Physiotherapist as an educator

1. EDUCATION TECHNIQUES IN DOCTOR OF
PHYSIOTHERAPY
SUBMITTED TO:
DR. AMMARA MUNIR

2. TEACHING/LEARNING PROCESS
Patient Instruction:
 Foundational Component: Patient instruction is integral to physiotherapy
interventions, involving informing, teaching, and training patients or their
families.
 Individualized Care: One-on-one instruction is a core skill, fostering goal
setting and instructional strategies tailored to individual patient needs.

3. Formal Teaching Opportunities:
 Diverse Teaching Settings: Physical therapists serve as educators in various
contexts, spanning short, informal classes to more structured in-service
courses, continuing education, clinical instruction, and academic programs.
 Wide Audience Reach: Teaching extends beyond patients to co-workers,
physical therapy students, PTA students, and other professional and lay
groups.
 Patient Instruction Mastery: One-on-one patient instruction forms the basis
for goal setting and instructional strategies in different teaching
environments.

4. FOR STUDENTS
 Problem-based learning (PBL): Students are presented with real-world
clinical scenarios and tasked with working collaboratively to identify
problems, analyze data, and develop evidence-based treatment plans. This
fosters critical thinking, problem-solving, and teamwork skills.
 Case studies: Analyzing real or fictional patient cases allows students to
apply theoretical knowledge to practical situations, honing their clinical
reasoning and decision-making abilities.

5.  Team-based learning: Encourages collaboration and communication among
students with diverse perspectives and strengths, preparing them for the
interdisciplinary nature of healthcare.
 Simulation-based learning: Utilizing high-fidelity simulators and virtual reality
technology provides students with a safe and controlled environment to
practice clinical skills and decision-making before interacting with real
patients.

7. EDUCATIONAL THEORIES:
Learning Theories in Designing Strategies:
 Consideration of Theories: Educational strategies are designed with
consideration of diverse learning theories, including behaviorism, andragogy,
and eclectic approaches.

10. IN CLASSROOM
 Constructivism: Emphasizes active learning and knowledge construction
through individual and collaborative experiences. Students are not passive
recipients of information but actively build their understanding through
engagement with the material.
 Adult learning principles: DPT programs acknowledge that adult learners
are self-directed, motivated by relevance, and prefer experiential learning.
Teaching methods cater to these principles to optimize learning outcomes.
 Social learning theory: Recognizes the importance of social interaction and
observation in learning. DPT programs may incorporate peer mentoring,
group discussions, and role-playing to facilitate knowledge sharing and skill
development.

12. EDUCATION IN ACADEMIC ENVIRONMENT:
Evolution of Physical Therapy
Education:
Standardization: The evolution from
varied settings to standardized
academic programs reflects the
standardization of physiotherapy
education.
Curriculum Development: Shift from
hospital or university-based
education to standardized
accreditation and curriculum
development.
Accreditation and Challenges:
CAPTE's Role: CAPTE plays a
crucial role in accreditation, with a
shift towards postbaccalaureate
degrees in physiotherapy
programs.
Autonomy Struggle: Challenges
include the classification as an
allied health profession and the
ongoing struggle for autonomy.
Faculty Roles:
Diversity in Roles: Faculty roles
range from clinical (clinical
instructors and center coordinators
of clinical education) to academic
(academic coordinators of clinical
education and directors of clinical
education), with expectations
grounded in the academic triad of
teaching, research, and service.

13. IN CLASSROOM
Didactic lectures:
While traditional
lectures still play a role
in conveying
foundational
knowledge, interactive
lectures with Q&A
sessions and
technology integration
enhance engagement
and understanding.
Small group tutorials:
Provide opportunities for
focused discussion,
clarification of concepts,
and application of
knowledge to specific
scenarios in a more
personalized setting.
Laboratory sessions:
Allow students to practice
psychomotor skills under
the supervision of
instructors, gaining
practical experience with
assessment techniques,
interventions, and
equipment.
Research projects:
Encourage critical thinking,
problem-solving, and
evidence-based practice
through independent or
collaborative research
projects.

14. EDUCATION IN PRACTICE ENVIRONMENT:
Clinical Education Programs:
Structure and Roles: Clinical
education involves structured
programs with roles such as
clinical instructors and center
coordinators of clinical
education.
Integration with Organizational
Goals: Integration of clinical
education into organizational
goals ensures a holistic
approach to physiotherapy
education.
Ethical and Legal Considerations:
Addressing Issues:
Ethical and legal issues in
physiotherapy education are
addressed comprehensively,
covering discrimination, privacy,
dismissal policies, and academic
freedom.
Adherence to APTA Standards: The
American Physical Therapy
Association (APTA) Code of Ethics
and Guide for Professional Conduct
form the ethical foundation,
ensuring high standards in
teaching and education.
Continuing Competence:
Importance of Continuing
Education: Recognition of the
critical role of continuing education
in maintaining competence.
State Practice Boards' Standards:
The standards set by state practice
boards, focusing on competence,
ensure ongoing quality in
physiotherapy practice.

15. FOR STUDENTS
 Clinical placements: Supervised clinical
rotations in various healthcare settings
provide invaluable hands-on experience,
allowing students to apply theoretical
knowledge to real patients under the
guidance of experienced physiotherapists.

16.  Mentorship: Experienced physiotherapists
provide guidance, support, and feedback to
students during their clinical placements,
promoting professional development and
ethical practice.
 Interprofessional education: Opportunities to
collaborate and learn alongside other
healthcare professionals (e.g., physicians,
nurses, occupational therapists) foster
teamwork, communication, and
understanding of the interdisciplinary nature
of patient care.