title: Academic difficulty and program-level variables predict performance on the National Physical Therapy Examination for licensure: a population-based cohort study.
abstract: BACKGROUND
  Several factors have been shown to influence first-time pass rates on the National Physical Therapy Examination (NPTE). It is unclear to what extent academic difficulty experienced by students in a physical therapist education program may affect NPTE pass rates. The effects of institutional status (public or private) and Carnegie Classification on NPTE pass rates also are unknown.
  
  
  OBJECTIVE
  The aim of this study was to quantify the odds of failure on the NPTE for students experiencing academic difficulty and for institutional status and Carnegie Classification.
  
  
  METHODS
  This investigation was a retrospective population-based cohort study.
  
  
  METHODS
  Quota sampling was used to recruit a random sample of 20 professional physical therapist education programs across the United States. Individual student demographic, preadmission, and academic performance data were collected, as were data on program-level variables and data indicating pass/fail performance on the NPTE. A generalized linear mixed-effects logistic regression model was used to adjust for confounding factors and to describe relationships among the key predictor variables-academic difficulty, institutional status, and Carnegie Classification-and the dependent variable, NPTE performance.
  
  
  RESULTS
  Academic difficulty during a student's professional training was an independent predictor for NPTE failure. The odds of students who had academic difficulty (relative to students who did not experience academic difficulty) failing the NPTE were 5.89 (95% confidence interval=4.06-8.93). The odds of NPTE failure also varied depending on institutional status and Carnegie Classification.
  
  
  CONCLUSIONS
  The findings related to Carnegie Classification and institutional status should be considered preliminary.
  
  
  CONCLUSIONS
  Student performance on the NPTE was influenced by multiple factors, but the most important, potentially modifiable risk factor for poor NPTE performance likely is academic difficulty during professional training.
authors.affiliation: Department of Physical Therapy, Medical College of Virginia Campus, Virginia Commonwealth University, 1200 E Broad St, West Hospital Basement, Room 100, Richmond, VA 23298-0224, USA. dlriddle@vcu.edu
authors.forename: Daniel L
authors.initials: DL
authors.lastname: Riddle
authors.forename: Ralph R
authors.initials: RR
authors.lastname: Utzman
authors.forename: Dianne V
authors.initials: DV
authors.lastname: Jewell
authors.forename: Stephanie
authors.initials: S
authors.lastname: Pearson
authors.forename: Xiangrong
authors.initials: X
authors.lastname: Kong
mesh_terms: D000293:Adolescent; D000328:Adult; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008004:Licensure; D008297:Male; D008875:Middle Aged; D026761:Physical Therapy Specialty / Q000193:education*; D012189:Retrospective Studies; D012570:School Admission Criteria; D014481:United States