Personal characteristic differences among Doctor of Physical Therapy students with unique sociodemographic factors.

BACKGROUND

The Association of American Medical Colleges suggests an Experiences-Attributes-Metrics framework for holistic review, but there is minimal research on demographic and personal characteristic attributes and the interplay between these Attributes subcategories. Understanding how personal attributes may vary among students considered represented and those considered underrepresented in one or more categories is critical to avoid unintentionally perpetuating practices that favor represented groups. This study explored differences in six personal characteristics either consistently related to academic performance or deemed positive professional traits based on diversity characteristics (categories of underrepresentation), age, and sex.

METHODS

Three cohorts of first-year Doctor of Physical Therapy students at a single institution were invited to participate in this prospective, observational study. Participants completed six surveys: PROMIS® General Self-efficacy, PROMIS® Anxiety, 12-item Grit Scale, Perceived Stress Scale-10 (PSS-10), Brief Resilience Scale (BRS), and PROMIS® Positive Affect. T-tests and ANOVAs (or nonparametric equivalents) were used to examine differences in these measures by number of diversity characteristics, age, and sex. Multivariate linear regression was used to determine if diversity characteristics explained additional variance in each of the personal attribute scores after controlling for age and sex.

RESULTS

One Hundred and Forty Five students participated (80.7% female, 77.9% < 25 years old, 51% 0 diversity characteristics). Students with more diversity characteristics and males reported higher self-efficacy and resilience (p's < 0.05). Females reported higher anxiety (p's < 0.01). Diversity characteristics explained additional variance in self-efficacy (3.3%, p = 0.02) and resilience (2.5%, p = 0.05) after controlling for age and sex. Grit, perceived stress, and positive affect did not show any group differences.

CONCLUSIONS

Underrepresented students demonstrated higher self-efficacy and resilience than their represented peers, qualities that may be important to overcome challenges prior to and during graduate school. Males exhibited higher self-efficacy and resilience, but lower anxiety than females which is generally consistent across higher education. Grit, perceived stress, and positive affect were similar across all students and may be less useful to create a diverse learning environment. Further studies should investigate differences in attributes among admitted and unadmitted students and the relationship to future performance for admitted students.