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Physical therapy education is shifting to competency-based education (CBE) to ensure practice readiness. This study identifies key themes in CBE implementation, highlighting the need for a standardized framework to ensure consistent clinical preparedness.

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Adaptive expertiseCompetency-based educationEntrustable professional activitiesPhysical therapy educationQualitative research

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Area of Science:

  • Physical Therapy Education
  • Competency-Based Education (CBE)

Background:

  • Physical therapy leadership advocates for competency-based education (CBE) to enhance practice readiness.
  • CBE requires demonstrated competence, differing from traditional models based on average scores.
  • Lack of a common framework for CBE implementation may impact clinical preparedness.

Purpose of the Study:

  • To explore the experiences of physical therapy faculty implementing competency-based education.
  • To identify key themes and subthemes related to CBE implementation in physical therapy education.

Main Methods:

  • Qualitative phenomenological study using semi-structured interviews.
  • 12 physical therapy faculty with CBE experience were recruited.
  • Thematic analysis was employed to analyze interview data.

Main Results:

  • Six overarching themes and 18 subthemes emerged from the analysis.
  • These themes capture essential aspects and components of CBE implementation.
  • Findings illustrate the core elements supporting CBE in physical therapy.

Conclusions:

  • CBE in physical therapy focuses on mastery of competencies and alignment with societal needs.
  • Physical therapy education uniquely emphasizes affective development and adaptive expertise.
  • Further research using consensus-seeking methods is needed to validate themes and develop an implementation framework.