Faculty Relationships: A Key Factor in Fostering Students' Sense of Belonging in a Doctor of Physical Therapy Program

Authors

Gina Gang, Department of Physical Therapy, Loma Linda University, Loma Linda, CA, USAFollow
Jenni Rae Rubio, Department of Physical Therapy, Loma Linda University, Loma Linda, CA, USA
Michael Antich, Department of Physical Therapy, Loma Linda University, Loma Linda, CA, USA
Anayansi Balmaceda, Department of Physical Therapy, Loma Linda University, Loma Linda, CA, USA
Alexandra Candamil, Department of Physical Therapy, Loma Linda University, Loma Linda, CA, USA
Lacey Fogata, Department of Physical Therapy, Loma Linda University, Loma Linda, CA, USA
Corey Salce, , Department of Physical Therapy, Loma Linda University, Loma Linda, CA, USA
Roger Vermont Zelaya, , Department of Physical Therapy, Loma Linda University, Loma Linda, CA, USA
Noha Daher, School of Allied Health Professions, Loma Linda University, Loma Linda, California, USA

Abstract

Background: Sense of belonging is critical for student success in higher education. Limited research exists investigating factors perceived by Doctor of Physical Therapy (DPT) students contributing to belonging during on-campus curricula.

Objective: The purpose of this study was to explore belonging among second-year DPT students and identify influencing factors and strategies to enhance on-campus belonging.

Methods: The study used a convergent parallel design, integrating quantitative cross-sectional survey data with qualitative thematic analysis. Second-year DPT students in one residential program completed the University Belonging Questionnaire (UBQ) and answered open-ended questions. The primary outcomes were degree of student belonging, factors influencing belonging, and students’ recommendations. Participants (N=50) were 22–29 years old (92%) with racial/ethnic backgrounds of White (36%), Asian (28%), Hispanic/Latino (28%), and Black/African American (2%). Survey responses were reported as counts (percent). Internal consistency was examined using Cronbach’s alpha (α). The median of each factor was compared by age and ethnicity using Kruskal-Wallis, while Spearman’s correlation was used to assess correlation between the UBQ factors.

Results: Most participants (68%-98%) agreed or strongly agreed with factor items. Median scores for the factors were 3.0-3.3 with no significant differences by ethnicity or age (p > 0.05). The UBQ demonstrated high internal consistency (Cronbach's α = 0.96), strong consistency across its three factors (Cronbach's α = 0.85–0.89), and significant positive correlations between university affiliation, university support and acceptance, and faculty and staff relations (ρ = 0.70–0.80, p < 0.001). Qualitative results highlighted faculty relationships as the primary factor impacting belonging. Students desired facilitation of interpersonal connections to strengthen belonging.

Conclusion: UBQ results revealed students felt a sense of belonging, while qualitative responses provided insight into how students experienced belonging. This research deepens understanding of student belonging, contributes to the limited research in DPT education, and supports program accreditation standards.

Recommended Citation

Gang, Gina; Rubio, Jenni Rae; Antich, Michael; Balmaceda, Anayansi; Candamil, Alexandra; Fogata, Lacey; Salce, Corey; Zelaya, Roger Vermont; and Daher, Noha (2025) "Faculty Relationships: A Key Factor in Fostering Students' Sense of Belonging in a Doctor of Physical Therapy Program," Health Professions Education: Vol. 11: Iss. 2, Article 6.
DOI: 10.55890/2452-3011.1332
Available at: https://hpe.researchcommons.org/journal/vol11/iss2/6