Forming meaningful connections
A cross-sectional survey of hybrid doctor of physical therapy students’ belonging, well-being, and program recommendations
Bibliographic Data
| ID | 22424345 |
|---|---|
| Authors | Brett D Neilson (0000-0002-3904-0160, Hawaii Pacific University, corresponding author), Rebecca E Parr, Rebecca Parr (Dallas Christian College), Melissa J Yeung, Melissa Yeung (0000-0002-9575-4563, Bowling Green State University), Jennifer C Kish (Bowling Green State University), Monique Flemings (AID Atlanta), Arvie Vitente (Lewis University), George M Kline (Hanover College), Gregory M Kline |
| Year | 2026 |
| Volume | 26 |
| Issue | 1 |
| Publication date | 2026-03-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | BMC Medical Education (JOURNAL) |
| Journal identifiers | ISSN: 1472-6920 • E-ISSN: 1472-6920 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1186/s12909-026-08910-8 |
| PMID | 41776541 |
| OpenAlex | W7133301254 |
| Language | EN |
| References cited | 47 |
BACKGROUND: A sense of belonging, feeling accepted, respected, and supported, is crucial for student success. Hybrid Doctor of Physical Therapist Educational Programs (PTEPs), which blend online and in-person learning, present unique challenges to fostering belonging. This study explored students’ insights on belonging in hybrid PTEPs, identifying facilitators and barriers and the relationship with well-being, leading to program recommendations. METHODS: This cross-sectional survey study of 18 hybrid PTEPs, measured belonging, explored belonging factors, and linked well-being with belonging. Quantitative data were analyzed using descriptive statistics, tests of association, and unadjusted odds ratios. Two open-ended survey questions captured students’ perspectives on facilitators and barriers to belonging; responses were analyzed using inductive qualitative content analysis. RESULTS: The 138 participating students demonstrated above-average belonging (3.38/5; SD 0.92), with academic belonging (3.71, SD 0.90) rated higher than interpersonal belonging (2.98, SD 0.96). A sense of belonging demonstrated protective effects against anxiety (OR 2.62, 95CI: 1.22, 5.62) and was associated with positive well-being (OR 2.68, 95CI: 1.29, 5.59). Students endorsed faculty and peer respect, a welcoming culture, and in-person experiences as the most substantial contributors to belonging. While most (76.7%) identified the hybrid format as a barrier, inclusive online learning environments and student-led communication supported belonging. Qualitative analysis revealed four themes (content categories) influencing belonging: motivation to belong, opportunities for connection, program policies and faculty/administration support, and relational competencies. CONCLUSION: While hybrid PTEPs foster a sense of belonging, gaps in interpersonal connections persist. Findings suggest that programs may benefit from enhancing faculty and peer support, structured interactions, and face-to-face engagements, as well as considering the integration of mental health resources to support student connections and well-being.
Anxiety · Feeling · Interpersonal communication · Interpersonal relationship · MEDLINE · Mental health · Odds · Qualitative property · Qualitative research · Higher Education Practises and Engagement · Interprofessional Education and Collaboration · Occupational Therapy Practice and Research
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| Citation velocity | historical |
|---|---|
| Highly cited | No |