Physical therapist assistant faculty and alumni present at national conference

SHARON, Pa. - Jennifer Jewell, teaching professor in Penn State Shenango's physical therapist assistant (PTA) program, and Emily Fagnelli, a fall 2025 graduate of Shenango's PTA program, recently presented a poster presentation at the American Physical Therapy Association Combined Sections Meeting in Anaheim, California.

Their presentation, titled, "Clear or Confusing? The Case for Transparency in PTA Program Delivery Models," compiled information from PTA faculty members and collaborators from across the country, examining the widespread inconsistencies in how PTA programs define and communicate their educational delivery models. Specifically, how the lack of standardized terminology and clear distinctions between face-to-face, hybrid, and blended formats may create confusion for prospective students who are evaluating programs, according to Jewell. The team's report highlights the implications of these inconsistencies for student decision-making and the broader integrity of PTA education, and advocates for greater transparency and standardization in how delivery models are presented.

"Our findings highlight a critical need for clearer, standardized language when describing hybrid and on-campus formats so prospective students can make informed decisions with confidence," Jewell said. "Strengthening transparency ultimately protects students, supports program integrity, and advances the credibility of PTA education nationwide."

The APTA Combined Sections Meeting is the largest professional development event for physical therapists, physical therapist assistants, educators, researchers, students, and industry professionals. Each year, members from APTA's 18 specialty academies and sections gather to share knowledge, collaborate, and promote the future of physical therapy. This year's event took place on Feb. 12-14.

Presenting at the APTA meeting alongside Fagnelli was a full-circle moment for Jewell.

"This project was especially meaningful because it not only examined transparency in PTA program delivery models, but also actively engaged one of my student PTA's in the research and national presentation process," Jewell said. "By involving Emily as an equal collaborator, we modeled the very professional accountability and scholarly engagement we hope to see across PTA education."

Following her graduation in December, Fagnelli now works as a PTA at the UPMC Rehabilitation Institute: Penn Hills, in Pittsburgh.

Transparency and degree accessibility in physical therapy education were key ideas for Jewell at the APTA meeting, as she joined with other PTA and Doctor of Physical Therapy (DPT) program faculty members from around the country in a separate presentation titled, "Revolutionizing Physical Therapy Education: A Staged Licensure Model."

The "Staged Licensure Model" proposed by the collaborators, including Jewell, introduces students to professional licensure beginning at the undergraduate level through a PTA credential, followed by progressive advancement toward the DPT degree. Currently, the pathway for students to earn a PTA credential and later a DPT degree, is disjointed according to Jewell, and costs students extra time and money.

"By introducing licensure at the PTA level and creating a deliberate progression toward the DPT, we can strengthen clinical readiness, reduce financial burden, and build a more diverse and resilient workforce," Jewell said. "This model is not about replacing tradition, it's about evolving responsibly to better prepare practitioners, support students, and sustain the profession for the future."

This is the second year in a row that Jewell has presented at the APTA Combined Sessions Meeting to share insights and expertise regarding PTA curriculum restructuring, and the benefits for students who intend to earn a DPT degree.