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:
Compendium for Teaching Professional Level Physical Therapy Content
The Academy of Neurologic Physical Therapy is pleased to announce the release of the updated "Compendium for Teaching Professional Level Physical Therapy Content, v. 2016." This compendium is an update of the previous compendium published in 2000 and edited by Margaret Schenkman, PT, PhD, and Kathleen Gill-Body, PT, MS, Board-Certified Clinical Specialist in Neurologic Physical Therapy.
The purpose of the Compendium is to provide examples of high quality teaching and learning strategies that have been developed and refined by the contributors. Some activities include detailed patient cases and/or grading rubrics, which can be difficult and time-consuming to write. These will be useful for novice faculty who are seeking innovative ways to deliver content. In addition, experienced educators will find new ideas and alternative teaching strategies. The compendium is online, and open access www.neuropt.org/education/compendium. Activities may be searched by elements of the patient management model, by pathology, or by type of teaching activity. Activities can be downloaded individually, and educators may freely adapt or adopt the learning activities while providing recognition to the Academy and the original authors.
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.
Imaging Education Manual for DPT Professional Degree Programs (2015) (.pdf)
The current status of diagnostic and procedural imaging in doctor of physical therapy education and practice is marked by variability and inconsistencies. As such, the Imaging Educational Manual for Doctor of Physical Therapy Professional Degree Programs (Imaging Education Manual) has been developed to provide a rich set of resource information that will assist faculty in on‐going curriculum assessment and development in this content area. Additional resources can be accessed online at www.orthopt.org. Faculty responsible for teaching imaging content will likely find the evidence review and curriculum resource information useful in course development and other aspects of instruction. Information in the manual will also be useful to faculty members who may be called upon to provide testimony or opinion when regulatory or legislative imaging issues arise in your state. In addition, academic coordinators of clinical education may wish to share materials in the manual with clinical instructors to facilitate further student development of relevant skills during clinical internships.
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.
The Entry-Level DPT Course Curriculum Guidelines is based on survey research conducted by a task force of the Section on Women's Health (SOWH). This survey was provided to all United States academic physical therapy programs and to all members of the SOWH in 2012. This document is an attempt to assist United States physical therapy programs with what women's health content should be included in professional (i.e., entry-level) programs of study for the physical therapist student. This document is a guideline only; it does not carry any regulatory weight and is not an official publication of CAPTE, nor the APTA. The Section is providing this guideline to assist programs in curricular planning and implementation in the area of women's health.
DPT Education Evidence-Based Practice Curriculum Guidelines (.pdf)
This consensus document provides guidance on curricular objectives for teaching evidence-based practice (EBP) in entry-level physical therapist education programs. The intent of the document is to lay a common groundwork for educators to produce clinicians with a common foundation of the language, processes and applications of EBP. The expected outcomes of student learning are to create clinicians who are efficient and critical consumers of published evidence, who understand how to balance evidence with patients’ preferences and their own clinical expertise, and who are lifelong learners that possess the knowledge, skill-set and tools required to keep current with the profession’s ever expanding body of knowledge.