Earlier this year, the Healthcare Regulatory Research Institute (HRRI), in partnership with the Federation of State Boards of Physical Therapists (FSBPT) and the Human Resources Research Organization (HumRRO), conducted a new study of dry needling competencies. On October 24, 2024, the “Dry Needling Competency Update: Report Memo 2024” was released (Harris et al., 2024).
In 2015, the HRRI sponsored the first study to analyze and identify physical therapists’ competencies to perform dry needling safely and effectively (Caramagno et al., 2015). At that time, the team concluded that physical therapy graduates would already have the knowledge and skills consistent with 86% of the competencies required for safe dry needling upon graduation. In other words, dry needling continuing companies must cover at least the remaining 14% of competencies in their course programs.
Following two comprehensive practice analysis studies conducted by the FSBPT in 2016 and 2022 (Caramagno et al., 2016; Harris et al., 2022), the content of the National Physical Therapy Examination (NPTE) licensure exam was adjusted. After completing several other analyses, the current study aimed to determine whether changes in the NPTE content outline or practice analysis competencies were also applicable to the dry needling competencies. Furthermore, the study evaluated whether the current definition of dry needling accurately describes the practice of dry needling. This resulted in an updated definition of dry needling.
Dry needling is a skilled intervention performed by a physical therapist using needles to penetrate the skin and/or underlying tissues to affect functional change in anatomical structures and systems for the evaluation, management, and prevention of neuromusculoskeletal conditions, pain, movement impairments, and disability.
The team developed an updated set of dry needling competencies. Of the 133 knowledge requirements identified as critical for competence in dry needling, 117 (88%) represent knowledge that physical therapists acquire and develop during entry-level physical therapist education, particularly knowledge of performing an examination and evaluation, using various interventions, awareness of system interactions, safety and protection, and professional responsibilities. The remaining 12% of dry-needling-specific competencies, such as needle selection and placement, identification of contraindications, emergency preparedness, and response, are acquired and developed through advanced or specialized dry needling courses or residency programs.
For the record, Tracey Adler, DPT, CMTPT/DN, Myopain Seminars dry needling instructor, and former member of the PT Board of Virginia, was a task force member.
Jan Dommerholt, President Myopain Seminars
References
Harris, J. L., Caramagno, J., Bryant, E., Adrian, L., & Woolf, R. (2024). Dry Needling Competency Update: Report Memo 2024. Alexandria, Human Resources Research Organization
Caramagno, J., Adrian, L., Mueller, L., & Purl, J. (2015). Analysis of competencies for dry needling by physical therapists. Alexandria, Human Resources Research Organization
Caramagno, J. P., Cogswell, S., & Waugh, G. (2016). Analysis of practice for the physical therapy profession: Entry-level physical therapists (FR16-83). Alexandria, Human Resources Research Organization
Harris, J. L., Caramagno, J. P., & Rogers, A. P. (2022). Analysis of practice for the physical therapy profession: Entry-level physical therapists final report (2022 No. 094). Alexandria, Human Resources Research Organization
