Educating the Future Physical Therapist: Expanding Horizons in Equity, Access, and Curricular Innovation

The landscape of physical therapy education in the United States has undergone a dramatic transformation over the past two decades. With the growing demand for physical therapists – driven by an aging population, increased rates of chronic conditions, new chronic conditions like long COVID, and the rising awareness of non-invasive rehabilitation strategies – the expansion of Doctor of Physical Therapy (DPT) programs has become both essential and strategic. As of June 11, 2025, the Commission on Accreditation in Physical Therapy Education (CAPTE) reported there are 322 accredited programs, including 26 PT expansion programs and 25 PT Candidate for Accreditation programs.1 In 2000, there were 19 CAPTE accredited DPT programs.2 The 2025 Physical Therapist Centralized Application Services (PTCAS) Program website, which assists many PT schools with their admission process, lists 316 DPT education programs granted full accreditation or candidacy status by CAPTE.3 This growth, up by 1663% over the last 25 years, reflects the profession’s response to workforce needs, yet it also raises critical questions about access, quality, and sustainability. While increasing the number of programs helps meet national demand, it does not automatically ensure equitable access or uniform educational standards as set by CAPTE. One of the most promising innovations in recent years is the development of hybrid and accelerated DPT pathways, which blend online coursework with periodic in-person lab immersions. These models – offered by institutions like Baylor University, Tufts University, and the University of Southern California – are expanding access for nontraditional students, working professionals, and individuals living in rural or underserved regions,4-6 combining online coursework with in-person clinical experiences. Notably, South College, a private institution with campuses in Knoxville and Nashville, Tennessee was among the first in the United States to offer a hybrid DPT program.7 Hybrid programs reduce geographic and economic barriers while maintaining rigorous clinical education requirements, and they are rapidly gaining popularity. However, disparities persist. Densely populated states such as California, Texas, and Florida boast a high number of programs, while many rural or less populated states offer few or none, such as Alaska and Wyoming.3 Even within well-served states, the number of available seats may not match applicant demand, leading to heightened competition and higher costs for students who must study out-of-state. Additionally, while core competencies are well covered in most programs, specialty areas such as aquatic therapy, telehealth, and pain management are not uniformly integrated across all curricula. As the role of physical therapists broadens – particularly in primary care and multidisciplinary teams – greater curricular diversity and specialization are needed to keep pace with the evolving healthcare landscape. The challenge ahead is to ensure that this expansion remains sustainable, inclusive, and equitable. Accrediting bodies, educational institutions, and policymakers must work collaboratively to support evidence-based growth, monitor program outcomes, and ensure that all students – regardless of background or geography – have access to high-quality physical therapy education, including comprehensive coverage of the above-mentioned specialty areas within the curricula. The Summer, 2025 edition of the Journal of Aquatic Physical Therapy addresses aquatic physical therapy education in entry-level curricula both in the United States and abroad. The first article by Brian Maloney, Lisa Barnes-Foster, Donald Walsh, et al. entitled, “Assessing Aquatic Education in Entry-Level Curricula for Physical Therapists and Physical Therapist Assistants in the United States,” investigates trends of aquatic physical therapy instruction methodologies and potential future academic changes. The second article spans across the Atlantic to look at a “Comprehensive Analysis of Undergraduate Aquatic Physiotherapy Curricula Across All Portuguese Universities: A Faculty Survey.” This article, by César Sá, Maria Inês Costa, and Bruno Miguel Teixeira Queirós, conducted a survey to summarize the aquatic physical therapy content offered in undergraduate courses in physiotherapy in Portugal. The rise in DPT programs in the United States and abroad is a promising indicator of progress, but it must be coupled with thoughtful policy and professional oversight to fully realize its potential for both students and the patients they will serve. In addition to the sustainable, inclusive and equitable concerns already mentioned, additional questions should be considered based on today’s educational landscape. Will aquatic physical therapy ever be considered an integral and mandatory educational component in all United States (US) DPT programs? Will Artificial Intelligence (AI) programs, such as ChatGPT8 be integrated into existing and future Doctor of Physical Therapy Programs in the US and abroad? Can AI be utilized to teach aquatic physical therapy? We acknowledge and appreciate that physical therapy education worldwide is a collaborative effort between academic instructors/professors and practicing physical therapist clinical instructors in the field. What are your thoughts on the potential directions of educating the physical therapist of the future? Is your academic program/physical therapy clinic inclusive and equitable? Has your academic program or clinic incorporated AI for instruction/patient educational purposes? Please send your thoughts and comments via email: [email protected] or [email protected]. Wishing you a splendid and splashy summer! Anita Van Wingerden, PT, DPTNatalie Norman Michaels, PT, EdD, GCS EmeritusCo-EditorsThe authors declare no conflicts of interest.10.1097/PXT.0000000000000049 Author’s Note on AI Assistance: To augment discussion and demonstrate the current use of AI, portions of this manuscript were refined using ChatGPT (June 2025 version; OpenAI) for clarity and structure. All AI-generated suggestions were reviewed and then paraphrased. AI-suggested references were reviewed, validated, and credited by the authors.