“The beautiful thing about learning is that no one can take it away from you.”
As educators in physical therapy, we have many learning needs if we are to successfully provide the foundation for the future practice of physical therapy. As so often happens with JOPTE, this issue provides us opportunities for learning that can help meet these needs.
Are you a classroom teacher seeking teaching methodology? Consider Greenberger and Dispensa's study of student preferences about using video podcasts to teach orthopaedic special tests. Student preference for short videos that can be downloaded to mobile devices indicates a potential trend in the future of instructional technology.
Are you a classroom teacher seeking outcome methodology? Furze et al continue theirwork in clinical reasoning for physical therapist (PT) students with 2 papers that report on a tool for assessing clinical reasoning skills and the outcomes identified in a longitudinal study of students across their curriculum. The theoretical models proposed by these authors provide a next step in discovering a valid method of assessing the clinical reasoning of our students.
Are you interested in the clinical education portion of the curriculum? Or perhaps in gaining a global perspective on physical therapist education? International discussions are emerging in North America and Europe concerning a strain in providing the resources needed for excellent clinical education. Hall et al confirm these concerns with a description of the barriers to supervising students in clinical practice in Canada. In studying over 3,000 Canadian physiotherapists, we now see international trends in countries with varied health care systems that point to similar stress points found in the United States, including clinical instructor feelings of stress and student preparation and attitudes.
Are you responsible for admissions decisions? Fell et al pose a timely question regarding the need for prospective physical therapy students to have obtained a baccalaureate degree prior to commencing a professional physical therapy program.
Are you thinking about curricular change? Two different articles offer information about potential changes in practice to identify if changes might be required in curriculum.
Pignataro et al suggest that educators and clinicians alike should enhance their commitment to health promotion and patient education by performing tobacco cessation counseling with their patients. Van Zant et al studied the status and perception of genetics education in accredited PT education programs in the United States and found that faculty agree to some extent about the importance of genetics education, but do not see it as a priority.
From a broader perspective, Cecilia Graham, the 2015 Cerasoli lecturer, suggests that a concept-based curriculum might be used to reduce the overall length of the didactic education for physical therapists. We are confident that much can be learned from this issue and we thank our authors for providing these opportunities!