Moving forth: Imagining physiotherapy education differently

Area of Science:

• Health Professions Education
• Physiotherapy Pedagogy

Background:

• Current physiotherapy education often relies on historical perspectives, prioritizing knowledge and skills.
• This approach may not adequately prepare graduates for the complexities and uncertainties of contemporary practice.

Purpose of the Study:

• To argue for a paradigm shift in physiotherapy entry-level education.
• To propose integrating 'knowing, doing, being' alongside traditional competencies.
• To introduce educational frameworks that foster deeper disciplinary understanding.

Main Methods:

• Conceptual paper advocating for a revised educational approach.
• Introduction of Threshold Concepts and Ways of Thinking and Practicing (WTP) as supporting frameworks.

Main Results:

• Threshold Concepts and WTP offer valuable tools for understanding disciplinary learning.
• These frameworks help elucidate the inherent behaviors, culture, discourses, and methods of physiotherapy.
• Interrogating discursive aspects of the discipline can improve practice preparation.

Conclusions:

• Physiotherapy education needs to embrace a broader educational philosophy beyond mere knowledge and skills.
• Threshold Concepts and WTP can facilitate a more relevant and effective preparation for physiotherapy practice.
• Rethinking physiotherapy education is crucial for equipping future practitioners.