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Educational and professional issues in physical therapy--an international study
Lawrence P Cahalin1, Yoshimi Matsuo, Sean M Collins
1Department of Physical Therapy, Northeastern University, Boston, Massachusetts 02115, USA. L.Cahalin@neu.edu
Physiotherapy Theory and Practice
|September 30, 2008
Summary
Physical therapy (PT) accreditation, licensure, and specialization processes show minimal global diversity. Most countries surveyed have established systems for these key professional and educational aspects, facilitating international understanding.
Area of Science:
- Global Health
- Physical Therapy Education
- Professional Practice Standards
Background:
- Limited global data exists on physical therapy (PT) educational and professional issues.
- Understanding these variations can enhance PT practice, education, and research worldwide.
Purpose of the Study:
- To survey worldwide physical therapy educational and professional issues across 40 countries.
- To identify commonalities and diversities in PT accreditation, licensure, specialization, and earning potential.
Main Methods:
- A 22-item survey was developed in English and translated into five languages.
- The survey targeted key World Confederation for Physical Therapy (WCPT) contacts in 40 selected countries.
- Electronic administration and a 42.5% response rate were utilized.
Main Results:
- Nearly all surveyed countries (all but one) have accreditation for PT educational programs.
- Licensure for physical therapists is nearly universal (all but one country).
- A specialization process, often including a written exam, exists in most countries (all but five).
Conclusions:
- Significant global diversity in PT educational and professional issues is limited, particularly concerning accreditation, licensure, and specialization.
- Established processes for accreditation, licensure, and specialization suggest a degree of standardization in global PT practice.
- Further research may explore earning potential variations and other professional aspects.
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