contact Phone Number and Email: (302) 831-4576 | [email protected]
• Program Director: Gregory Hicks, PT, PhD | Associate Professor and Chair
• Cohort Size: ~60 students
• Tuition: $1,051/credit hour 
• Acceptance Rate: 26%
• Program: In-person full-time DPT 
• School Type: Public
• Prereqs: Bachelor’s degree +

University of Pittsburgh in Pittsburgh, PA

• Contact Phone Number and Email: (412) 383-6630 | [email protected]
• Program Director: James J Irrgang, PT, PhD, ATC, FAPTA | Professor and Chair
• Cohort Size: ~198 students in the graduate program
• Tuition: $41,796 per year
• Acceptance Rate: 27%
• Program: In-person full-time DPT

Washington University in St. Louis, MO

• Contact Phone Number and Email: (314) 286-1400 | [email protected]
• Program Director: Gammon Earhart, PT, PhD 
• Cohort Size: ~81 students in the graduate program
• Tuition: $20,362 per academic semester | $3,328 to $4,992 per clinical education segment
• Acceptance Rate: 40%
• School Type: Private not-for-profit

Northwestern University in Chicago, IL

• Contact Phone Number and Email: (312) 908-8160 | [email protected]
• Program Director: Julius P. Dewald, PT, PhD  | Chair and Program Administrator
• Cohort Size: ~95 students in the graduate program
• Tuition: $121,688 per year
• Acceptance Rate: 17%

University of Iowa in Iowa City, IA

• Contact Phone Number and Email: (319) 335-9791 | [email protected]
• Program Director: Richard K Shields, PT, PhD, FAPTA  | Professor and Director
• Cohort Size: ~42 students in the graduate program
• Tuition: $7,858 for Iowa residents / $16,608 for non-residents per semester
• Acceptance Rate: unavailable

University of Southern California in Los Angeles, CA

• Contact Phone Number and Email: (323) 442-2900 | [email protected]
• Program Director: James Gordon, PT, EdD, FAPTA | Associate Dean and Chair
• Cohort Size: ~95 in the residential DPT program | ~48 in the hybrid program
• Tuition: $67,389 each for years 1 and 2; $40,715 for the third year
• Acceptance Rate: 16% in 2017 (for the in-person program)
• Program: In-person full-time DPT and full-time hybrid
• School Type: private not-for-profit

Duke University in Durham, NC

• Contact Phone Number and Email: (919) 681-4380 | [email protected]
• Program Director: Chad E. Cook, PT, PhD, MBA, FAAOMPT
• Cohort Size: ~82 students accepted each year
• Tuition: $38,000 per year
• Acceptance Rate: 84% (of early-decision applicants who are interviewed)

Emory University in Atlanta, GA

• Contact Phone Number and Email: (404) 712-5660 | [email protected]
• Program Director: Marie A. Johanson, PT, PhD, OCS | Interim Program Director and Professor
• Cohort Size: ~155 students in the graduate program
• Tuition: $11,100 per semester (as of 2016)
• Acceptance Rate: 25%

MGH Institute of Health Professions in Boston, MA 

• Contact Phone Number and Email: (617) 726-8009 | [email protected]
• Program Director: Julie J. Keysor, PT, PhD 
• Cohort Size: ~118 students in the graduate program
• Tuition: $27,780 for the fall semester of 2023, tuition rates fluctuate by semester
• Acceptance Rate: 19%

The Ohio State University in Columbus, OH

• Contact Phone Number and Email: (614) 292-5922 | [email protected]
• Program Director: John A. Buford, PT, PhD
• Cohort Size: 47-50 students accepted each year
• Tuition: $6,932.40 per semester for Ohio residents / $16,016.40 per semester for non-residents
• Acceptance Rate: 20%

Creighton University in Omaha, NE and Phoenix, AZ

• Contact Phone Number and Email: (402) 280-2662 | [email protected]
• Program Director: Kirk Peck, PT, PhD, CSCS, CCRT, CERP
• Cohort Size: ~61 students in the graduate program
• Tuition: $38,040 for the first year; $56,550 for the second and third years
• School Type: Private

University of North Carolina - Chapel Hill

• Contact Phone Number and Email: (919) 966-4708 | [email protected]
• Program Director: Deborah Givens, PT, DPT, PhD, FAPTA
• Cohort Size: 30-32 students in the graduate program
• Tuition: $9,201 max, per semester for NC residents; $18,347 max, per semester for non-residents
• Acceptance Rate: 33%

What other options are available to me in the PT field?

If you decide not to become a physical therapist—but you enjoy the rehab therapy field—you can also become: 

• an occupational therapist;
• a speech-language pathologist;
• a therapist assistant (PTA, OTA, or SLPA); or
• a therapist technician. 

Or, if you’d rather forego clinical work altogether, you can choose to work in the front or back office of a clinic, performing administrative or billing tasks. Finally, you can apply to work for a leading technology company in the physical therapy space—like WebPT. So while you're here, check out our careers page .

PT vs. PTA vs. Tech

While there is certainly overlap between physical therapists, physical therapist assistants (PTAs), and technicians (a.k.a. aides), there are some important distinctions. For example, in a clinical setting, all three roles work with patients; however, physical therapists are responsible for creating—and overseeing—patient plans of care. Thus, they are the ones who must :

• Interpret patient referrals, 
• Complete all evaluations, 
• Diagnose patient conditions,
• Supervise PTAs and techs,  
• Cosign all PTA-completed notes, and
• Establish discharge plans.

Physical Therapist Assistants

According to the APTA , PTAs “implement selected components of patient/client interventions (treatment), obtain data related to the interventions provided, and make modifications in selected interventions either to progress the patient/client as directed by the physical therapist or to ensure patient/client safety and comfort.” In most cases, payers—including Medicare—will pay for PTA-provided services as long as they adhere to the established supervision and billing requirements ; however, starting January 1, 2022, Medicare will only reimburse 85% of the usual rate for services provided in-part or in-full by a PTA or OTA.

Technicians

Finally, as we explained earlier, “techs help keep the clinic running like a well-oiled machine by cleaning equipment, preparing treatment areas, and assisting patients in moving from room to room—as well as “assist[ing] with clerical duties and paperwork.” According to the APTA , technicians may not perform duties that “require the clinical decision-making of the physical therapist or the clinical problem solving of the physical therapist assistant.” That said, they’re still integral members of the physical therapy team and can have a huge impact on the patient experience—and thus, the practice’s reputation.

Becoming a physical therapist is not necessarily an easy task—some equate it to the rigors of medical school—but the rewards are there in more ways than one. Joining the ranks of physical therapy professionals places you in esteemed standing as an authority in the musculoskeletal system and an expert in movement. Sure there are trials and tribulations just as with any career path, but to quote the NCAA football national champion coach, Jim Harbaugh, “Who’s got it better than us? Nobody!”

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Learn how WebPT’s PXM platform can catapult your practice to new heights.

How to Get Into Physical Therapy Schools

Applicants to PT programs need to demonstrate empathy and an interest in physical therapy, experts say.

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The federal Bureau of Labor Statistics predicts the number of employed physical therapists in the U.S. will be 22% higher in 2028 than 10 years prior.

People who suffer traumatic injuries often face a difficult journey to recovery. They might struggle to walk or have other mobility challenges, and they could feel significant pain. These are situations where a physical therapist , or PT, can provide critical assistance.

This kind of health care professional is an expert on diagnosing and counteracting mobility problems. He or she can offer hands-on therapies and prescribe exercise regimens.

Though graduate education wasn't always required to become a physical therapist, a doctorate degree is now necessary to join the profession in the U.S. An aspiring U.S. physical therapist will need to complete a Doctor of Physical Therapy degree, or DPT, which typically requires about three years of full-time study.

He or she will also need to pass the national physical therapy exam, or NPTE, and obtain a license to practice in the state where he or she intends to work.

