A Strategic Approach to Shift Diversity, Equity, and Inclusion Culture in Physical Therapy Education

Beth P Davis; Sarah Caston; DeAndrea Melvey; Aparajita Maitra; Ben Rogozinski; Laura Zajac-Cox

doi:10.1097/JTE.0000000000000391

A Strategic Approach to Shift Diversity, Equity, and Inclusion Culture in Physical Therapy Education

J Phys Ther Educ. 2025 Jan 21. doi: 10.1097/JTE.0000000000000391. Online ahead of print.

Authors

Beth P Davis^{1

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6}, Sarah Caston^{1

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6}, DeAndrea Melvey^{1

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6}, Aparajita Maitra^{1

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6}, Ben Rogozinski^{1

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6}, Laura Zajac-Cox^{1

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6}

Affiliations

¹ Beth P. Davis is the associate professor in the Department of Rehabilitation Medicine at the Emory University School of Medicine, 1441 Clifton Road NE, Suite 312, Atlanta, GA 30322 ([email protected]). Please address all correspondence to Beth P. Davis.
² Sarah Caston is the assistant professor in the Department of Rehabilitation Medicine at the Emory University School of Medicine.
³ DeAndrea Melvey is the assistant professor, assistant director of clinical education, in the Department of Rehabilitation Medicine at the Emory University School of Medicine.
⁴ Aparajita Maitra is the associate director in the Department of Rehabilitation Medicine at the Emory University School of Medicine.
⁵ Ben Rogozinski is the assistant professor in the Department of Rehabilitation Medicine at the Emory University School of Medicine.
⁶ Laura Zajac-Cox is the associate professor in the Department of Rehabilitation Medicine at the Emory University School of Medicine.

PMID: 39835884
DOI: 10.1097/JTE.0000000000000391

Abstract

Background and purpose: Efforts focused on racial and ethnic diversity in Doctor of Physical Therapy (DPT) programs have been prioritized to increase enrollment of Underrepresented in Medicine (URiM) individuals. While increasing diversity is a positive step, this Program took strategic action to embed Diversity, Equity, and Inclusion (DEI)-informed principles into all program areas. This holistic approach catalyzed a cultural shift that reflects a deepened commitment to the society we serve. This paper describes a multifaceted approach of a sustainable, adaptable DEI program focused on systemic change within the Emory University DPT Program.

Method/model description and evaluation: Development of DEI leadership frameworks, including faculty and staff education, led to programmatic changes in academic affairs, admissions, curriculum, and clinical education. Student-driven DEI-specific initiatives were implemented. Faculty/staff, student, and admissions assessments were conducted to understand the Program's current culture and guide DEI-related initiatives.

Outcomes: Responses from the Anne E. Casey Assessment (34.55%) reflected institutional value on a race-informed approach to reducing racial inequities. Responses from the DEI Self-Assessment Worksheet revealed Program value for DEI principles in vision and leadership while needing more culturally responsive content and teaching practices. Student survey data from 2020 to 2023 indicated improving DEI climate and sense of belonging. Admissions data revealed a 73.3% increase in matriculated URiM students as a result of cumulative DEI efforts.

Discussion and conclusion: This paper describes a DEI approach that fosters movement toward greater awareness of and commitment to social responsibility and institutional accountability, creating a more equitable, inclusive, and representative culture in physical therapy education.