Instruction Matters! Improving Learning Outcomes through Evidence‑Informed, Equitable Teaching Practice

Doctor of Physical Therapy (DPT) programs are enrolling increasingly diverse cohorts of capable, motivated learners who bring valuable lived experience, linguistic assets, and varied ways of knowing. Yet persistent disparities in academic performance, retention, and first-time National Physical Therapy Examination (NPTE) pass rates suggest that current instructional models do not fully leverage this student potential.1–4 These outcome gaps are frequently attributed to learner characteristics or academic preparation; however, growing evidence from physical therapy education and the broader learning sciences indicates that instructional design and faculty teaching practices play an important role in equitable learning outcomes.5–8


Part 2 of this webinar is designed for neurologic physical therapy academic and clinical faculty and focuses on strengthening faculty effectiveness with diverse learners through evidence-informed, equitable teaching practices. Grounded in learning science, the session examines how intentional course design, including structured pre-class preparation, active learning, and collaborative peer instruction supports cognitive engagement and learning. Participants will review evidence demonstrating how these instructional design decisions are associated with improved learning outcomes and reduced achievement disparities.

Speaker

Rose Vallejo

Rose M. Vallejo, PT, DPT, NCS

University of New Mexico

Rose Vallejo, PT, DPT, is a Clinical Assistant Professor in the Division of Physical Therapy at the University of New Mexico (UNM) and a board-certified clinical specialist in neurologic physical therapy. She has over 25 years of experience in neurologic rehabilitation, beginning her career at Rancho Los Amigos National Rehabilitation Center, and currently practices in the UNM Comprehensive Movement Disorders Clinic.

At UNM, Dr. Vallejo teaches across the neurologic physical therapy curriculum. She serves on the UNM Faculty Senate Teaching Enhancement Committee; and teaches faculty across the UNM School of Medicine on effective, evidence-informed teaching practices through the UNM Office of Continuous Professional Learning.

Dr. Vallejo is currently pursuing an EdD in Education Leadership, with doctoral work focused on faculty teaching practices that reduce achievement disparities in Doctor of Physical Therapy education. Her scholarship emphasizes evidence-informed instructional design to improve learning outcomes for diverse learners. She also serves as Co-Chair of the Academy of Neurologic Physical Therapy (ANPT) Annual Conference Planning Committee and as a member of the ANPT EMBRACE Committee.

Disclosures: none

 

Zoom Information Coming Soon!