This document discusses the history and current state of physiotherapy education worldwide. It outlines how programs have evolved from early diploma and certificate programs to predominately bachelor's, master's and doctorate level degrees. The past section describes how physiotherapy education began in the early 1900s and was hospital-based, with Mary McMillan and Pehr Henrik Ling recognized as early leaders. Currently, programs vary by region but many countries offer bachelor's degrees while Australia, Canada, New Zealand and the US have master's and doctorate programs. The presentation also examines trends in online versus offline learning and highlights problem-based learning as an emerging concept in physiotherapy education.

1. Faculty Development
Program.
2nd DAY , 2nd SESSION

2. Paradigm shift in
Physiotherapy
Education.

3. Definition as per
• Physiotherapy Professional is a person who practices physiotherapy by undertaking
comprehensive examination and appropriate investigation, provides treatment
and advice to any persons preparatory to or for the purpose of or in connection
with movement or functional dysfunction, malfunction, disorder, disability,
healing and pain from trauma and disease, using physical modalities including
exercise, mobilization, manipulations, electrical and thermal agents and other electro
therapeutics for prevention, screening, diagnosis, treatment, health promotion
and fitness. The physiotherapist can practice independently or as a part of a multi-
disciplinary team and has a minimum qualification of a baccalaureate degree.
• (https://egazette.nic.in/WriteReadData/2021/226213.pdf )

4. THE PAST

5. Sjukgymnast =
gymnastics for those who are ill.
(Swedish word )

6. • The School of Physiotherapy, established by the
• University of Otago in New Zealand in 1913, and
• Reed College in Portland (Oregon), in 1914,

7. • The importance of Physical Therapy was first noted in
• 1917 to 1918, during World War I.
• And again 1920s during polio outbreak
• The treatment was considered as ‘rehabilitation therapy‘ during that time.

8. First scientific paper
PT Review, in March 1921, in the United States

9. • Mary McMillan came to be known as
the ‘Mother of Physical Therapy

10. Father of physical therapy
• In 1813, he categorized his system
of gymnastics, exercises, and
maneuvers into 4 specific areas:
• Medical (physical therapy),
• Military (primarily fencing),
• Pedagogical (physical education),
• Aesthetic.
Pehr Henrik Ling

11. • In 1864,Divided the education of physical therapists into 2:
• Physical educators ( 2year program)
• Physical therapists.( 1 ½ year program)
• The faculty of medicine at the Carolingian Institute was responsible for the
education of physical therapists and compulsory education was all that was
required for admission to the physical therapist program.
Patrik Haglund

12. In 1934, category required members to have
• (1) graduated from an approved school of nursing;
• (2) completed an approved course in physical therapy for
physical education and nursing graduates;
• (3) completed 1 year’s practice within 2 years of graduation.

13. • Walter Reed General Hospital and Reed College (1946),
• Physical therapist education was characterized by both
hospital-based and college/university-based programs.
• It was post-baccalaureate certificate level, generally
requiring 3 years of college for admission and
approximately 9 months of physical therapist
education.
Ref: Marilyn Moffat, A History of Physical Therapist Education Around the World,
Journal of Physical Therapy Education, Vol 26, No 1, Winter 2012, pp-13 to 23

14. THE EVALUATIVE CRITERIA FOR PHYSICAL THERAPIST
EDUCATION PROGRAMS REQUIRED THE BACHELOR DEGREE IN
1978

15. PRESENT

16. WORLDWIDE Physical Therapist
EDUCATION TODAY

17. African Region
Diploma programs are found in Ethiopia, Kenya, Uganda, and Zambia
Four-year degree programs exist in Ghana, Rwanda, South Africa, Zambia,
Zimbabwe, and Egypt
Four-year degree programs with a fifth required year for internship are in
Nigeria (7 programs) and Malawi (1 program)
Egypt is now considering master’s degree or DPT education
Nigeria is currently discussing the DPT degree

18. Asia/Western Pacific Region
• • Diploma programs are found in Afghanistan, Cambodia, Fiji, Indonesia,
Malaysia, and Singapore
• • Fiji and Nepal are moving to 3-year degree programs
• • Hong Kong and Sri Lanka are moving to 4-year degree programs.
• • Four-year baccalaureate degree programs exist in Australia, Bahrain,
Bangladesh, India (which also requires a 6-month internship), Iran, Japan,
South Korea, Kuwait, New Zealand, the Philippines, Taiwan, Thailand, and
the United Arab Emirates.

