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Web Site Accessibility Among Doctor of Physical Therapy Programs in the United States.

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Title: Web Site Accessibility Among Doctor of Physical Therapy Programs in the United States.
Authors: Ness BM; Brandon M. Ness is the associate professor and assistant director of curriculum in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine 136 Harrison Ave, Boston, MA 02111 ( Brandon.Ness@tufts.edu ). Please address all correspondence to Brandon M. Ness.; Neeti Pathare is the associate professor in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Mark P. Wilhelm is the associate professor and director of admissions in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Elizabeth C. Wonsetler-Jones is the assistant professor and assistant director of student affairs in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Jennifer Parent-Nichols is the clinical associate professor and director of student affairs in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine., Pathare N; Brandon M. Ness is the associate professor and assistant director of curriculum in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine 136 Harrison Ave, Boston, MA 02111 ( Brandon.Ness@tufts.edu ). Please address all correspondence to Brandon M. Ness.; Neeti Pathare is the associate professor in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Mark P. Wilhelm is the associate professor and director of admissions in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Elizabeth C. Wonsetler-Jones is the assistant professor and assistant director of student affairs in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Jennifer Parent-Nichols is the clinical associate professor and director of student affairs in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine., Wilhelm MP; Brandon M. Ness is the associate professor and assistant director of curriculum in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine 136 Harrison Ave, Boston, MA 02111 ( Brandon.Ness@tufts.edu ). Please address all correspondence to Brandon M. Ness.; Neeti Pathare is the associate professor in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Mark P. Wilhelm is the associate professor and director of admissions in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Elizabeth C. Wonsetler-Jones is the assistant professor and assistant director of student affairs in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Jennifer Parent-Nichols is the clinical associate professor and director of student affairs in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine., Wonsetler-Jones EC; Brandon M. Ness is the associate professor and assistant director of curriculum in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine 136 Harrison Ave, Boston, MA 02111 ( Brandon.Ness@tufts.edu ). Please address all correspondence to Brandon M. Ness.; Neeti Pathare is the associate professor in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Mark P. Wilhelm is the associate professor and director of admissions in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Elizabeth C. Wonsetler-Jones is the assistant professor and assistant director of student affairs in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Jennifer Parent-Nichols is the clinical associate professor and director of student affairs in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine., Parent-Nichols J; Brandon M. Ness is the associate professor and assistant director of curriculum in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine 136 Harrison Ave, Boston, MA 02111 ( Brandon.Ness@tufts.edu ). Please address all correspondence to Brandon M. Ness.; Neeti Pathare is the associate professor in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Mark P. Wilhelm is the associate professor and director of admissions in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Elizabeth C. Wonsetler-Jones is the assistant professor and assistant director of student affairs in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.; Jennifer Parent-Nichols is the clinical associate professor and director of student affairs in the Doctor of Physical Therapy Program (Boston) at the Tufts University School of Medicine.
Source: Journal, physical therapy education [J Phys Ther Educ] 2025 Mar 01; Vol. 39 (1), pp. 91-97. Date of Electronic Publication: 2024 Jun 28.
Publication Type: Journal Article
Language: English
Journal Info: Publisher: Section For Education, American Physical Therapy Association Country of Publication: United States NLM ID: 9306054 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1938-3533 (Electronic) Linking ISSN: 08991855 NLM ISO Abbreviation: J Phys Ther Educ Subsets: MEDLINE
Imprint Name(s): Publication: Alexandria Va : Section For Education, American Physical Therapy Association
Original Publication: [Alexandria, Va.] : Section for Education, American Physical Therapy Association, [1987-
MeSH Terms: Physical Therapy Specialty*/education , Internet* , Internet Access*/statistics & numerical data, United States ; Humans ; Cross-Sectional Studies ; Accreditation
Abstract: Competing Interests: The authors declare no conflicts of interest.
Introduction: Given the impetus to improve accessibility for diverse learners seeking physical therapist education, it is critical that all entry points to access information have minimal barriers. This study identified Web site accessibility barriers among Doctor of Physical Therapy (DPT) programs in the United States.
