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Role of Research in the Entry-Level Physical Therapy Curriculum

Tracy, James E, MS, PT, ATC

Journal of Physical Therapy Education: April 1992 - Volume 6 - Issue 1 - p 28–32
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ABSTRACT: This article suggests instructional methodologies that can be used to foster the production and understanding of scientific research during entry-level physical therapy education. Because the continued growth of physical therapy as a respected profession is dependent on an increased production and understanding of scientific research, entry-level students must understand and participate in the thought process behind scientific research. Methodologies are presented that stimulate critical and independent thinking within the classroom by all students, recognizing that each student is likely to be at a different developmental level. The overall success of this approach is contingent on participation of the entire faculty with emphasis on individual faculty-student interaction.

Mr Tracy is Assistant Professor, Department of Physical Therapy, Belk Building, East Carolina University, Greenville, NC 27858-4353, and a doctoral student at the School of Education, Georgia State University, Atlanta, GA.

Copyright1992 (C) Academy of Physical Therapy Education, APTA
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