Physical therapists sometimes choose to pursue further education after they complete a DPT program by obtaining a residency, fellowship or board certification within a particular physical therapy specialty, such as women's health, neurology or clinical electrophysiology.

The number of job opportunities in this field is growing, according to the federal Bureau of Labor Statistics, which predicts that the number of employed physical therapists in the U.S. will be 22% higher in 2028 than 10 years prior. In 2018, the median annual salary among physical therapists was $87,930, the bureau reports.

The average debt burden among newly minted DPT graduates is often significant. For example, the average debt-to-income ratio among Florida early-career physical therapists surveyed in 2016 was 197% – equal to almost two years of the average salary, according to student debt research published by the American Physical Therapy Association, or APTA.

Nevertheless, some young physical therapists say that they are glad they invested in their education, despite the cost.

"I have student loans that I pay on every month, and I probably will for forever or for the foreseeable future, but I love what I do, so it kind of just is what it is," says Lauren Lobert, who received her DPT degree from the University of Michigan—Flint in 2012 and owns APEX Physical Therapy Practice in Brighton, Michigan.

Lobert says her PT job allows her to assist people in need in a tangible way, and she finds physical therapy a fulfilling and meaningful profession. "You get to work with people through injuries or through some of the hardest times in their lives," she says, adding that she enjoys building relationships with patients.

The physical therapy field is ideal for highly active people who like to move around, she adds, because PTs don't spend a lot of time "sitting behind a desk."

What It Takes to Become a Physical Therapist

The abilities to empathize and communicate well are essential for success as a physical therapist, according to individuals working in the field.

"Physical therapy is a personal profession," Morgan Nolte, a board-certified clinical specialist in geriatric physical therapy, wrote in an email. "You have to be able to connect with people, talk to people, and exhibit a true interest in helping others. Community service and leadership experience can help you further stand out from the crowd," adds Nolte, who has a DPT degree.

It is also imperative to commit to lifelong learning, says Chalee Engelhard, director of the DPT program at the University of Cincinnati , where she is also an associate professor.

Another important quality for an aspiring physical therapist to have is resilience, Engelhard says. When patients are unable to meet their mobility goals, physical therapists need to calmly assess the situation and figure out a solution, she adds.

Craig Stiemsma, a professor at Dordt University in Iowa and director of its pre-physical therapy club, says anyone who is considering a physical therapy career needs to assess whether he or she enjoys working with people and solving problems, since both of those activities are central components of physical therapy jobs.

They should then observe physical therapists in action to gauge whether the profession is a good fit, Stiemsma says.

Field experience can help prospective students determine whether physical therapy is the right calling before they enroll in the prerequisite courses that are mandatory for admission to a particular PT school, Stiemsma adds.

According to the APTA, completing college classes in the following academic disciplines is often necessary in order to qualify for acceptance into a PT program:

"You are not required to select a particular major in order to be eligible for admission to a PT program," the association states in its online guide to the PT school admissions process. "The most common undergraduate majors among PT students include exercise science, biology, kinesiology, and psychology."

The association adds that PT school hopefuls may need to complete a certain number of hours of PT-related fieldwork to be competitive candidates; meet GPA and GRE requirements; get references and participate in interviews; disclose if they have any criminal convictions; and undergo criminal background checks and drug screenings.

Additionally, some PT schools prefer in-state students and may require that candidates demonstrate certain physical, behavioral or cognitive abilities that they deem necessary to complete a DPT degree and excel as a physical therapist, according to the association.

Stiemsma advises aspiring physical therapists to look up the typical grades and test scores among admitted students at their target program and attempt to exceed the average. Having exceptional credentials will boost the odds of acceptance, he emphasizes.

There are significant nonacademic considerations in the PT school admissions process, notes Nolte, who owns a Nebraska-based physical therapy practice – Reshape Physical Therapy and Wellness LLC – and serves as an academic coordinator for the geriatric physical therapy residency at Creighton University in Nebraska. "Going out of your way to get observational experience, or better yet work experience, in settings where physical therapy takes place will set you apart."

Eric J. Hegedus, a professor and founding chair with the DPT department at High Point University in North Carolina, says his school uses a holistic admissions process that accounts for more than numbers, adding that they use interviews to screen applicants.

"We want to see how the applicant interacts and communicates, see their passion for physical therapy, and hear their story," Hegedus wrote in an email.

Jasmine Marcus, a physical therapist in Ithaca, New York, who received her DPT degree from Columbia University , says a solid application essay helped her stand out in the PT school admissions process. "The best thing that you can do is just try to stand out a little bit," she says.

Marcus notes that many PT admissions essays discuss the incident that precipitated the candidate's interest in the PT profession. However, that approach will often be dull and "generic" if it recounts an everyday physical therapy treatment session, she says.

"You're describing something that the person reading it isn't going to be very interested in and that hundreds of other people could have described as well, so I usually recommend that you write about something that's just going to show off who you are as a person," she says.

The essay should highlight traits about a PT school applicant that would make him or her a good physical therapist, she adds, suggesting that the essay topic doesn't need to be physical therapy. She says her own application essay focused on how her communication skills as a former journalist and writer would translate well into the PT field, where questioning and understanding patients is vital.

"So I kind of took my strengths and how I was unique but also spun it in a way that showed why I would make a good future physical therapist," Marcus explains.

What's Taught In Physical Therapy School

Hegedus, who has a DPT degree, suggests that PT school is similar to other types of health care professional programs in its rigor, but he notes that it differs in important ways.

In contrast to other health care grad programs , during PT programs "you must learn and apply (rather than memorize and regurgitate)," and you gain expertise in how the way someone moves can contribute to their pain and aggravate their disabilities, he says.

Alice Holland, who received her DPT degree from the University of Southern California , wrote in an email that PT school is exceptionally demanding and often involves back-to-back classes.

"The first year of DPT school is very anatomy-heavy with cadaver work, the second year is focused on neurobiology and the third year is bringing all knowledge together to form treatment plans," says Holland, who started an outpatient orthopedic physical therapy clinic, Stride Strong Physical Therapy LLC, and has hired PT school grads.

She adds that DPT students typically participate in internships at PT clinics, which allows them to gain relevant work experience and begin to interact with patients.

Searching for a grad school? Access our complete rankings of Best Graduate Schools.

Grad Degree Jobs With $100K+ Salaries

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Physical Therapist

What does a physical therapist do.

Physical therapists diagnose and treat patients who have medical problems or injuries that limit their abilities to move or function in their daily lives. Patients will typically come to a physical therapist after being referred by their primary physician. Physical therapists work with people who have experienced an injury or disease that has affected their movement and range of motion.

A physical therapist will examine a patient then create a recovery plan. They often focus on treatments that reduce the need for surgery and prescriptive drugs. A physical therapist uses a combination of exercise, stretches, hands-on techniques, and equipment to restore function or relieve pain.

Scope of practice

Physical therapists work with physical therapy assistants, educators, social workers , nurses , doctors, and surgeons to treat patients of all ages, from infants to the elderly. Common tasks and duties include:

• Diagnosing patients to determine a level of function by observing them stand, walk, and perform tasks, as well as listening to their concerns
• Designing an individualized care plan based on their observations of the patient, the patient’s goals and expected outcomes, available research on the condition, and their medical expertise
• Evaluating the progress of the patient and adjusting care plans when necessary
• Developing and implementing plans to successfully discharge

Specializations

With certification, physical therapists can specialize in a particular area, including:

• Cardiovascular and pulmonary
• Clinical electrophysiology
• Orthopedics

Work environment

Physical therapists work in hospitals, private practices, home health agencies, outpatient rehabilitation centers, nursing homes, schools, and medical clinics. They are on their feet for the majority of their working day, and often need to use their bodies to work with patients – including needing to lift or move them. A typical day shift, weekday work schedule can be expected, but some work settings may require evening or weekend hours.

Becoming a physical therapist

If you’re looking for a rewarding career and don’t mind six to seven years of higher education, becoming a physical therapist might be a great career choice for you; physical therapists report having a lot of personal fulfillment from their job.

