ArticleBMC medical education2026
Forming meaningful connections: a cross-sectional survey of hybrid doctor of physical therapy students' belonging, well-being, and program recommendations.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundA sense of belonging, feeling accepted, respected, and supported, is crucial for student success. Hybrid Doctor of Physical Therapist Educational Programs (PTEPs), which blend online and in-person learning, present unique challenges to fostering belonging. This study explored students’ insights on belonging in hybrid PTEPs, identifying facilitators and barriers and the relationship with well-being, leading to program recommendations.
methodsThis cross-sectional survey study of 18 hybrid PTEPs, measured belonging, explored belonging factors, and linked well-being with belonging. Quantitative data were analyzed using descriptive statistics, tests of association, and unadjusted odds ratios. Two open-ended survey questions captured students’ perspectives on facilitators and barriers to belonging; responses were analyzed using inductive qualitative content analysis.
resultsThe 138 participating students demonstrated above-average belonging (3.38/5; SD 0.92), with academic belonging (3.71, SD 0.90) rated higher than interpersonal belonging (2.98, SD 0.96). A sense of belonging demonstrated protective effects against anxiety (OR 2.62, 95CI: 1.22, 5.62) and was associated with positive well-being (OR 2.68, 95CI: 1.29, 5.59). Students endorsed faculty and peer respect, a welcoming culture, and in-person experiences as the most substantial contributors to belonging. While most (76.7%) identified the hybrid format as a barrier, inclusive online learning environments and student-led communication supported belonging. Qualitative analysis revealed four themes (content categories) influencing belonging: motivation to belong, opportunities for connection, program policies and faculty/administration support, and relational competencies.
conclusionWhile hybrid PTEPs foster a sense of belonging, gaps in interpersonal connections persist. Findings suggest that programs may benefit from enhancing faculty and peer support, structured interactions, and face-to-face engagements, as well as considering the integration of mental health resources to support student connections and well-being.
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