Assessing Aquatic Education in Entry-Level Curricula for Physical Therapists and Physical Therapist Assistants in the United States

Background and Purpose: In 1993, Morris and Jackson found that 62% of surveyed physical therapist (PT) and physical therapist assistant (PTA) programs taught some form of aquatic physical therapy (AqPT) in their curriculum. No studies have re-examined AqPT curriculum trends with the advancement to the Doctor of Physical Therapy degree, expansion of PT and PTA programs, or since a global pandemic. This study investigated trends of AqPT instructional methodologies and potential future directions within academic settings. Methods: This study utilized a survey to query all Commission on Accreditation in Physical Therapy Education PT and PTA schools in the United States. Descriptive statistical analysis and qualitative content analysis were performed. Results: The survey response rate was 16.5% (n = 40) for PT and 28.6% (n = 98) for PTA programs. Results showed 75% of PT programs and 95.9% of PTA programs reported teaching AqPT content within the academic curriculum. Common teaching methodologies included lectures and laboratory sessions. Pool access and time within the curriculum continued to be major barriers for 32.6% of respondents. Discussion: This study had a comparable response rate to the previous study and demonstrated a potential increase in the number of curricula that contain AqPT. Most respondents taught some AqPT in their curriculum but were limited in time to meet the competencies for aquatic physical therapy practice. Although the COVID-19 pandemic significantly impacted AqPT by restricting access to pools, the majority of respondents had returned to their in-pool lab experience. Conclusion: Post pandemic curriculum trends have normalized for AqPT curricula at most schools teaching AqPT. The inclusion of AqPT at entry-level PT and PTA programs appears valued despite challenges.