Higher education requirements

To become a physical therapist, you’ll need to complete a physical therapy program. Specifically, you’ll need to either complete a bachelor's degree and then a doctoral program in physical therapy, or you might choose a 3+3 physical therapy program that combines the degrees into a total of six years of higher education.

Once a degree is achieved, some physical therapists choose to enroll in a residency or fellowship program after graduating from their doctoral program. This will provide the physical therapist with advanced training and mentorship; it will also allow them to specialize and develop expertise in a specific area.

Certification process

Certification is not required, but may provide additional opportunities for physical therapists. In order to become board certified, you must have a doctoral degree in physical therapy, must have completed at least 2,000 hours of clinical experience, and must pass a certification exam.

Career opportunities and outlook

Physical therapists can expect a median annual salary of $ 95,620 .

According to the Bureau of Labor Statistics , employment of physical therapists in the U.S. is expected to grow much faster than average. This is due to the aging baby-boomer population who are staying active later in life and are more likely to deal with health conditions that can benefit from physical therapy. Secondly, there has been an increase in chronic conditions such as diabetes and obesity so physical therapists are needed to help these patients manage the effects of these conditions.

With additional training and experience, some physical therapists move into management roles with more responsibilities or start their own practices. Some therapists become professors while others earn specializations in areas such as pediatrics or sports medicine to increase career opportunities.

By the numbers

median annual salary

years of higher education

job growth projected from 2020-2030

Physical therapist programs at Mayo Clinic

Mayo Clinic offers several physical therapy programs to train students for a career as a physical therapist.

• Physical or Occupational Therapy Internship (Florida)
• Physical Therapy Doctoral Program (Minnesota)
• Physical Therapy Acute Care Residency (Arizona)
• Physical Therapy Geriatric Residency (Arizona)
• Physical Therapy Internship (Arizona)
• Physical Therapy Internship (Minnesota)
• Physical Therapy Neurologic Residency (Minnesota)
• Physical Therapy Orthopedic Residency (Minnesota)
• Physical Therapy Sports Residency (Minnesota)

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How To Become A Physical Therapist: 7 Steps

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If you or your loved ones have ever recovered from a serious injury or illness, you’ve likely consulted with a physical therapist (PT) for healing and guidance. Physical therapists help people regain strength and reach their rehabilitation goals, providing much-needed support at often a difficult time in patients’ lives. In fact, observing the great work they do may have sparked your personal interest in how to become a physical therapist.

Physical therapy is a broad field that overlaps with nearly every type of healthcare practice. Whether you enjoy helping people recuperate or teaching them how to manage pain, therapeutic careers offer countless ways to make a difference in the lives of others.

Here’s an overview of what physical therapists do, how to become one, and the essential steps to becoming a physical therapist.

What Does a Physical Therapist Do?

“A physical therapist is someone who assists with the pathology of human movement,” says Dr. Christopher Cesario, Associate Clinical Professor and Director of Student Affairs for the Doctor of Physical Therapy (DPT) program at Northeastern University’s Bouvé College of Health Sciences. Patients treated by PTs are typically coping with impaired mobility or a loss of muscular strength with diverse medical needs ranging from children with developmental disorders to seniors rebuilding motor functions after a stroke. Injuries from accidents, work, and sports are also common issues.

Physical therapists know how to “look at orthopedic, neurological, and cardiovascular issues and help navigate those problems,” says Cesario. Working alongside other healthcare providers, they diagnose physical impairments and create treatment plans around therapeutic exercise to help patients either recover from trauma or adapt to mobility challenges. In addition to having strong clinical experience, PTs must be compassionate and supportive of patients while using their observation and judgment skills to evaluate their needs.

How To Become a Physical Therapist

If you’re a current student or planning to go back to school, you may wonder how long it takes to become a physical therapist. Although physical therapy has a clearly outlined path to licensure, the timeline depends on your professional background, where you are in your education, and whether you can commit to full-time enrollment.

Here’s what to expect when working toward becoming a physical therapist if you have no prior background in this field.

1. Obtain a Relevant Undergraduate Degree

Physical therapist education occurs at the doctoral level, so you must earn an undergraduate degree before you can pursue this career path. While many physical therapy schools require a degree in a related field, having relevant education also increases your competitiveness in programs that don’t require it. Luckily, physical therapy encompasses many topics across the science, health, and fitness disciplines, offering various flexible options.

Acceptable majors vary by program, but some examples include:

• Kinesiology
• Health Sciences
• Exercise Science

Many of the foundational education courses provided in these degree programs can often help accelerate the process of becoming a physical therapist. This is largely because these prerequisite courses are needed in order to advance your education.

2. Determine What Type of Job You Want

By determining the type of job you want in advance, you can make better choices about your educational path and get more value out of a physical therapy program. Physical therapists work with people of all ages who have diverse health goals. As a result, prospective PTs have the opportunity to explore a range of specialties and healthcare environments before graduating.

“I think it’s worth the time to do some observation,” says Cesario. “The general public’s perception of physical therapy is that it’s all orthopedics. And when students find out that there’s physical therapy in a hospital or other settings, it’s kind of enlightening to know that there’s other options.”

With this in mind, try to consider the type of patients you want to work with, conditions you want to treat, and workplace settings you prefer. Some of the healthcare facilities that employ physical therapists are:

• Neurological
• Cardiovascular

3. Obtain a Doctor of Physical Therapy Degree

Earning a Doctor of Physical Therapy (DPT) degree is required to become a physical therapist. While any accredited DPT programs provide the knowledge and clinical experience needed to succeed in this field, it’s important to consider each program’s prerequisite courses. For example, many programs are tailored to students who already have substantial undergraduate credits in the health sciences. In addition, some schools require GRE exam scores, while others do not. As you compare your options, make sure the curriculum is in line with your personal and professional goals, and you can satisfy the admission criteria.

At the same time, keep an open mind throughout your education. Look for physical therapy programs that offer in-depth insight into different disciplines through research labs, simulated clinics, or mentorships. A diversified education, like Bouvé’s  Post Baccalaureate Doctor of Physical Therapy degree program , will give you the comprehensive knowledge to evaluate complex medical histories and provide high-quality patient care in a variety of settings.

“We’ve had a trend in recent years where students come in and they’ve already self-identified that they want to be a pediatric, orthopedic, etc. therapist,” says Cesario. “Even if you’re coming into your education with the mentality that you want to do this kind of physical therapy, you still need to understand how the whole body works.”

4. Develop Relevant Skills

Focus on skill-building throughout your education since these competencies are essential for long-term career mobility. According to our analysis of job postings data, the top specialized skills for this career include:

• Rehabilitation
• Treatment planning
• Home health care
• Patient treatment
• Orthopedics
• Discharge planning
• Patient screening/evaluation

Cesario also believes patient education is another essential skill prospective PTs should develop during their education. “Patient education is something that physical therapists do well and often on a regular basis.”

In addition to technical skills, Cesario urges prospective PTs to work on their soft skills since this is inherently a “service profession.” Being able to effectively communicate, schedule, and educate patients are essential to becoming a better care provider. According to our analysis of job postings data, the top common skills required in this field include:

• Communications
• Coordinating
• Interpersonal communications
• Customer service
• Computer literacy

5. Obtain Additional Relevant Qualifications

It’s important to note that completing the required physical therapy education alone doesn’t allow you to immediately start practicing. So, how do you become a physical therapist after earning a DPT degree?

First, it’s essential to understand your state’s licensing requirements for physical therapists. If you plan on moving post-graduation, ensure you check these requirements in the state you hope to work in. Gaining licensure is achieved by passing the National Physical Therapy Examination (NPTE). Many institutions offer assistance throughout this process, but the level of support offered to students to prepare for the NPTE is another factor you should consider when choosing a DPT program.

In addition to these requirements, there are a number of valuable credentials you can pursue to increase your marketability in today’s job market. Here are the top qualifications physical therapists obtain, according to our analysis of job postings data.

