Physical therapist curricula for the 1990s: educating the reflective practitioner

Area of Science:

• Physical Therapy Education
• Curriculum Analysis
• Professional Development

Background:

• Current physical therapy entry-level programs may be misaligned with the evolving demands of the profession.
• There is a need to critically evaluate physical therapy curricula to ensure they produce competent practitioners.
• The concept of the 'reflective practitioner' offers a model for professional growth and effective practice.

Purpose of the Study:

• To analyze the alignment of current physical therapy curricula with the needs of the 1990s.
• To propose a framework for evaluating curriculum content and its impact on student outcomes.
• To explore how curricular components can foster the development of reflective practitioners.

Main Methods:

• Utilized Eisner's model of implicit, explicit, and null curricula as a framework for analysis.
• Examined how different curricular elements influence the outcomes of physical therapy students.
• Described the characteristics and development of the 'reflective practitioner' model.

Main Results:

• Identified potential shortcomings in current physical therapy entry-level programs regarding future professional needs.
• Presented a structured approach to curriculum analysis for better understanding student outcomes.
• Highlighted the importance of specific curricular strategies in cultivating reflective practice.

Conclusions:

• Physical therapy education requires re-evaluation to meet the projected needs of the profession.
• A systematic curriculum analysis framework can guide improvements in physical therapy training.
• Fostering reflective practice is crucial for developing adaptable and effective physical therapists.