Department of Physical Therapy Student Theses, Dissertations and Capstones

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Philosophy (PhD) in Physical Therapy

Copyright Statement

All rights reserved. This publication is intended for use solely by faculty, students, and staff of Nova Southeastern University. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

First Advisor

Mary Blackinton

Date of original Performance / Presentation

January 2025

Publication Date / Copyright Date

1-1-2025

Abstract

Abstract Background: Musculoskeletal ultrasound (MSK-US) is widely recognized in the imaging literature as a valuable diagnostic and clinical decision-making tool; however, limited research has examined how MSK-US education is specifically incorporated into physical therapy (PT) curricula. As interest in MSK-US grows within the PT profession, the establishment of evidence-based educational standards, competency expectations, and implementation strategies is increasingly needed. This study explored current MSK-US curricular approaches, instructional methods, and perceived barriers and facilitators across entry-level Doctor of Physical Therapy (DPT) and Post-Professional residency and fellowship programs. Design: A sequential explanatory mixed methods design was employed, allowing quantitative finding to be further interpreted through qualitative data. Participants: CAPTE accredited entry-level DPT programs (N=40), ABPTRFE and ACOMPTE accredited Post-Professional residency and fellowship programs (N=50). Methodology: Programs completed a structured survey assessing curricular design, MSK-US content, instructional hours, resources, and perceived needs. Follow-up interviews (n = 10) were conducted to expand and contextualize survey results. Results: Ninety programs (40 DPT, 50 Post-Professional) responded. MSK-US content was included in 56.4% of DPT programs and 50.0% of Post-Professional programs, most commonly as embedded, required coursework delivered in residential formats with minimal exposure (0–3 didactic and psychomotor hours). Fisher’s Exact tests (α = .05) revealed significant associations between Entry-Level DPT Program Type and Program Length (p=.003). Significant relationships were also identified between Post-Professional Program Type and Program Hours (p = .030), Didactic Hours (p = .017), and if MSK-US content was Required or Elective (p = .041). Discussion: Findings suggest growing recognition of MSK-US as a meaningful component of PT education, yet implementation remains inconsistent and frequently superficial. The profession is in an early adoption phase, with substantial variability in depth, delivery, and expectations across programs. Conclusion: Advancing MSK-US education within PT requires coordinated faculty training, clearer accreditation guidance, integration of competency frameworks, and improved resource accessibility. Strengthening these areas will support more consistent, evidence-based incorporation of MSK-US into PT education and clinical practice.

Disciplines

Physical Therapy

Keywords

Education; Imaging; Musculoskeletal; Ultrasound

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