Foundational Healthcare Certifications

Having the ability to stabilize someone experiencing a life-threatening emergency is critical for anyone who provides patient care. While these certifications aren’t specific to the field of physical therapy, it’s recommended prospective PTs obtain certification in:

• Basic Life Support (BLS)
• Basic Cardiac Life Support
• Advanced Cardiovascular Life Support (ACLS)

Board Certified/Board Eligible

Getting certified in a clinical specialty advances your knowledge and verifies your expertise. “Board certification is an important qualification to seek out,” says Cesario. “There are a number of opportunities for students to prepare for their boards, including self-preparation and residency programs.” Check out the  American Physical Therapy Association  (APTA) website to explore the ten specialty certifications they nationally recognize.

6. Build Your Professional Network

Networking before and after you become a PT can make a significant difference in your professional success. As a doctoral student, mentors and peers will be your best resources for developing your skills, researching clinical specialties, finding job opportunities, and understanding the various challenges physical therapists face on a daily basis.

Building relationships with fellow students is also helpful for sharing knowledge and evaluating healthcare from many different perspectives. As you move further into your career, your peers often continue to be a sounding board. Physical therapy involves a lot of observation and adjustment, and other PTs can offer advice and creative solutions based on their diverse experiences on the job. In addition, networking with physicians and other healthcare providers is a time-tested way to get ongoing referrals, especially if you decide to start your own private practice.

7. Gain Professional Experience

Differentiating yourself is challenging when you first start your career, so drawing on past professional experience from reputable sources is essential. Seek out opportunities that show your commitment to learning and growth, whether it’s from internships, mentorships, shadowing, research, or simulation labs.

Choosing the right school is also important because the best DPT programs provide access to critical resources for clinical experience. Physical therapy degree programs that incorporate more experiential learning opportunities in clinical practice will help you feel prepared for real-world environments and demonstrate your proficiency to prospective employers.

Start Your Career in Physical Therapy

If you’re ready to become a physical therapist, enrolling in  Northeastern’s Bouvé College of Health Sciences’ Post Baccalaureate Doctor of Physical Therapy degree program  is a great way to jumpstart your new career. The faculty consists of board-certified experts with years of experience in clinical specialties—most of them currently practicing therapists with a pulse on today’s industry trends.

Physical therapy students have ongoing opportunities to network and put their skills into action through internships and co-ops. Northeastern University employs an experiential learning model that centers the curriculum in real-world applications, continually encouraging students to think strategically about patient care. To learn more about what the DPT program has to offer, you can contact an admissions counselor and even connect with current students to find out if this degree is right for you.

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How to become a physical therapist

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The first step to choosing a career is to make sure you are actually willing to commit to pursuing the career. You don’t want to waste your time doing something you don’t want to do. If you’re new here, you should read about:

Still unsure if becoming a physical therapist is the right career path? Take the free CareerExplorer career test to find out if this career is right for you. Perhaps you are well-suited to become a physical therapist or another similar career!

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How to become a Physical Therapist

To become a physical therapist, you must complete a specific educational path and obtain a license to practice in your state. Here are the steps to become a physical therapist:

• Obtain a Bachelor's Degree: While there is no specific major required to become a physical therapist, you must first obtain a bachelor's degree in any field. However, many students choose to major in a science-related field such as biology or kinesiology , as these degrees may provide a more solid foundation for future study.
• Complete a Doctor of Physical Therapy (DPT) Program: After obtaining a bachelor's degree, you must then complete a Doctor of Physical Therapy (DPT) program, which typically takes three years to complete. DPT programs include both classroom and clinical coursework in subjects such as anatomy, physiology, neuroscience, biomechanics, and patient care.
• Complete Clinical Rotations: DPT programs require students to complete clinical rotations, which provide hands-on experience working with patients under the supervision of a licensed physical therapist. Clinical rotations are typically completed during the final year of the DPT program.
• Obtain a License: After completing a DPT program, you must obtain a license to practice physical therapy in your state. Licensure requirements vary by state but typically include passing the National Physical Therapy Examination (NPTE) and completing a certain number of clinical hours.
• Optional Specialization: After obtaining licensure, physical therapists may choose to pursue additional specialization in areas such as sports therapy, neurologic therapy, pediatric therapy, or geriatric therapy. Specialization typically requires additional coursework and clinical experience.

Certifications Physical therapists can pursue a variety of certifications to demonstrate their expertise in certain areas of practice. Here are some of the most common certifications for physical therapists:

• Board-Certified Clinical Specialist: The American Board of Physical Therapy Specialties (ABPTS) offers clinical specialist certification in a variety of areas, including orthopedics, neurology, sports, and pediatrics. These certifications require additional education and clinical experience beyond what is required for licensure, and passing a specialty certification exam.
• Certified Strength and Conditioning Specialist (CSCS): Offered by the National Strength and Conditioning Association (NSCA), this certification is designed for professionals who work with athletes and active individuals to improve their physical performance.
• Certified Orthopedic Manual Therapist (COMT): This certification is offered by the International Academy of Orthopedic Medicine and is designed for therapists who specialize in manual therapy techniques to treat musculoskeletal conditions.
• Certified Hand Therapist (CHT): The Hand Therapy Certification Commission (HTCC) offers certification for therapists who specialize in treating conditions of the hand and upper extremities.
• Clinical Electrophysiology Specialist (ECS): Offered by the ABPTS, this certification is for physical therapists who specialize in the use of electrotherapy and other physical agents to treat conditions such as pain and muscle weakness.
• Geriatric Certified Specialist (GCS): This certification is offered by the ABPTS and is designed for physical therapists who specialize in treating older adults.

Online Resources There are a variety of online resources available for physical therapists that can help with continuing education, professional development, and staying up-to-date with the latest research and trends in the field. Here are some of the top online resources for physical therapists:

• American Physical Therapy Association (APTA): The APTA is the largest professional organization for physical therapists in the United States, and their website provides a wealth of resources for members, including continuing education courses, research articles, and career development tools.
• Physical Therapy Web: This website provides a variety of resources for physical therapists, including articles on clinical topics, job listings, and discussion forums for networking with other professionals.
• Physiopedia: This online platform provides an open-access repository of knowledge for physical therapy professionals, with articles, videos, and case studies on a variety of topics.
• MedBridge: MedBridge is an online education platform that provides continuing education courses for physical therapists, as well as tools for patient education and engagement.
• PTNow: PTNow is an online resource provided by the APTA that includes clinical practice guidelines, patient education materials, and other resources for evidence-based physical therapy practice.
• Rehab Essentials: Rehab Essentials is an online education platform that offers continuing education courses for physical therapists, as well as resources for exam preparation and career development.

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Programs in Physical Therapy

The Columbia University Programs in Physical Therapy offer a dynamic, diverse environment, with opportunities for entry-level and post-professional study, research, and the provision of exemplary clinical care at one of our Columbia University Physical Therapy Faculty Practice locations. The Programs Mission is to   create an   equitable and collaborative   educational environment where students and faculty are supported to develop their unique talents to deliver excellent clinical care   and produce impactful research. We aim to deliver a customized and inclusive signature education that cultivates leaders to   meet the challenges of evolving global healthcare systems.      

Our entry-level Doctor of Physical Therapy program educates students who wish to enter the field of physical therapy. We offer robust post-professional programs including an Orthopedic Residency, Performing Arts Fellowship in collaboration with Westside Dance Physical Therapy, a Doctor of Education in Movement Science (Physical Therapy)-a partnership with Teachers College, and competency-based continuing professional development courses. These initiatives provide licensed physical therapists with the change to enhance their skills within a formal and structured learning environment.

The programs are part of the Department of Rehabilitation and Regenerative Medicine in the Vagelos College of Physicians and Surgeons in New York City's Columbia University Irving Medical Center.

The Columbia University Doctor of Physical Therapy Program within the Vagelos College of Physicians and Surgeons is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE).

