Essential competencies in entry-level pediatric physical therapy education. Pediatr Phys Ther 2014;26(1):7-18
Date
12/21/2013Pubmed ID
24356312DOI
10.1097/PEP.0000000000000003Scopus ID
2-s2.0-84891803215 (requires institutional sign-in at Scopus site) 72 CitationsAbstract
BACKGROUND: The Section on Pediatrics (SoP) convened an Education Summit in July 2012 to examine, discuss, and respond to documented inconsistencies and challenges in teaching pediatric physical therapy (PT) content in entry-level professional education programs. Despite previous attempts by the SoP to provide guidance around teaching pediatric PT, variability continued to be extensive across programs.
KEY POINTS: This article presents the core competencies developed out of the Summit to inform pediatric content in the entry-level PT curriculum. In addition, the core competencies were linked to teaching strategies, learning activities, assessment outcomes, and curricular structures.
STATEMENT OF CONCLUSIONS: Consensus was reached on 5 core competencies that represent a knowledge base essential to all graduates of PT programs. In contrast to prior SoP documents, these competencies were specifically designed to focus on knowledge and skills unique to pediatric practice but essential for all graduates of accredited entry-level PT education programs.
VIDEO ABSTRACT: For more insights from the authors, see Supplemental Digital Content 1, at http://links.lww.com/PPT/A50.
Author List
Rapport MJ, Furze J, Martin K, Schreiber J, Dannemiller LA, Dibiasio PA, Moerchen VAAuthor
Victoria Moerchen BA,BS,MS,PhD Assistant Professor in the Human Movement Sciences department at University of Wisconsin - MilwaukeeMESH terms used to index this publication - Major topics in bold
ChildChild Development
Clinical Competence
Curriculum
Educational Measurement
Humans
Learning
Pediatrics
Physical Therapy Specialty
Professional-Family Relations
Teaching
United States
