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Every PT and PTA Is an Educator

Gwyer, Jan, PT, PhD, FAPTA; Hack, Laurita M., PT, DPT, PhD, MBA, FAPTA

Journal of Physical Therapy Education: October 2014 - Volume 28 - Issue 3 - p 3
EDITORIAL
Free

Jan Gwyeris a professor in the Doctor of Physical Therapy Division in the School of Medicine at Duke University, PO Box 104002 DUMC, Durham, NC 27708 (janet.gwyer@duke.edu).

Laurie Hackis professor emeritus in the Department of Physical Therapy at Temple University, 415 Gatcombe Lane, Bryn Mawr, PA 19010 (lhack001@temple.edu).

The Education Section's mission is “to inspire all physical therapists (PTs) and physical therapist assistants (PTAs) in their roles as educators and to enhance the development and implementation of evidence-based education practices.” This mission recognizes that we have an array of audiences, venues, and methods in our educational pursuits as PTs and PTAs. This issue of the Journal of Physical Therapy Education truly exemplifies the many ways we all serve as educators.

As always, we are incredibly pleased to present the Pauline Caerasoli lecture. The 2014 edition, delivered by Leslie Portney, reminds us of the value of disruptive innovation in improving the educational enterprise. One disruptive innovation has been clearly called for in a series of articles by Janet Cope and co-authors. Dr. Cope has previously called our attention to the hazards of air quality in anatomy labs used by our students and faculty,1 and now offers an efficient mechanism to monitor that air quality. Will we heed the call and make the appropriate changes needed to remove this health hazard?

Other articles in this issue similarly ask us to think differently and to change the status quo in many facets of education. Lowe and Gabard urge us to deeply analyze how we influence the ethical development of PT students. Beales and O'Sullivan and Mouton et al encourage us to challenge our own beliefs as care givers in order to ensure the highest quality of assistance for our patients and clients as they successfully make improvements. Each of the authors in this issue push us to reflect carefully and, perhaps, choose disruption, to achieve important change in our curricula, our didactic courses, and our clinical courses. Will you?

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REFERENCE

1. Cope J, Sanders E, Holt S, et al. Comparison of personal formaldehyde levels in the anatomy laboratories of five physical therapy education programs. J Phys Ther Educ. 2011; 25(3):21-29.
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