Introduction
The curriculum incorporates consideration of the changing roles and responsibilities of the physical therapist practitioner and the dynamic nature of the profession and the health care delivery system. A review of the curriculum occurs on a regular basis.
Content
The physical therapist professional curriculum includes content and learning experiences in the biological and physical sciences necessary for initial practice of the profession (e.g., anatomy/cellular biology, histology, physiology, exercise physiology, exercise science, biomechanics, kinesiology, neuroscience, pathology, imaging, and pharmacology).
The physical therapist professional curriculum includes content and learning experiences in the social/behavioural/technological sciences necessary for initial practice of the profession (e.g., applied psychology, applied sociology, communication, ethics and values, management, finance, teaching and learning, law, information communication technology [ICT], clinical reasoning, evidence-based practice, and applied statistics), including laboratory or other practical experiences.
The physical therapist professional curriculum includes content and learning experiences in the clinical sciences (e.g., content about the cardiovascular, pulmonary, endocrine, metabolic, gastrointestinal, genitourinary, integumentary (skin), musculoskeletal, and neuromuscular systems and the medical and surgical conditions frequently seen by physical therapists).
The physical therapist professional curriculum includes content, learning experiences, and clinical education experiences for each student that encompass:
- management of patients/clients with an array of conditions (e.g., musculoskeletal, neuromuscular, cardiovascular/pulmonary, integumentary) across the lifespan and the continuum of care;
- practice in multiple settings; and
- opportunities for involvement in interdisciplinary care.
Teaching, Learning and Assessment Strategies
The strategies and methods utilised in the curriculum for teaching, learning, and assessment are determined by the institution, but should reflect the learning outcomes associated with the physical therapist professional curriculum. An integrative approach to the application of theory and practice is supported. Fundamental to the basis upon which students are prepared for their professional career is the provision of programmes of academic study and practice-based learning, which lay the foundation for career-long professional development and lifelong learning, to support best professional practice and the maintenance of professional standards. Examples of teaching and learning strategies for delivering the curriculum may include didactic teaching in subject matter-based areas, competency-based learning in didactic and clinical areas, and problem-based learning. Student-centred learning should encourage students to take on increasing responsibility for identifying their own learning needs. Graduates should be autonomous learners with developed lifelong learning skills and an ability to engage in continuing professional development.
Skill Development
The diverse nature of physical therapy practice requires a range of complex skills that should be developed longitudinally throughout the curriculum. Characteristically these skills should be introduced and then developed through practice on peers, with their consent, prior to application in the clinical context. Students should practise observation, palpation, and analysis of human performance in classroom/laboratories in the university/higher education institution prior to experiences in the clinical context.
