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Background <p>A sense of belonging, feeling accepted, respected, and supported, is crucial for student success. Hybrid Doctor of Physical Therapist Educational Programs (PTEPs), which blend online and in-person learning, present unique challenges to fostering belonging. This study explored students’ insights on belonging in hybrid PTEPs, identifying facilitators and barriers and the relationship with well-being, leading to program recommendations.</p> Methods <p>This cross-sectional survey study of 18 hybrid PTEPs, measured belonging, explored belonging factors, and linked well-being with belonging. Quantitative data were analyzed using descriptive statistics, tests of association, and unadjusted odds ratios. Two open-ended survey questions captured students’ perspectives on facilitators and barriers to belonging; responses were analyzed using inductive qualitative content analysis.</p> Results <p>The 138 participating students demonstrated above-average belonging (3.38/5; SD 0.92), with academic belonging (3.71, SD 0.90) rated higher than interpersonal belonging (2.98, SD 0.96). A sense of belonging demonstrated protective effects against anxiety (OR 2.62, 95CI: 1.22, 5.62) and was associated with positive well-being (OR 2.68, 95CI: 1.29, 5.59). Students endorsed faculty and peer respect, a welcoming culture, and in-person experiences as the most substantial contributors to belonging. While most (76.7%) identified the hybrid format as a barrier, inclusive online learning environments and student-led communication supported belonging. Qualitative analysis revealed four themes (content categories) influencing belonging: motivation to belong, opportunities for connection, program policies and faculty/administration support, and relational competencies.</p> Conclusion <p>While hybrid PTEPs foster a sense of belonging, gaps in interpersonal connections persist. Findings suggest that programs may benefit from enhancing faculty and peer support, structured interactions, and face-to-face engagements, as well as considering the integration of mental health resources to support student connections and well-being.</p>

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Forming meaningful connections: a cross-sectional survey of hybrid doctor of physical therapy students’ belonging, well-being, and program recommendations

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月3日

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  • Brett D. Neilson,
  • Rebecca E. Parr,
  • Melissa J. Yeung,
  • Jennifer C. Kish,
  • Monique Flemings,
  • Arvie Vitente,
  • Gregory M. Kline

摘要

Background

A sense of belonging, feeling accepted, respected, and supported, is crucial for student success. Hybrid Doctor of Physical Therapist Educational Programs (PTEPs), which blend online and in-person learning, present unique challenges to fostering belonging. This study explored students’ insights on belonging in hybrid PTEPs, identifying facilitators and barriers and the relationship with well-being, leading to program recommendations.

Methods

This cross-sectional survey study of 18 hybrid PTEPs, measured belonging, explored belonging factors, and linked well-being with belonging. Quantitative data were analyzed using descriptive statistics, tests of association, and unadjusted odds ratios. Two open-ended survey questions captured students’ perspectives on facilitators and barriers to belonging; responses were analyzed using inductive qualitative content analysis.

Results

The 138 participating students demonstrated above-average belonging (3.38/5; SD 0.92), with academic belonging (3.71, SD 0.90) rated higher than interpersonal belonging (2.98, SD 0.96). A sense of belonging demonstrated protective effects against anxiety (OR 2.62, 95CI: 1.22, 5.62) and was associated with positive well-being (OR 2.68, 95CI: 1.29, 5.59). Students endorsed faculty and peer respect, a welcoming culture, and in-person experiences as the most substantial contributors to belonging. While most (76.7%) identified the hybrid format as a barrier, inclusive online learning environments and student-led communication supported belonging. Qualitative analysis revealed four themes (content categories) influencing belonging: motivation to belong, opportunities for connection, program policies and faculty/administration support, and relational competencies.

Conclusion

While hybrid PTEPs foster a sense of belonging, gaps in interpersonal connections persist. Findings suggest that programs may benefit from enhancing faculty and peer support, structured interactions, and face-to-face engagements, as well as considering the integration of mental health resources to support student connections and well-being.