Review of Literature: Web site accessibility has been evaluated among many institutions of higher education, but none focused on DPT education. Individuals with disabilities may be adversely affected by Web site accessibility barriers.
Subjects: This cross-sectional study included 262 DPT programs in the United States. Doctor of Physical Therapy program characteristics collected were geographic region, institutional control type (public/private), medical school affiliation, accreditation status, total institutional enrollment, and DPT class size.
Methods: The Web Accessibility Evaluation (WAVE) Tool assessed data related to accessibility barriers among DPT program homepage Uniform Resource Locators. Three primary outcomes from the WAVE Tool included WAVE Total Errors, Error Density, and Total Alerts.
Results: Web site homepage accessibility barriers varied among programs for WAVE Total Errors (range 0-150), Error Density (range 0-14.6%), and Total Alerts (range 1-331). Median Total Errors were greater among private (9.0) versus public (5.0) institution Web sites ( P < .001). Median Total Errors were greater among those institutions not affiliated with a medical school (9.0) compared with those that had an affiliated medical school (7.0) ( P = .04). No differences in accessibility barriers were identified according to geographic region or accreditation status ( P > .05). Median Total Errors were significantly different between institutional enrollment quartiles (H[3] = 17.9, P < .001), with no differences noted between DPT class size quartiles for any outcome ( P > .05). Generally, weak-fair inverse correlations were observed between student enrollment for the institution and Web site accessibility barrier outcomes.
Discussion and Conclusion: Homepage accessibility barriers varied greatly among DPT programs in the United States. Factors, including being a private institution, no medical school affiliation, and lower institutional enrollment, were related to increased accessibility barriers.
(Copyright © 2024 Academy of Physical Therapy Education, APTA.)
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Entry Date(s): Date Created: 20240702 Date Completed: 20250423 Latest Revision: 20250423
Update Code: 20250423
DOI: 10.1097/JTE.0000000000000357
PMID: 38954766
Database: MEDLINE
Description
Abstract:Competing Interests: The authors declare no conflicts of interest.<br />Introduction: Given the impetus to improve accessibility for diverse learners seeking physical therapist education, it is critical that all entry points to access information have minimal barriers. This study identified Web site accessibility barriers among Doctor of Physical Therapy (DPT) programs in the United States.<br />Review of Literature: Web site accessibility has been evaluated among many institutions of higher education, but none focused on DPT education. Individuals with disabilities may be adversely affected by Web site accessibility barriers.<br />Subjects: This cross-sectional study included 262 DPT programs in the United States. Doctor of Physical Therapy program characteristics collected were geographic region, institutional control type (public/private), medical school affiliation, accreditation status, total institutional enrollment, and DPT class size.<br />Methods: The Web Accessibility Evaluation (WAVE) Tool assessed data related to accessibility barriers among DPT program homepage Uniform Resource Locators. Three primary outcomes from the WAVE Tool included WAVE Total Errors, Error Density, and Total Alerts.<br />Results: Web site homepage accessibility barriers varied among programs for WAVE Total Errors (range 0-150), Error Density (range 0-14.6%), and Total Alerts (range 1-331). Median Total Errors were greater among private (9.0) versus public (5.0) institution Web sites ( P &lt; .001). Median Total Errors were greater among those institutions not affiliated with a medical school (9.0) compared with those that had an affiliated medical school (7.0) ( P = .04). No differences in accessibility barriers were identified according to geographic region or accreditation status ( P &gt; .05). Median Total Errors were significantly different between institutional enrollment quartiles (H[3] = 17.9, P &lt; .001), with no differences noted between DPT class size quartiles for any outcome ( P &gt; .05). Generally, weak-fair inverse correlations were observed between student enrollment for the institution and Web site accessibility barrier outcomes.<br />Discussion and Conclusion: Homepage accessibility barriers varied greatly among DPT programs in the United States. Factors, including being a private institution, no medical school affiliation, and lower institutional enrollment, were related to increased accessibility barriers.<br /> (Copyright © 2024 Academy of Physical Therapy Education, APTA.)
ISSN:1938-3533
DOI:10.1097/JTE.0000000000000357