The editors thank those writers from CAPTE for a letter of clarification/correction that is included in this issue. As described in the June editorial's comments, the goal of including the opposing position papers and CAPTE's response to positions was to begin crucial conversations that should be occurring in our profession. It appears that we hit that mark. Although there may have been some misunderstandings or misinterpretations of accreditation standards on the part of an author (and of course that has never happened to anyone who might read this journal), the correction and clarification of those points is the beginning of how we all learn and move forward with productive discussion. Let us continue to have these discussions surrounding the issue of faculty credentials. It is an important one for our profession and ultimately for our patients.
As we have indicated in previous editorials, our recent partnership with Wolters Kluwer has provided many opportunities for the development of the Journal. This new publishing platform has allowed us to meet one of the goals that we set as editors—to reduce the backlog of accepted manuscripts and shorten the time from acceptance to publication. Included in this issue are the last remaining manuscripts accepted for publication in 2017 before our tenure as coeditors. We are excited to have been able to bring these manuscripts to publication in a timelier manner with the expanded size of the past four journals. In addition, all recently accepted manuscripts are or will be available ahead of print, further reducing the wait time for authors on acceptance of their manuscripts.
The articles in this issue reflect the breath of issues in both physical therapist and physical therapist assistant education. They also reflect a strong commitment to publish original education research. These topics explored reflect relevant pedagogical issues in entry-level education and continue to advance our knowledge.