Publication: TEACHING INTRAMUSCULAR DRY NEEDLING IN ENTRY-LEVEL DPT EDUCATION: A MIXED METHODS EVALUATION OF STUDENT OUTCOMES AND PERCEPTIONS
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Date
2026-04-16
Journal Title
Journal ISSN
Volume Title
Type
Poster
Abstract
Objectives:
To evaluate learning outcomes and student beliefs following an introductory intramuscular dry needling (IDN) course within an entry-level Doctor of Physical Therapy (DPT) program.
Methods:
A mixed methods design assessed learning outcomes via readiness and summative assessments, student beliefs via a post-course survey, and planned qualitative exploration through a focus group interview. Participants were from a single DPT cohort. Institutional Review Board approved the study design (Protocol #25PT03). The study ran from May 2025 to March 2026.
Results:
Thirteen participants completed the course, learning assessments, and post-course survey. Median scores were 100% (IQR: 100–100) on both readiness and summative assessments across safety, anatomy, technique, and professional domains, with no significant differences between assessments (Z = –1.00 to 0.41, p = .783–1.00; r = –0.11 to 0.28). All participants achieved competency in skills assessments across six separate muscles. Survey results showed high satisfaction across course goals, content appropriateness, instructional balance, pacing, lab practice time, faculty facilitation, peer support, ethical/legal awareness, and overall learning experience (median = 5/5; 92–100% agreement). Confidence in performing IDN and understanding of theory and clinical decision-making was comparatively lower (median = 4/5). Participants reported no adverse effects or adverse events. Qualitative analysis of the post-course survey showed themes specific to experiential learning, instructor feedback, course structure, and clinical reasoning. These results guided question development for the focus group interview (analysis in progress).
Discussion/Conclusion:
Entry-level DPT students showed strong foundational knowledge prior to in-person training, along with skill acquisition following IDN instruction. Findings support early integration of IDN training within entry-level curricula using small-group, experiential learning models that emphasize immediate feedback. Future curricular refinement should prioritize clinical reasoning and confidence for clinical application. The qualitative analysis from the focus interview aims to describe students’ perspectives about IDN education following their clinical education experiences.