These resources from APTA sections are provided to facilitate academic program curriculum development, review, and enhancement.
Resources for PT and PTA Educators
Journal of Physical Therapy Education
Resources for PT Educators
Clinical Electrophysiology and Wound Management
Entry-level Educational Curriculum Content Guidelines for Electrophysiological Examination and Evaluation (.pdf)
The purpose of these guidelines is to identify the student-oriented educational objectives that are recommended in the areas of electrophysiological examination and evaluation for the preparation of students in professional physical therapist educational programs.
Guide for Integumentary/Wound Management Content in Professional Physical Therapist Education (.pdf)
This curricular resource document, approved by APTA in 2008, provides guidance to academic faculty responsible for developing and teaching integumentary curricular content in professional physical therapist programs. Primary content and behavioral objectives are identified along with examples of instructional learning objectives for the classroom. Additionally, examples of instructional learning objectives for the clinic may serve as a helpful reference for clinical faculty in planning hands-on integumentary learning experiences for students, regardless of practice setting.
Educational Resources for Faculty
In an effort to further facilitate the inclusion of aging/geriatrics-related content in physical therapist education program curricula, the Section on Geriatrics of the APTA is making resources available to faculty members, regardless of their APTA or SOG membership status. The following resources are included:
2011 Neurologic Entry-level Curriculum Guidelines (.pdf)
The Neurology Section is pleased to offer the 2011 Neurologic Entry-Level Curriculum Guidelines as a tool to assist faculty with curriculum development in the area of neurology. These guidelines were developed in alignment with the Normative Model of Physical Therapist Education and the Guide to Physical Therapist Practice, using a consensus-based process that included multiple opportunities for section member feedback. The Guidelines include expectations for neurologic knowledge and skills for the new graduate upon entry into clinical practice, as well as related terminal behavioral objectives and sample learning objectives for the classroom and clinical practice. For additional materials related to Neurologic physical therapy, please visit the Neurology Section Web site at www.neuropt.org.
Educational Resources for Faculty
The Foot and Ankle Special Interest Group (FASIG), with direct support from the Orthopaedic Section, is pleased to provide the following curricular guidelines to aid faculty in the development of Foot and Ankle related content in entry-level DPT programs. We welcome any feedback on these guidelines with the expectation that the current 2015 version will be updated in the future. These are consensus based curricular guidelines that do not presume any regulatory weight and are meant as a resource to fellow orthopaedic educators.
Compendium for Entry-level Content (CD-ROM)
A fully searchable CD-ROM-based resource for individuals who engage in professional-level physical therapy education; includes a wealth of resources, learning activities, special projects, and clinical education and curricular models for the delivery of pediatric content.
Entry-Level Educational Curriculum Content Guidelines for Women's Health Examination and Evaluation (.pdf)
The Section on Women's Health (SoWH) is providing this guideline to US physical therapist professional programs to assist in curricular planning and implementation by providing content in women's health for inclusion in the curriculum. The document parallels the format of the APTA's Normative Model for Physical Therapist Professional Education: Version 2004 so that academic programs can use the two tools side by side. This document is a guideline only; it does not carry any regulatory weight and is not an official publication of the Commission on Accreditation in Physical Therapy Education (CAPTE), nor the APTA.