Education - World Confederation for Physical Therapy

Education
Physical therapy education is a continuum of learning beginning with admission to an
accredited physical therapy school and ending with retirement from active practice.
The World Confederation for Physical Therapy (WCPT) recognises that there is considerable
diversity in the social, economic and political environments in which physical therapy education
is conducted throughout the world.
WCPT will assist national physical therapy associations with the development of appropriate
educational standards and with the development of accreditation processes.
1. The goal of physical therapy education is the continuing development of physical
therapists who are entitled (as long as it is consistent with their education) to practise
the profession without limitation within the scope of practice defined in individual
countries.
2. WCPT recommends that education for entry-level physical therapists should be based
on university or university-level studies of a minimum of four years, independently
validated and accredited as being at a standard that affords graduates full statutory and
professional recognition. WCPT acknowledges that there is variation in programme
delivery and in entry-level qualifications, including Bachelors/Baccalaureate/Licensed
or equivalent, Masters and Doctorate entry qualifications. It is expected that any
programme, irrespective of its length and mode of delivery, should deliver a curriculum
that will enable physical therapists to attain the knowledge, skills and attributes
described in the guidelines for physical therapist professional entry-level education.
3. The curricula for physical therapy education should be relevant to the health and social
needs of the particular nation.
4. The term “accredited” is used in relation to physical therapy education to describe a
programme which is regularly evaluated according to established educational
standards.

5. The first professional qualification should be completion of a curriculum that qualifies
the physical therapist for practice as an independent autonomous professional.
6. An integral component of the curriculum for the first professional qualification is direct
clinical experience under the supervision of appropriately qualified physical therapists
or other relevant health professionals. As skills and experience increase, this clinical
education will involve access to gradually increasing levels of responsibility.
7. The curriculum should equip physical therapists to practise in a variety of health care
settings including, but not limited to, institutional, industrial, occupational and primary
health care that encompass urban and rural communities. Consideration should also
be given to preparing physical therapists to practise in environments that reflect the
health care/service delivery models that operate in different countries.
8. The curriculum and continuing professional development (CPD) opportunities should
prepare physical therapists with a knowledge of educational approaches which will help
them supervise, educate and transfer skills to others.
9. Physical therapists should be equipped for evidence-based practice.
10. Research methodology should be included in entry-level programmes.
11. Professional physical therapy entry-level education should be conducted by physical
therapists and other appropriately qualified educators. The educators should be able to
transfer knowledge and skills about physical therapist examinations/assessment/
evaluations, and interventions/treatment and their outcomes, including the critical
analysis of theories and methods of physical therapy.
12. Educators should have appropriate qualifications and/or experience in teaching and
learning. They should also have an awareness and understanding of the culture in
which they are teaching.
13. Educators should include a variety of approaches to student assessment (eg, formative
and summative).
14. Individuals with appropriate education and/or credentials should teach basic and
foundational sciences (e.g., anatomy, histology, physiology, imaging, pharmacology),
behavioural and social sciences (e.g., psychology, ethics, sociology), movement
sciences (e.g., kinesiology, biomechanics, exercise science) and research
methodology.
15. The goals, content, format and evaluation of the education programmes provided for
physical therapists are the responsibility of the faculty but should involve the active
participation of the national physical therapy association.
16. Life-long learning and professional development is the hallmark of a competent
physical therapist. It should be recognised that learning and development may take
place in a variety of ways and is not limited to attendance at formal courses.
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17. Physical therapists should be encouraged to undertake post-graduate education in
physical therapy or related fields which will advance their professional development.
Date adopted:
Originally adopted at the 13 th General Meeting of WCPT June 1995 and revised at the
15 th General Meeting of WCPT June 2003. Revised 2007 to incorporate the Position
Statement: Education for entry-Level physical therapists (1995) and adopted at the 16 th
General Meeting of WCPT, June 2007.
Date for review: 2011
Related WCPT
Policies:
WCPT Guidelines for physical therapist entry-level education
Position Statement: Description of Physical Therapy
Copyright © World Confederation for Physical Therapy 2007
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