19. • • Four-year baccalaureate degree programs exist in Australia, Bahrain,
Bangladesh, India (which also requires a 6-month internship), Iran, Japan,
South Korea, Kuwait, New Zealand, the Philippines, Taiwan, Thailand, and
the United Arab Emirates.
• • Master’s degree programs exist in Australia (7 programs)
• • Doctoral degree (DPT) programs exist in Australia (2 programs)
• • New Zealand is discussing the possibility of a doctor of physical therapy
(DPT) degree program

20. • Master’s degree programs exist in Australia (7 programs)
• Doctoral degree (DPT) programs exist in Australia (2 programs)
• New Zealand is discussing the possibility of a doctor of physical therapy
(DPT) degree program

21. European Region
• Diploma programs exist in Bulgaria, Czech Republic, Estonia, and Serbia
• • Three-year baccalaureate programs are in Austria, Croatia, Czech Republic,
Denmark, Estonia, France, Germany, Italy, Poland, Slovenia, Sweden, and the
United Kingdom
• • Four-year baccalaureate programs exist in Bulgaria, France, Germany, Greece,
Iceland, Ireland, Israel, Latvia, Lebanon, Malta, the Netherlands, Norway, Portugal,
Romania, Spain, Switzerland, and the United Kingdom
• • Master’s degree programs are found in Belgium and Poland
• • Switzerland has been discussing the possibility of a DPT degree program

22. North America/Caribbean Region
• • A diploma program is found in Guatemala
• • Bachelor’s degree programs exist in Jamaica, Panama, and Puerto Rico
• • A master’s degree was required in Canada (14 programs) and Suriname (1
program) in 2010
• • Doctor degree (DPT) programs exist in the United States of America (in 208 out
of 213 accredited programs; the 5 programs not at the DPT level are at the
• Master of Science or Master of Physical Therapy level)

23. South America Region
• All countries within the South America Region that have education programs
are at the bachelor’s degree level

24. Current scenario in India
• CPT = Certificate in Physiotherapy ( 6 months to 1 year)
• CPA= certificate in Physiotherapy assistance. ( 6 months to 1 year)
• Program for general awareness.
• Issued by different pvt organization.
• Importance ???
• DPT= Diploma in physiotherapy. ( 2 year program)
• Issued by state medical fraternity board.
• Less competent. ( trained in technical aspect)

25. • BPT / BPTh / B.Physio= Bachelor of Physiotherapy. ( 4 year , 6 month internship)
• 4 years 6 month program
• Independent to practice.
• MPT/ MPTh = Master in Physiotherapy.
• 2 years specialization program
• Independent to practices
• Teaching / research.
• DPT/ PhD (Physiotherapy)
• 2 years specialization program
• Independent to practices
• Teaching / research.

26. Education trends…
OFF LINE CLASS
• 1) Offline mode of study is more beneficial and productive as compared to any other mode
of study.
• 2) The offline mode of study enables direct interaction between the teachers and students.
• 3) Offline studies provide a healthy competitive environment to the students.
• 4) It facilitates good classroom communication that helps in understanding the concepts
easily.
• 5) Teachers can pay equal attention to every student in the class.
• 6) Extra-curricular activities in offline mode help in the overall development of students.
• 7) Offline mode of study requires physical presence at a fixed time.

27. ONLINE CLASSES.
• Added Flexibility and Self-Paced Learning. ...
• Better Time Management. ...
• Demonstrated Self-Motivation. ...
• Improved Virtual Communication and Collaboration. ...
• A Broader, Global Perspective. ...
• Refined Critical-thinking Skills. ...
• New Technical Skills.

