Education - The Nature of Physical Therapy Education

WCPT recognises the fact that there is considerable diversity in the social, economic, cultural, and political environments in which physical therapist education is conducted throughout the world. WCPT recommends that physical therapist entry-level educational programmes be based on university or university level studies, of a minimum of four years, independently validated and accredited as being at a standard that accords graduates full statutory and professional recognition. [2] WCPT acknowledges that there is innovation and variation in programme delivery and in entry-level qualifications, including first university degrees (Bachelors/Baccalaureate/Licensed or equivalent), Masters and Doctorate entry qualifications. What is expected is that any programme should deliver a curriculum that will enable physical therapists to attain the knowledge, skills, and attributes described in these guidelines.

Professional education prepares physical therapists to be autonomous practitioners. [7]

Physical therapist entry-level educational programmes integrate theory, evidence and practice along a continuum of learning. This begins with admission to an accredited physical therapy programme and ending with retirement from active practice. [2]

The goal of physical therapy education is the continuing development of physical therapists, who are entitled, consistent with their education, to practice the profession without limitation in accordance with the definition of physical therapist practice in individual countries.
The curricula for physical therapy education should be relevant to the health and social needs of the particular nation.
The term accredited is used in relation to physical therapy education to describe a programme, which is regularly evaluated according to established educational standards.
The first professional qualification should represent completion of a curriculum that qualifies the physical therapist for practice as an independent autonomous professional.
An integral component of the curriculum for the first professional qualification is direct clinical experience under the supervision of appropriately qualified physical therapists or other relevant professionals. As skills and experience increase, clinical education involves access to increasing levels of responsibility.
The curriculum should equip physical therapists to practice in a variety of health care settings including, but not limited to, institutional, industrial, occupational, and primary health care that encompass urban and rural communities. Consideration should also be given to preparing physical therapists to work in environments that reflect the delivery models that operate in different countries.
The curriculum and continuing professional development (CPD) opportunities should prepare physical therapists with knowledge of educational approaches to facilitate the supervision, education, and transference of skills to others.
Life-long learning and a commitment to professional development is an attribute of a competent physical therapist.
Physical therapists should be equipped for evidence-based practice. [5]
Knowledge and understanding of research methodologies should be included in physical therapist professional entry-level educational programmes. [6]
Physical therapist professional entry-level educational programmes should be conducted by physical therapist and other appropriately qualified educators able to transfer knowledge and skills about physical therapist examinations/assessment/evaluations, and interventions/treatment and their outcomes, including the critical analysis of theories and methods of physical therapy.
Educators should have appropriate qualifications and/or experience in teaching and learning. They should also have an awareness and understanding of the culture in which they are teaching. In addition, they should include a variety of approaches to student assessment (e.g., formative and summative).
Basic and foundational sciences (e.g., anatomy, histology, physiology, pathology imaging, pharmacology, etc), behavioural and social sciences (e.g., psychology, ethics, sociology), movement sciences (e.g., kinesiology, biomechanics, exercise science) and research methodology should be taught by individuals with appropriate education and/or credentials in the area.
The goals, content, format, and evaluation of the physical therapist professional entry-level education programmes are the responsibility of the faculty but should involve the active participation of the national physical therapy association.

Physical therapist professional entry-level educational programmes acknowledge that the requirements of the professional and statutory regulatory bodies need to be incorporated into the design of programmes. [11], [18] Thus, higher education institutions and service providers are encouraged to work collaboratively in the design and delivery of their curricula.

Physical therapist professional entry-level educational programmes should make clear their system of academic awards/credit rating in order to facilitate transferability and recognition in other countries.

Physical therapist professional entry-level educational programmes need to adequately prepare and equip physical therapists to practice in a variety of settings able to deliver services in both urban and rural communities, acknowledging their roles as facilitators and educators of other health personnel necessary for the attainment of physical therapy and patient/client goals. [2], [10]

Physical therapist professional entry-level educational programmes need to equip students with the necessary communication and decision-making skills to work in collaboration with their patients/clients, carers, other professionals, and colleagues.

Physical therapist professional entry-level educational programmes need to promote as appropriate multiprofessional and interprofessional learning experiences and practice.

Thus, the overall aim of physical therapist professional entry-level educational programmes is to educate physical therapists who are knowledgeable, self-assured, adaptable, reflective, humanistic, and service-oriented and who, by virtue of critical thinking, life-long learning, and ethical values, render independent judgments concerning patient/client needs.

The Licensed degree in some parts of the World can be referred to as a Licentiate/Licencié/Licenciatura/Licentiat or similar translation. It equates to a first level university degree.