The primary aim was to expand the University of Utah’s well-established DPT program into underserved areas by implementing a three-pathway model. This model aims to train physiotherapists who are not only well-prepared to provide high-quality care in underserved "physical therapy deserts" but who are also more likely to establish practices in these areas after graduation.
We implemented a three-pathway approach to increase educational access in Utah, across the Intermountain West, and beyond: i) SLC Residential Pathway – The traditional, flagship program in Salt Lake City, ii) St. George Residential Pathway – A satellite campus established in a more rural location, supported by advanced audiovisual technology and local faculty to provide real-time, equitable education, and iii) SLC Hybrid Pathway – A hybrid model allowing students to learn in place in their home communities, supplemented by occasional in-person immersions and supported by pre-recorded lectures, technique videos, synchronous telecommunications, and faculty-led activities. Each pathway was designed to provide equitable learning experiences, facilitated by technological innovation and strategic faculty deployment, ensuring quality education regardless of the student's physical location.
In 2021, we enrolled the first cohort of students into our St. George Residential Pathway, increasing our total enrollment numbers from 50 students (in 2020) to 64 (in 2021). The following year, we enrolled the first cohort into our Hybrid pathway, further increasing our total enrollment numbers to 114 (2022) and 114 (2023) students. Since 2020, as our solo flagship program increased to 2-pathways and now 3-pathways, the number of enrolled students from rural communities has increased to 19 (2021), 25 (2022), and 27 (2023), and those from medically underserved areas has increased to 11 (2021), 14 (2022), and 14 (2023).
The University of Utah DPT program has successfully implemented a 3-pathway model for educating physiotherapy students. While we have not yet graduated our first cohort from this model, students in all pathways are successfully progressing through the program and meeting expected benchmarks. Future work will determine whether graduates from the novel pathways will remain in the rural and/or medically underserved areas in which they lived during DPT training.
Advanced technology and innovative educational approaches may provide the means for bringing physiotherapy education to medically underserved communities, and may result in improved access to care for patients in these communities.
access
health disparities