3030 Potomac Ave., Suite 100 Alexandria, Virginia 22305-3085 Telephone: 703-706-3245 Email: [email protected] Website: www.capteonline.org

To contact the Doctor of Physical Therapy Program within the Vagelos College of Physicians and Surgeons directly, please call 212-305-5267 or email the Program Director, Dr. Jean Fitzpatrick (Timmerberg), at [email protected] .

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Clinical Residency in Orthopedic Physical Therapy

The residency will provide advanced orthopedic physical therapy clinical training and promote excellence and leadership in the field.

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Learn about the Performing Arts Physical Therapy Fellowship program, developed in partnership with Westside Dance Physical Therapy.

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Learn about the Post-Professional Doctor of Education in Movement Sciences (Physical Therapy) in partnership with Teachers College.

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Choosing the Right Physical Therapy Program: What to Look For

Pursuing a Doctor of Physical Therapy (DPT) degree is a significant commitment. Understanding what to look for in a DPT program and selecting a PT school is crucial, as the quality and fit of the program can greatly influence an educational experience and future career. Becoming a physical therapist typically spans about seven years—four years to complete an undergraduate degree and three years for the DPT program with some schools offering accelerated options. Understanding key considerations when choosing a DPT program can help you make an informed decision that aligns with your career goals.

Accreditation

The first and perhaps most critical factor to consider with a doctor of physical therapy degree is accreditation. A DPT program must be accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE). Accreditation ensures the program meets specific educational standards necessary for graduates to sit for the National Physical Therapy Examination (NPTE) and obtain licensure.

Curriculum and Clinical Education

A well-rounded curriculum is essential for a comprehensive education in physical therapy. Prospective students should look for programs that offer:

• A Balance of Theory and Practice: The curriculum should cover foundational sciences, clinical reasoning, and hands-on clinical skills.
• Innovative Teaching Methods : Look for programs that incorporate simulation, case-based learning, and interprofessional education.
• Diverse Clinical Rotations : Clinical education should offer a variety of settings and specialties, allowing students to gain broad exposure to different aspects of physical therapy.

Faculty Expertise

The faculty's experience and credentials play a pivotal role in the quality of education a program offers. Seek out programs with faculty who are not only academically qualified but also actively involved in clinical practice, research, and professional advocacy. Faculty with a wide range of specialties can provide deeper insights and mentorship in specific areas of interest.

Research Opportunities

Engagement in research is a key component of a comprehensive DPT education. Prospective students should consider whether a program offers:

• Access to Research Facilities: Look for programs with modern laboratories and resources for student research projects.
• Faculty-mentored Research: Opportunities to work alongside faculty on research projects can enhance learning and professional development.
• Integration with Curriculum: Programs that incorporate evidence-based practice into their curriculum helping students stay at the forefront of their field.

Student Support and Outcomes

A supportive learning environment can contribute significantly to your success. Important factors include:

• Academic Support Services : Tutoring, writing assistance, and other academic support services can help students thrive.
• Optimal Faculty to student ratio : Faculty actively involved in classroom teaching, student advising, and student support infrastructure.
• Graduation and Licensure Rates : High pass rates on the licensure exam and strong graduation rates are indicators of a program's effectiveness.

Alumni Network and Career Services

A robust alumni network and active career services can greatly enhance job prospects post-graduation. Investigate the program's connections with local and national healthcare networks, as well as the support provided for job placement and career development .

As a graduate school affiliate of Mass General Brigham, one of the nation's leading healthcare systems, MGH Institute of Health Professions offers a DPT program that offers the important factors in physical therapy education mentioned above. Key features of the MGH IHP's PT program include:

• Interprofessional Education : Students engage in learning alongside peers from nursing, occupational therapy, speech-language pathology, physician assistant studies, and genetic counseling programs, preparing them for collaborative practice .
• State-of-the-Art Facilities : The program boasts cutting-edge simulation labs, skills labs, clinical partnerships, onsite clinical practice center , and research facilities.
• Dedicated Faculty : Faculty members are recognized leaders in physical therapy, providing expert mentorship and instruction that work with lab instructors who are clinical experts in different specialty areas.
• Strong Outcomes : The program is consistently ranked as one of the best programs in the country and achieves high graduation and employment rates, underscoring the effectiveness of its curriculum and student preparation.

Choosing the right Doctor of Physical Therapy degree program is a crucial step for your career. By carefully considering factors such as accreditation, curriculum, faculty expertise, and student support, you can find a program that not only meets educational needs but also sets the stage for a successful career in physical therapy.  

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Mission | Vision | Goals | SIGS | Leadership

The APTA Academy of Education, one of the oldest sections of the American Physical Therapy Association, is committed to advancing physical therapists, physical therapist assistants and physical therapy students in their roles as educators in academic, clinical and community settings. The APTA Academy of Education supports excellence in physical therapy education and education research to better meeting the needs of patients, families and communities through strategic communication among our members and across professional communities, through continuing professional development and enhanced education research, and through collaborative action within our Association.

The APTA Academy of Education is dedicated to the development of each new generation of physical therapy practitioners, a dynamic cadre of academic educators, and a store of knowledge useful to consumers for enhancing their own musculoskeletal health.

Advance physical therapists and physical therapist assistants as educators

The premier resource for physical therapist and physical therapist assistant educators

Academy Goals: 2022-2024

ADVANCE: Inspiring physical therapists and physical therapist assistants in their roles as educators.

• Pathways – Creating pathways to inspire emerging educators.
• Advancing – Developing professionals through contemporary educational opportunities using innovative and accessible methods.
• Sharing - Disseminate best practices and resources to physical therapy educators.

CONNECT: Leading physical therapy education through organizational collaboration and member engagement.

• Partnerships - Create and strengthen interactive partnerships among education stakeholders.
• Members - Increase member involvement in the Academy to promote a diverse and inclusive environment.
• Representation - Ensure strategic representation of the Academy in every relevant forum

ELEVATE: Elevating the profession by furthering physical therapy educational research.

• Research Agenda – Prioritize research based on the gaps in evidence to support best practices in teaching and learning in physical therapy education.
• Collaboration – Support the development and collaboration of education researchers.
• Strengthen – Strengthen education research initiatives.

LEAD: Exhibiting strong leadership to advance the Academy.

• Members - Engage members to contribute to achieving the vision of the Academy.
• Communications – Maintain a strong Academy presence through branding, clear messaging, publications, and visibility.
• Leadership and Management – Maintain excellence in governance and management with a dedicated team and pipeline of future leaders.
• Resources – Supplement revenue streams to advance the mission and serve the membership.

Special Interest Groups (SIGS)

Members of the Academy participate in six areas of focused interest. Each special interest group (SIG) has its own governance, activities, and annual programming. The SIGs are each supported in part by funds from the APTA Academy of Education.  SIG membership is included in Academy annual dues.  Please visit the SIGS page for more information.

• Academic Faculty
• Anatomy Educators
• Clinical Education
• Interprofessional Education and Practice
• Physical Therapist Assistant Educators
• Residency/Fellowship Education
• Scholarship of Education

Executive Committee

The APTA Academy of Education is governed by an elected board of directors, all of whom are available to discuss issues affecting the Association and the physical therapy profession. The Academy President is responsible for governing and directing all section activities. The Academy Delegate participates in the House of Delegates, which is the highest decision-making body of the Association, and makes decisions on issues that frequently have far-reaching implications for the Association and the profession.

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Interested in Membership?

We welcome you to join us!  With more than 3,500 current members, APTA Academy of Education is one of the largest specialty sections of APTA and is committed to meeting the needs of all persons concerned with the progress, growth and development of education in physical therapy.  Membership rates for the Academy:

• Physical Therapist - $60
• Physical Therapist Assistant - $40
• Post-professional Student - $25
• PT or PTA Student - $15
• PT Retired - $50
• PTA Retired - $35
• Interprofessional Partner (for those not eligible for APTA membership) - $55

Please click below to learn more. 

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Exploring the factors that affect the transition from student to health professional: an Integrative review

Eric nkansah opoku.

1 Division of Occupational Therapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Francie Van Zijl Dr. Tygerberg Medical Campus, Cape Town, South Africa

2 Present Address: Department of Occupational Therapy, College of Health Sciences, University of Ghana, Accra, Ghana

3 Department of Occupational Therapy and Human Nutrition and Dietetics, School of Health & Life Sciences; Glasgow Caledonian University, Cowcaddens Road, Glasgow, UK

Lee-Ann Jacobs-Nzuzi Khuabi

Lana van niekerk, associated data.

All data generated or analysed during this review are included in this published article.

The nature of a new health professional’s transition from student to health professional is a significant determinant of the ease or difficulty of the journey to professional competence. The integrative review will explore the extent of literature on the factors that impact the transition of new health professionals into practice, identify possible gaps and synthesise findings which will inform further research. The aim was to identify research conducted in the last two decades on the barriers, facilitators and coping strategies employed by new health professionals during their transition into practice.

Whittemore and Knafl’s methodological framework for conducting integrative reviews was used to guide this review. Sources between 1999 and 2019 were gathered using EBSCOhost (including CINAHL, Medline, Academic Search Premier, Health Science: Nursing and Academic Edition), PubMed, Scopus, Cochrane and Web of Science, as well as hand searching and follow-up of bibliographies followed. The Covidence platform was used to manage the project. All studies were screened against a predetermined selection criteria. Relevant data was extracted from included sources and analysed using thematic analysis approach.

Of the 562 studies identified, relevant data was extracted from 24 studies that met the inclusion criteria, and analysed to form this review. Thematic analysis approach was used to categorise the findings into theme areas. Four overarching themes emerged namely: systems and structures, personal capacities, professional competence and mediating processes. Each theme revealed the barriers, facilitators and coping strategies of transition into practice among new health graduates.

The transition into practice for new health practitioners has been described as complex and a period of great stress. Increasing clinical and practical experiences during education are required to support new health professionals in the process of closing the gap between learning and practice. Continued professional development activities should be readily available and attendance of these encouraged.

The transition into practice for new practitioners has been described as complex and a period of great stress [ 1 , 2 ]. The academic environment and the practice environment have been described as different worlds as knowledge acquired in the classroom was deemed practically untransferable to the real world [ 3 , 4 ]. Due to the gap between academic and practice contexts, evidence suggests that new health professionals might be overwhelmed with feelings of inadequacy [ 5 ], unpreparedness [ 6 ] and doubtfulness related to their competence [ 4 , 7 ]. Evidence also suggests that, the reality of practice is experienced as a shock by new health practitioners [ 6 , 7 ]; feelings that might negatively affect- the personal and professional confidence of new health professionals [ 8 ]. Other challenges experienced during the transition included role confusion [ 9 ], overwhelming workloads [ 3 ], sophisticated workplace protocols [ 10 ] and lack of respect and recognition [ 11 ].

The nature of a new health professional’s transition from student to health professional has been shown to be a significant determinant of the ease or difficulty of his/her journey to professional competence [ 2 , 12 ]. Several strategies were found to alleviate the challenges that characterise the transition from student to health professional. Consistent emphasis is placed on supervision to help new health professionals relate the knowledge acquired in the classroom to practice [ 4 , 12 – 15 ]. Effective supervision equips new health professionals with skills needed to function in their respective areas of practice [ 13 ]. Moores and Fitzgerald [ 12 ] established that meaningful interactions with other new health professionals in the form of study groups, peer support meetings and social interaction sessions contribute significantly to successful transitions to practice [ 14 ]. Other support strategies emphasised in the literature include adequate orientation for new health professionals [ 11 , 16 ], support from more experienced senior colleagues [ 15 ], preceptorship programmes [ 17 ] and other health professionals [ 18 ]. New health professionals have also been advised to utilise continuing education opportunities. Evidence suggests that continued professional development avenues positively impact on new health professionals’ self-confidence and professional identity [ 7 ].

This integrative review aimed to identify research conducted in the last two decades (1999-2019) on the barriers and facilitators associated with new health professionals’ transition into practice and the coping strategies employed to ensure successful transition into practice

The integrative review commenced with publication of the protocol so as to obtain peer input [ 19 ]. Whittemore and Knafl’s [ 20 ] methodological framework for conducting integrative reviews guided this review (See Fig. ​ Fig.1); 1 ); the process will now be discussed in detail.

Stages of Whittemore and Knafl’s Methodological Framework [ 20 ]

Problem Identification (Preparing guiding question)

The overarching question that guided this review was ‘what factors affect the transition of new health professionals from students to health professionals?’ To capture the scope and the diversity of available literature, three specific research questions were developed to answer the question.

• What challenges do new health professionals face during transition into practice?
• b. What factors facilitate the transition of new health professionals into practice?
• c. What coping strategies do new health professionals employ to ensure successful transition into practice?

Literature search

A search was done to identify literature from five electronic databases namely PubMed, EBSCOhost (including CINAHL, Medline, Health Science: Nursing and Academic edition), Scopus, Cochrane and Web of Science. The first search was done April 3, 2019. The search strategy included the keywords New clinician OR Novice professional OR Health student AND Transition* AND Clinical practice AND Clinical competence OR Professional Competence. The search strategy used was developed in consultation with an experienced subject librarian. Limiters applied were published date (January 1999 to April 2019), SmartText searching and Language (English only). Hand searches and follow up of the reference lists of the included articles was done to retrieve literature that were not found in the databases.

Data evaluation

Titles and abstracts of all retrieved sources were uploaded onto the Covidence Platform, which was used to manage the project. The Covidence platform automatically removed duplicates before the review process began. Quality assessment was undertaken to ensure the clarity of study aim, the participants and the relevance of the of the study to answer the research question. All studies were assessed for eligibility by three independent reviewers according to the criteria contained in Table ​ Table1 1 .

Selection criteria

Following the title and abstract screening, full texts of the included studies were uploaded for full text screening against the same predetermined selection criteria. Conflicts were resolved through consultation among the three reviewers until consensus was reached. Once consensus was reached on the eligibility of sources, data was extracted from full text publications using a data charting form adapted from Uys et al [ 21 ]. For each of the included studies, the researcher extracted the study characteristics (author names, publishing journal, year study was published, country of study and the population of the study), study aims, objectives and/or research questions, the study design and the findings (with particular emphasis on the barriers, the facilitators and coping strategies of transition into practice).

Data analysis and presentation

Once the data extraction process was completed, findings were analysed and categorised into themes areas using a thematic analysis approach [ 22 ]; this involved summary and categorization of data into codes, sub-themes and main themes. The analysis focused on extracting data that met the objectives of this review. The first author did the analysis, which was then reviewed and refined with the assistance of the second and third authors. Once the data evaluation and analysis processes were completed, the review findings were presented in the form of descriptions and narrations.

Study selection

The primary search strategy identified 562 studies from which 185 duplicates were removed. The title and abstract of 377 sources were screened and 284 were excluded. The full texts of the included sources were uploaded onto the Covidence platform for full text screening against the same predetermined inclusion and exclusion criteria. Overall, 92 studies were assessed for full-text eligibility. A final total of 24 studies met the inclusion criteria and relevant data was extracted and analysed to form this review (See Fig. ​ Fig.2: 2 : PRISMA flow chart of study selection)

PRISMA flow chart of study selection

Study characteristics

Most sources originated in Australia ( n = 8; 33.3%), followed by Canada ( n = 5; 20.8%), the USA ( n = 3; 12.5%), the UK ( n = 2; 8.3%) and Norway, Turkey, Oman, Jordan, Philippines and Ireland ( n =1 for each country; 4.2%). Twenty sources used qualitative methodologies, 3 used quantitative methodologies and one study used mixed methods. Thirteen sources pertained the profession of nursing (54.2%), seven were on occupational therapy (29.2%), two about medicine/medical doctors (8.3%) and one each on physiotherapy and midwifery (4.2%). Most studies pertaining physiotherapists, midwives and doctors, focused on the transition from student to forms of practice that precede independent practice, for example clinical placements, internships and residencies. These did not form part of this review thus accounting for the low number of sources for these professions. Table ​ Table2 2 presents a summary of the sources that were included in the review including characteristics such as first author, year of publication, country of origin, study aims, sample size, profession of participants, the methodology used and the publishing journal.

