Abstract
Acknowledging the crucial role of academic advising in enhancing student success, professionalism, and personal growth, this paper advocates for a shift from traditional reactive methods to proactive, personalized advising strategies that have been shown to improve retention and satisfaction rates in higher education. Our study highlights the development of a comprehensive scale through rigorous validity assessments to measure key attributes of academic advisors essential to physical therapy students (PTS). This scale, refined through extensive feedback from faculty and PTS over two development phases, consists of 18 items on a 4-point Likert scale, which together map the complex landscape of effective academic advising. Our analysis identified three pivotal advising domains: Diversity and Inclusivity, Professional Development, and Humanized Approach.
The introduction of the Doctor of Physical Therapy Academic Advising Impact Scale (DPT-AAIS) promises to revolutionize advising practices by providing a tailored framework that responds dynamically to the evolving needs of students and faculty alike. By leveraging this innovative scale, academic programs can cultivate more meaningful advisor-advisee relationships, ensuring that each student receives the nuanced support necessary to thrive both academically and professionally.
Acknowledgements
The authors extend their gratitude to Chad Cook, PT, PhD, MBS, FAPTA for his invaluable guidance during the statistical analysis of the aggregate data. They also appreciate the support and insights from faculty colleagues who served as content experts, as well as the students whose participation and feedback were crucial in designing and refining the scale.
Recommended Citation
Baker RM, Greco JL. Development of a Scale to Evaluate Key Attributes of Academic Advisors Essential to Physical Therapy Students. The Internet Journal of Allied Health Sciences and Practice. 2025 Apr 15;23(2), Article 28.
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Academic Advising Commons, Physical Therapy Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons