The clinical doctorate: A framework for analysis in physical therapist education

This article explores major considerations for analysis and discussion of t he role of the clinical doctorate as the first professional degree in physi cal therapist education (DPT). A process for this analysis is posed based o n a conceptual framework developed by Stark, Lowther, Hagerty, and Orczyk t hrough grounded theory research on professional education. External influen ces from society and the profession, institutional and programmatic influen ces, and articulation of critical dimensions of professional competence and professional attitudes as major categories are discussed in relation to th e DPT. A series of questions generated from the application of the model ar e put forth for continued discussion and deliberation concerning the DPT. W e conclude that the DPT provides the best pathway to serve society, the pat ient, and the profession.