28. These are the disadvantages of E-Learning:
• Online student feedback is limited
• E-Learning can cause social Isolation
• E-Learning requires strong self-
motivation and time management
skills
• Lack of communicational skill
development in online students
• Cheating prevention during online assessments
is complicated
• Online instructors tend to focus on theory
rather than practice
• E-Learning lacks face-to-face communication
• E-Learning is limited to certain disciplines
• Online learning is inaccessible to the computer
illiterate population
• Lack of accreditation & quality assurance in
online education

29. Attending Workshops .
• Assessment or Evaluation.
• Novel Ways of Thinking. ...
• Opportunities for Networking. ...
• Developing New Prowess. ...
• Inspired to Work Better. ...
• Having Fun While Learning. ...
• Network with like-minded entrepreneurs. ...

30. Current concepts in physiotherapy
education

31. • Physiotherapy is subject of dynamism.
• As per the demand and requirement from medical, the physiotherapist has to
accept new challenges and need to find out the new concepts.

32. Problem-based learning:
A review of current issues relevant to physiotherapy education
• This article reviews the development of problem-based learning (PBL) over the past
decade within the context of physiotherapy practice. Although there is an emerging
literature in physiotherapy, the research is primarily from medical education.
• It is claims that PBL is a hybrid of problem-solving and self-directed learning skills.
• Results from studies comparing traditional and PBL curricula are inconsistent and have
numerous methodological shortcomings.

33. Problem-based learning:
A review of current issues relevant to physiotherapy
education
• The one best way of implementing PBL, however it appears faculty training
is required to be most successful.
• There is a need for physiotherapy specific research; although based on the
experiences of our medical colleagues long term studies comparing the
outcomes of programs of different curricular designs may not be warranted.
• PBL may help promote skills important for current practice and remains a
viable alternative for those interested in curricular innovation.

34. Problem Based Learning in physiotherapy education:
a practice perspective.
• Problem Based Learning (PBL) has been integrated into a range of health education curricula;
however there is limited research evaluating the application of skills developed through PBL in
clinical practice.
• The supervisors felt that PBL offered positive benefits for both student education and clinical
practice.
• There was evidence of the application of skills and attributes associated with PBL, including positive
learning behaviours and a high level of motivation and self-direction.
• Supervisors felt that proactive students were able to apply transferable skills inherent in the PBL
approach to clinical practice, including a holistic, problem-solving approach and effective team-
working but that there was considerable variation between students.
• There is evidence of variable application of skills associated with PBL in clinical practice in this study
group.
Ref: - Hilary Gunn, Heather Hunter, Bernhard Haas, Problem Based Learning in physiotherapy education: a practice perspective.;
Physiotherapy, Volume 98, Issue 4, 2012, Pages 330-335, ISSN 0031-9406, https://doi.org/10.1016/j.physio.2011.05.005.

35. Physiotherapy education:
A proposed evidence-based model
• Two models that have received in the evidence-based literature are
• Problem-based learning.
• Simulator training.
• A model is presented with key elements of the use of simulation where
realism is maintained;
• Experiential learning is conducted in a staged manner in a supportive
environment, which is underpinned by classroom-based competency
development.
(Ref: Anne Jones & Lorraine Sheppard (2008) Physiotherapy education: A proposed evidence-based model,
Advances in Physiotherapy, 10:1, 9-13, DOI: 10.1080/14038190701470250 )

36. Cultural Competence in Undergraduate Healthcare
Education: Review of the issues
• People who are clinically competent are also often assumed to be culturally
competent.
• Whereas clinical competence is increasingly judged on the outcome measures and
standards issued by the professional organisations and government, similar guidelines
for the assessment of cultural competence are lacking.

37. • The components of cultural competence
• (a) Awareness of one's own cultural worldview,
• (b) Attitude towards cultural differences,
• (c) Knowledge of different cultural practices and worldviews, and
• (d) cross-cultural skills.
• could make a contribution to developing cultural competence in healthcare
undergraduates.
Ref: - Mel Stewart, Cultural Competence in Undergraduate Healthcare Education: Review of the issues, Physiotherapy,
Volume 88, Issue 10, 2002, Pages 620-629, ISSN 0031-9406, https://doi.org/10.1016/S0031-9406(05)60513-5.
(https://www.sciencedirect.com/science/article/pii/S0031940605605135 )

