Background: The growing population of survivors of cancer requires physical therapists who are prepared to address their unique rehabilitative needs. However, the integration of oncology content into doctor of physical therapy (DPT) programs in the United States is inconsistent. The purpose of this study was to explore faculty perception of how oncology is taught, assessed, and integrated into DPT curricula, identify barriers to its inclusion, and understand how students are prepared for clinical practice with oncology populations. Methods: This study used a qualitative phenomenological design to understand the perception of DPT faculty who teach and/or influence curricula related to oncology. Data were collected through 10 semistructured interviews (n = 11) and one focus group (n = 5). Transcripts were analyzed using inductive and deductive coding to identify key themes. Results: Five main themes emerged with various subthemes. The main themes were inconsistent and nonstandardized curric
📖 افتح في inklap 🔗 DOI 📮 اطلب بحثاً