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Physical Therapist Curricula for the 1990s: Educating the Reflective Practitioner

K Shepard, PhD, PT, FAPTA, is Associate Professor and Assistant Dean of Graduate Studies, College of Allied Health Professions, Department of Physical Therapy, Temple University, 3307 N Broad St, Philadelphia, PA 19140 (USA).
G Jensen, PhD, PT, is Assistant Professor, Division of Physical Therapy, School of Health Related Professions, The University of Alabama at Birmingham, UAB Station, Birmingham, AL 35294.

This article discusses why many current physical therapy entry-level programs may not be designed to educate the type of physical therapy practitioner needed for the 1990s. We suggest a framework for analyzing curriculum content to determine how the curriculum is influencing student outcomes. This framework includes three reference points of analysis, as suggested by Eisner's model of implicit, explicit, and null curricula. We also describe a new kind of physical therapy practitioner, the "reflective practitioner" (Schon's model), and suggest how various curricular components can support the development of this type of practitioner.

Key Words: Curriculum • Education: physical therapist, teaching methods • Physical therapy profession, professional issues • Professional practice

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Commentary

Helen J Hislop
Physical Therapy 1990 70: 573. [Abstract] [PDF]

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