Webinar: Evidence Has a Voice: Bringing Qualitative Research
into DPT Education (1 CEU)
Date: December 2, 2026 at 2-3pm ET
Course Description:
Qualitative research provides essential evidence about patient experiences, values, perspectives, and context, yet its inclusion in DPT education varies considerably in depth, instructional approach, and curricular placement. Recent research highlights opportunities to strengthen faculty capacity, instructional resources, and integration of qualitative research throughout DPT curricula. This session moves beyond simply teaching qualitative methods to explore how to teach qualitative ways of thinking within evidence-based practice. Using principles of the spiral curriculum, participants will explore practical strategies to introduce, reinforce, and progressively develop qualitative research knowledge and skills across the curriculum. Participants will leave with practical teaching ideas and ready-to-use resources that can be adapted to their own courses and programs.
Course Objectives:
Upon completion of this session, participants will be able to:
1. Identify current practices and challenges, for incorporating qualitative research into evidence-based practice education.
2. Identify opportunities to integrate and progressively develop qualitative research knowledge and skills across an evidence-based practice curriculum using principles of the spiral curriculum.
3. Develop at least one strategy for incorporating qualitative evidence or qualitative ways of thinking into an existing course or learning activity using resources provided during the session.
Speakers:
Michelle Wormley, PT, MPT, PhD is a graduate of Quinnipiac University (BS, MPT) and Nova Southeastern University (PhD). She is a Professor in the Department of Physical Therapy and Movement Science at Sacred Heart University (Fairfield, CT), where teaching responsibilities include structure and function of the neurological system and examination and treatment of patients with neurological involvement and medically complex issues. Dr. Wormley’s research and clinical interests focus on neurological physical therapy, problem-based learning in physical therapy education, and qualitative and mixed methods. She has several publications in professional journals and has also presented at national conferences in these topic areas. Dr. Wormley is an Editorial Board Member for Physical Therapy & Rehabilitation Journal (PTJ). She currently serves as Vice-Chair of the Academy of Physical Therapy Research Qualitative and Mixed Methods Special Interest Group.
Laura Hagan, PT, DPT, PhD, MS, is the Director of the Doctor of Physical Therapy Program and Associate Professor at Touro University in Manhattan where she teaches in the areas of physical therapy examination and interventions. Her scholarship focuses on qualitative and mixed methods research in physical therapy education, with particular emphasis on understanding the experiences and development of DPT students and clinicians. Dr. Hagan has published in multiple peer-reviewed journals, has presented at national conferences, reviews manuscripts for academic journals, and is an Associate Editor for the Journal of Physical Therapy Clinical Education. She is actively involved in advancing qualitative research within the profession and currently holds the role of Chair of the Academy of Physical Therapy Research Qualitative and Mixed Methods Special Interest Group.
Angela Lis, PT, PhD. is an Associate Professor at the Dept. of Physical Therapy, School of Health and Medical Sciences, Seton Hall University. As a practicing physical therapist since 1993, she has gained valuable expertise in the areas of evidence-based practice, advanced clinical practice with focus on chronic pain population, interprofessional collaboration and research. Her interests include Evidence Based practice and knowledge translation, clinical outcome measures, interprofessional education, kinesiology and the Biopsychosocial model of pain and disability. She teaches the courses of Kinesiology I, II and III as well as Critical inquiry courses and coordinates the Physical Therapy students last year Capstone projects. She is currently the Chair of the APTA EBP SIG. She has been a keynote speaker and guest lecturer on several topics, including curricular integration of evidence-based practice skills, patient-centered models, cognitive reassurance, psychologically informed physical therapy, and the biopsychosocial model of health and disability.
References:
García-Fernández R, Fernandes de Oliveira ES, Presado MH, Miranda da Silva M, Marques FM, Baixinho CL. Qualitative research: the heart of evidence-based practice. Int J Qual Methods. 2025;24. doi:10.1177/16094069251374655
Wormley ME, Sebelski C, Cook J, Jensen G, Tovin MM. Current state of entry-level physical therapy qualitative research methods curricula in the United States: a faculty survey. Physiother Theory Pract. 2025;41(9):1771-1782. doi:10.1080/09593985.2025.2471409
Albarqouni L, Hoffmann T, Straus S, et al. Core competencies in evidence-based practice for health professionals: consensus statement based on a systematic review and Delphi survey. JAMA Netw Open. 2018;1(2):e180281. doi:10.1001/jamanetworkopen.2018.0281
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