38. Reflective Practice in Physiotherapy Education:
A critical conversation
• Physiotherapy, like many other professions, has adopted the notion of reflective
practice as a desirable and necessary attribute of the competent practitioner.
• The reflective practice is currently conceptualized and interpreted by practicing
physiotherapists and undergraduate physiotherapy students.
• The research, which took the form of qualitative interviews and workshops,
highlights both contextual differences in patterns of reflection among
practitioners and practical differences in modes of reflection of practitioners
and students.
Ref: Lynn Clouder (2000) Reflective Practice in Physiotherapy Education: A critical conversation, Studies in Higher Education,
25:2, 211-223, DOI: 10.1080/713696142

39. Moving forth:
Imagining physiotherapy education differently
• Contemporary and future physiotherapists are, and will be, presented with challenges
different to their forebears.
• Yet, physiotherapy tends to remain tied to historical ways of seeing the world: these
are passed down to generations of physiotherapy graduates.
• These historical perspectives privilege particular knowledge and skills so that students
gain competency for graduation. However, contemporary practice is inherently more
complex than the focus on knowledge and skills would have us believe.

40. Moving forth:
Imagining physiotherapy education differently
• Professional life requires students to develop the capability to deal with
uncertain and diverse futures.
• Physiotherapy needs to think differently about entry-level education; the
focus on knowledge and competencies that has been the mainstay in
physiotherapy education must now be understood in the context of an
education that embraces knowing, doing, being.

41. Moving forth:
Imagining physiotherapy education differently
• Two educational frameworks are offered in support of this argument –
• Threshold concepts and
• Ways of thinking and practicing (WTP).
• Taken together, these ideas can assist physiotherapy to think in fresh ways about disciplinary
learning.
• Threshold concepts and WTP help to understand the nature of a discipline:
• its behaviors,
• culture,
• discourses, and
• methods.

42. Moving forth:
Imagining physiotherapy education differently
• By interrogating the discursive aspects of the discipline, physiotherapy
educators will be better placed to provide more relevant preparation for
practice.
• Sarah Barradell (2017) Moving forth: Imagining physiotherapy education
differently, Physiotherapy Theory and Practice, 33:6, 439-
447, DOI: 10.1080/09593985.2017.1323361

43. University Education and the Physiotherapy
Professional,
• The growth and development of physiotherapy is influenced significantly by the professional
abilities and potential of its new graduates.
• Physiotherapy graduates need to have skills and attributes relevant to their day-to-day practice
to enable them to be confident and competent.
• They also need skills and attributes that will enable them to adapt to changes and develop
professionally.
• It could be assumed that physiotherapists are well equipped for their future role, because, as
well as gaining discipline-specific technical competence, as university graduates they are
expected to have generic skills and attributes in such areas as communication, thinking,
learning, teamwork, research, evaluation and problem solving.

44. • However, possession of these generic university-education skills does not, alone,
provide a guarantee of competence in the workplace.
• The education process must equip graduate physiotherapists for professional
survival in a health care environment in which the funding and organisation of
health care are changing.
• It is explored that the curriculum and teaching strategies that could be
implemented to foster required skills and attributes in its newest graduates to
ensure that they meet the needs of the community, thereby facilitating the
ongoing development of the profession.
Ref: Adrienne Hunt, Barbara Adamson, Joy Higgs, Lynne Harris, University Education and the Physiotherapy Professional,
Physiotherapy, Volume 84, Issue 6, 1998, Pages 264-273, ISSN 0031-9406, https://doi.org/10.1016/S0031-9406(05)65527-7.
(https://www.sciencedirect.com/science/article/pii/S0031940605655277 )

45. Thankyou.
SOMSANKAR MUKHERJEE
SPORTS PHYSIOTHERAPIST
HOD
DEPT. OF PHYSIOTHERAPY
INDIRA GANDHI TECHNOLOGICAL AND MEDICAL SCIENCES
UNIVERSITY, ZIRO
• EMAIL: somsankar.mukherjee@gmail.com
• Contact: 7630059755.
• Website: www.igtamsu.ac.in
• http://igtamsu.ac.in/physiotherapy.html

46. WEL COME TO ZIRO
NATURAL PARADISE