Background: Competency-based education is increasingly emphasized in physical therapy, yet limited research has assessed student competencies using validated tools. Objectives: This study examined differences in physical therapy students’ competencies by gender, grade level, and admission type using a newly developed assessment tool. Design: Cross-sectional comparative study. Method: A total of 88 students at U University completed the assessment, which comprised six Sub-Competenc ies (Communication skills, Client understanding competency, Learning Competency for Physical Therapy, Problem- Solving Competencies for Physical Therapy, Factor application capabilities, Professional development competency). Data were analyzed using t-tests and ANOVA with Scheffé post-hoc tests. Results: No significant differences were observed among gender and grade levels (P>.05). By admission type, regular admission students scored significantly higher than transfer students in the Learning Competency for Physical Therapy and the Factor application capabilities (P<.05). Conclusion: Competency development appears unaffected by gender or grade level but may differ by admission type. Findings suggest the need for academic support and supplementary education for transfer students, and provide evidence to guide competency-based curriculum design in physical therapy.

INTRODUCTION
METHODS
    Participants
    Instrument
    Data Analysis
RESULTS
DISCUSSION
Acknowledgements
REFERENCES

• Seyeon Park(Department of Physical Therapy, Uiduk University, Gyeongju, Republic of Korea)
• Seunghue Oh(Department of Physical Therapy, Uiduk University, Gyeongju, Republic of Korea) Corresponding author
• Shinjun Park(Department of Physical Therapy, Suwon Women’s University, Suwon, Republic of Korea)