The Physiological and Psychological Effects of the First Year of an Entry-Level Physical Therapist Education Program on Students

Abstract

Introduction/Review of Literature. Physical therapy students anecdotally report the adverse physiological and psychological effects of attending an entry-level physical therapist education program. Previous research on medical students has demonstrated significant negative changes in health and physical fitness during the course of medical school. Purpose. The purpose of this study was to quantify the changes in anthropometric parameters, fitness, exercise, stress, sleep, and quality of life in students during their first year of an entry-level physical therapist education program. Subjects. Thirty-eight first-year Doctor of Physical Therapy students at the New York Institute of Technology. Methods. The design was a prospective longitudinal cohort study. The outcome measures were assessed during the first 3 semesters of the first academic school year. Results. Significant changes in aerobic fitness were documented from the beginning to the end of the first year, with V̇ o 2 max decreasing from 40.8 to 35.5 mL/kg/min. Exercise levels decreased significantly when comparing the fall semester to the summer and winter semesters. Stress levels showed a significant increase, whereas hours of sleep, global quality of sleep, and quality of life decreased significantly, as students progressed through each semester. Discussion and Conclusion. The results are based on a cohort of students belonging to a single physical therapist education program and may not be broadly generalizable. These findings suggest that stress management programs and wellness resources ought to be offered while enrolled in a physical therapist education program.