Summary of sources included in the final analysis

Data extraction was done with the three research questions in mind. Multiple factors which affected the multifaceted experiences of new health professionals during their transitions, either positively or negatively, were identified. These factors pertained experiences of new health professionals with self, clients, other health professionals, workplace protocols and the healthcare delivery system as a whole. Once data were charted, findings were summarised and categorised into codes, sub-themes and main themes. Four overarching themes were developed: ‘ systems and structures’, ‘personal capacities’, ‘professional competence’ and ‘mediating processes’ with a number of sub-themes (see Fig. ​ Fig.3: 3 : Theme and sub-themes derived from data analysis ).

Themes and sub-themes derived from data analysis

The challenges, facilitators and the coping strategies shown to affect the transition into practice for new graduates from various health professions will now be discussed in more detail.

Theme 1: Systems and structures

The theme ‘ systems and structures’ reflects the barriers new health practitioners had to overcome and the challenges they faced during transition to practice; it comprises five sub-themes, namely workplace constraints, workloads, support and guidance, expectations, and respect and recognition.

Workplace constraints

Among the challenges encountered by new health professionals were those relating to the complexity of systems in the workplace. New health professionals reported having a naive understanding of the hierarchy of the system, administrative processes, workplace politics and organisational dynamics; this impacted on their transition into practice [ 4 , 6 , 14 , 16 , 33 ]. One study reported that, not knowing the “what, how, why, where and when” of workplace routines posed various challenges for new health professionals [ 4 ]. Variations in operations and administration also served as a source of frustration for new health professionals as they moved between workplaces [ 36 ]. New health professionals were expected to automatically adapt to ‘the-way-things-are-done’ and the ‘it-is-always-done-this-way’ operational culture in the wards [ 15 ]. Many of these procedures were experienced as contrary to what new health professionals had been taught, thus causing confusion [ 17 ].

Complex and overwhelming work-related responsibilities were experienced among new health professionals [ 3 , 4 , 16 , 29 , 31 ]. One study reported that new health professionals were expected to handle complex cases and procedures which they considered unreasonably beyond their capabilities as novice professionals [ 3 ]. Research also reported heavy patient loads among new health professionals which require them to either work overtime or work under pressure in order to meet all responsibilities [ 32 ]. New health professionals generally felt overworked at the end of the day [ 28 ].

Respect and recognition

A lack of respect and recognition for new health professionals during transition into practice was reported. Phillips et al [ 11 ] suggested that new health professionals were not afforded the respect they deserved, especially those that were younger. They emphasized that, lack of respect undermined new health professionals’ self-confidence, which translated into a lack of self-worth [ 11 ]. Unprofessional behaviour from other health professionals or senior colleagues, included experiences of being treated as subordinates, [ 17 ] bullying and insults [ 5 ], impacted negatively on the adjustment of new health professionals. Reynold et al [ 30 ] and Tryssenaar [ 33 ] reported that new health professionals did not feel valued in their practice. In fact, one study reported that new health professionals considered quitting their jobs after the first year due to lack of recognition and appreciation and an overall experience of dissatisfaction at work [ 29 ].

Support and guidance

The importance of having a well-structured system of support and guidance for new health professionals during their transition was emphasized. New health professionals who received sufficient orientation reported doing well during their transition into practice [ 11 , 13 , 16 , 31 , 32 ]. Conversely, new health professionals who did not get sufficient orientation encountered difficulties with the transition [ 4 , 16 , 21 , 26 ]. In addition to orientation programmes, strategies found to support new health professionals’ transition into practice included residency programmes [ 24 ], preceptorship programmes [ 13 , 28 , 31 ] and mentoring programmes [ 5 , 16 , 22 ]. New health professionals needed support from experienced senior colleagues [ 4 , 5 , 11 , 16 , 23 , 30 , 31 ] as well as peers [ 4 ]. New health professionals reported feeling motivated to perform better when they received feedback on their performance from other health professionals [ 34 ] and clients [ 32 ]. Particular emphasis was also placed on supervision as an effective strategy to help new health professionals overcome the stressors of the transition [ 6 , 7 , 11 , 13 ].

Expectations

New health professionals reported feeling overwhelmed by unrealistically high expectations placed on them [ 3 , 13 , 25 , 26 , 29 ]. Labrague et al [ 3 ] reported that new health professionals felt pressured and stressed when unachievable expectations were placed on them. Nurses in Clare & Loon’s [ 5 ] study expressed gratitude to their superiors for having realistic expectations of their skills. They further emphasized that realistic expectations gave them the opportunity to grow their confidence [ 5 ]. Furthermore, new health professionals reported that they were ignorant of what was expected of them [ 7 , 26 ]. In Zinsmeiter’s [ 35 ] study, new health professionals reported that when all health professionals (new and existing) have clear expectations of their role, the transition becomes comfortable.

Theme 2: personal capacities

In the theme “personal capacities” the personal characteristics of new health professionals that influence their transition from student to health professional were captured; it comprised three sub-themes, namely self-perceived competence, self-confidence, and intrinsic motivation to perform.

Self-perceived competence

One factor that affected new health professionals’ transition into practice was their perception of their own competence. New health professionals’ perception that they do not know enough made them question their competence and readiness for practice [ 4 , 6 , 7 , 18 – 22 , 26 , 27 , 31 – 33 ]. Several situations were reported where new health professionals were caught in a dilemma related to diagnosis, assessment or treatment procedures [ 5 , 7 , 23 ]. Nurses in Clare’s [ 5 ] study described the overwhelming feeling of inadequacy as the worst aspect of their transition. Feeling inadequate resulted in new health professionals feeling vulnerable and fearful of taking on responsibilities because of their fear of making mistakes [ 23 , 29 ].

Self-confidence

Confidence was emphasized as a personal quality that contributes significantly to the success of transition into practice. However, self-confidence seemed to be determined primarily by new health professionals’ perception of how competent they were and how prepared they were for practice [ 4 , 10 , 11 , 17 , 21 , 22 , 24 , 32 ]. A quantitative cross-sectional survey by Doherty et al [ 10 ] revealed that new occupational therapy graduates’ perceived self-confidence had a significant positive association with their self-perceived competence level in clinical decision making.

Intrinsic motivation to perform

New health professionals reported several factors motivating them to continue to pursue competence in the face of challenges encountered during transition. The fact that they were playing an integral role of changing the health of patients for the better motivated them to persist. Others found motivation by associating their role to the spiritual benefits they expected in future [ 17 ]. Other new health professionals were motivated by the excitement in acquiring new skills and growing in their professions [ 3 , 5 ].

Theme 3: Professional competences

This theme reflected the relationship between knowledge, skills and attitudes new health professionals acquired through their education, and practising in the field. Three sub-themes emerged, namely academics-practice disparity, professional knowledge and skills, and practical experiences.

Academics-practice disparity

Research findings reported a dichotomy between what was learnt in the classroom and the expectations of actual performance in practice [ 3 , 4 , 16 , 21 , 29 ]. De Bellis et al [ 4 ] emphasized that the knowledge participants in their study acquired from their undergraduate education was not applicable in their practice. The incongruency between education and practice was believed to often lead to a reality shock in the practice environment [ 24 ]. The sources reviewed suggested that new health professionals experienced high levels of tension, coupled with anxiety and nervousness upon entering the world of practice [ 6 , 7 , 20 , 25 – 27 , 29 , 32 , 33 ]. O’shea et al. [ 23 ] emphasized that the ‘reality shock’ and anxiety among new health professionals was intense, particularly in the first five months of transition into practice. New health professionals often experienced disconnect between their expectations of practice and the reality of practice [ 32 ]. They experienced varying levels of stress beyond their expectations which impacted their transition [ 3 , 6 , 13 , 20 , 21 , 25 , 26 , 30 – 33 ]. New health professionals often felt incapable of managing stressful emotional work-related situations such as death and dying [ 13 , 20 , 23 ].

