From Concept to Practice: Faculty Perceptions on Operationalizing Competency-Based Education in Physical Therapy

Leadership in physical therapy education advocate for a shift to competency-based education (CBE) to promote readiness for practice. Unlike traditional models, CBE requires demonstrated competence in all learning outcomes rather than relying on average passing scores. While standardized competencies for entry-level practice are expected soon, the absence of a common implementation and assessment framework may lead to variability that affects clinical preparedness.

Variability in CBE implementation has hampered efforts to assess its effectiveness. Pharmacy and medicine have established frameworks for CBE implementation through evaluating current best practices in implementation, followed by a consensus-seeking process.

Twelve faculty members from physical therapy education programs with CBE experience were recruited via purposeful and snowball sampling. Eligibility required US physical therapy licensure, ≥3 years of physical therapy education experience, and CBE experience. Recruitment occurred from December 2024 to March 2025, utilizing literature reviews, conference abstracts, and program Web sites to find potential subjects.

Qualitative phenomenological semi-structured interviews were conducted on Zoom. Data were analyzed using Braun and Clarke's thematic analysis with an open coding approach and constructionist framework. Thematic sufficiency was reached after 12 interviews, and the research team validated the findings.

Six overarching themes were created from 18 subthemes, capturing the essence of CBE implementation in physical therapy. The themes illustrate key aspects of CBE, while the subthemes define the essential components that support each theme.

Like other professions, CBE in physical therapy prioritizes student progression through demonstrated mastery of competencies aligning with societal needs. It emphasizes authenticity and programmatic alignment with competencies. Physical therapy educators place a unique emphasis on affective development and adaptive expertise. While physical therapy educators can learn from early CBE adopters, future research should use consensus-seeking methods to validate these themes and establish a practical framework for implementation.