Professional knowledge and skills

The sources reviewed suggested that it is in practice that new health professionals become aware of deficits in their knowledge and skills. The gap between education and practice can cause a mismatch between new health professionals’ expectations of their roles and what is actually practiced in the field, leading to role confusion [ 6 , 13 , 29 ]. New health professionals demonstrated inadequacy in clinical practice skills such as communication skills [ 10 , 22 , 24 ], organisational and management skills [ 16 , 20 , 22 ], clinical decision-making skills [ 5 , 22 ] and skills required for specific practice areas [ 6 , 16 , 29 ]. Newly qualified occupational therapists in a study by Toal-Sullivan [ 32 ] reported that they felt unprepared in specialised clinical skills, such as splinting, cognitive remediation, wheelchair prescription, hand therapy and home safety equipment.

Practical experience

Inadequacies in the knowledge and skills of new health professionals was strongly associated with insufficient practical and clinical exposure in their undergraduate training [ 4 – 6 , 21 ]. Increasing hands-on experience of new health professionals during education can help prevent inadequate knowledge and skills during practice [ 7 ]. Occupational therapists in their first year of practice emphasized that prior clinical placement experience helped ameliorate the stress and uncertainties that characterised transition into practice [ 7 ]. Brennan et al [ 26 ] also emphasized that new health professionals should cultivate a ‘doing, not observing’ attitude during transition into practice.

Theme 4: Mediating processes

This theme captured the strategies employed by new health professionals to change or manage challenges they encountered during transition into practice. Four sub-themes emerged, namely learning as an ongoing process, establishing supportive contacts, asking for help, and effective time management.

Learning as an ongoing process

Research emphasized the importance of new health professionals recognising that professional competence comes through continuous learning and experience [ 7 , 17 , 33 ]. New health professionals should not expect themselves to know everything when transitioning into practice, rather, they should view their knowledge and skills within the confines of being a new health professional [ 18 ]. With this mindset, new health professionals were advised to strive towards professional competence through personal reading [ 4 , 22 ], revisiting lecture notes [ 4 ], taking continuing education courses [ 6 ], learning from the mistakes they make [ 25 ], creating informal learning culture together with peers [ 36 ] and observing and learning from experienced senior colleagues [ 25 ].

Establishing supportive contacts

The sources reviewed suggested that new health professionals seek to improve their clinical competence through establishing contacts with significant others. New health professionals reported that their peers assisted in alleviating the stressors of transition [ 4 , 6 , 11 , 16 – 18 , 23 , 25 , 31 ]. New health professionals established meaningful interactions with peers through peer support meetings [ 5 , 25 ], study groups [ 5 ], networking [ 6 , 17 ] and peer debriefing sessions [ 5 , 22 ]. Other supportive contacts included previous lecturers [ 4 ], senior colleagues [ 5 , 6 ] and fellow health professionals [ 7 , 17 , 30 ]. New health professionals reported that ensuring meaningful personal and social lives helped alleviate transition stressors [ 17 , 29 , 30 ]. Furthermore, healthy interprofessional relationship with other members of the multidisciplinary team was emphasized as a positive factor in transition [ 28 , 30 ].

Asking for help

New health professionals resorted to ‘asking for help’ when they did not know what to do [ 36 ] and sought supervision when confronted with new situations [ 4 , 6 ]. In situations where there were no mentors and supervisors, new health professionals sought remote mentors and coaches [ 6 ]. Listening and regularly asking questions were also emphasized as coping strategies to ameliorate the challenges of transition [ 4 , 22 ].

Effective time management

Effective time management strategies were found to help alleviate some challenges of transition [ 6 , 7 ]. New occupational therapy graduates reported that managing their time well enabled them to deal with overwhelming work schedules, prevented having to work overtime and allowed time for meaningful personal and social lives [ 6 ].

Conclusions

The sources included in our review highlighted numerous challenges faced by new health professionals during their transition into practice and support strategies used to ameliorate the difficulties experienced. The coping strategies employed by new health professionals in making a successful transition were included in Table ​ Table3. 3 . The review confirmed the importance of tried and tested strategies; yet, highlighted the importance of making these strategies accessible. Considerations for accessibility included availability, quality, timing and format of such strategies.

Identified barriers and proposed strategies

Orientation programmes are needed. These should include information on systems and procedures, presented in a format that is easily accessible to new generation learners, and detailed and comprehensible enough to deal with challenges that cause unnecessary anxiety. Rather than once-off orientation programmes, modes of delivery and timing should be considered to ensure availability of information when most needed. Additionally, cumbersome and irrelevant systems and structures should be modified to make navigation easier. This may go a long way to improve accessibility and productivity.

In addition to ongoing support from line managers, new health professionals benefit from mentor and peer support. Orientation programmes should encourage new health professionals to request support or supervision from senior colleagues. Conversely, senior colleagues should maintain a good professional relationship with new health professionals and accord them due respect and recognition. This will make it easy for new graduates to approach senior colleagues for professional assistance.

Support programmes are required to assist new health professionals with closing the gap between learning and practice. Education programmes should aim at increasing the practical experiences of students to foster development of skills such as communication skills, clinical decision-making skills, management, organisational skills and time management strategies. However, care should be taken to normalize the gap between competencies new health professionals bring to the field and the clinical expectations they face. This should be done in such a way as to remove the expectation that new health professionals should already have all the competencies required to work effectively, thus promoting engagement in continued professional development activities as a virtue.

Ongoing learning should be an explicit expectation for all health professionals. Continued professional development activities should be readily available and attendance of these encouraged. Line managers and mentors of new health professionals should be sensitised to the fact that certain competencies can only be acquired during the transition into practice. This should be done in such a way as to empower them to support the learning that is still required.

Collaborative formulation of development plans and guided navigation of available support resources should be encouraged. As part of support or mentoring programmes, more experienced health professionals could guide new health professionals to reflect on areas of development and explore and identify personal strengths and the environmental resources that can be used to meet the demands of their new role. Supervisors, mentors or senior colleagues therefore assist new health professionals to identify areas of development, set goals and develop a plan of action with regard to specific knowledge and skill set they are in need of acquiring or further developing. This could assist in increasing new health professionals’ belief in their personal capabilities.

We recommend both formal and informal systems fostering the creation of support networks which ideally should be quality assured and included in performance appraisal structures. Additionally, new health professionals should utilise supportive contacts such as peer support meetings, study groups, peer debriefing sessions and previous lecturers and educators. New health professionals who find themselves in settings without supervisors can seek remote mentors and coaches who can offer long-hand supervision using virtual means. New health professionals should be open-minded and be willing to ask questions and seek help.

Acknowledgements

The authors acknowledge the assistance of Mrs. Ingrid Van der Westhulzen (Subject librarian) at the University of Stellenbosch for contributing towards developing the search strings for the integrative review. A warm appreciation goes to Elizabeth Casson Trust, UK and Marian Velthuijs, Netherland for supporting the master’s study out of which this integrative review was done.

Abbreviations

Authors’ contributions.

All three authors of this article contributed to the conceptualisation, drafting, development and editing of this integrative review. ENO drafted the initial manuscript in partial fulfillment of his master’s degree, LVN and LJNK guided the development of the manuscript and made substantial conceptual and editorial contributions. All authors participated in editing the final version and have approved this manuscript.

The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

Availability of data and materials

Declarations.

Not applicable

The authors declare that they have no competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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