• B J May.
• Phys Ther. 1983 Oct 1; 63 (10): 1627-33.

AbstractI surveyed by questionnaire a random sample of 585 physical therapists and the administrators of all accredited and developing entry-level educational programs on record with the American Physical Therapy Association in March 1981 to determine attitudes toward, involvement in, and preparation for teaching as a skill in physical therapy. Results were based on responses from 367 (63%) of the physical therapists who spent at least 50 percent of their workday in direct patient-care activities and 95 (93%) of the administrators of the educational programs. Although 99 percent of the physical therapists believed that teaching was an important skill in their practice, only 34 percent had received instruction in teaching as part of their basic preparation. Ninety-eight percent were involved in teaching patients, but only 30 percent taught students in the clinic. Educational skills considered important by the clinicians included the ability to adapt teaching to individual needs, to teach by demonstration, to give and receive feedback, and to assess learner expectations. Sixty-five percent of the administrators responding to the questionnaire reported that training in educational theories and methodologies was required either as a separate course or as part of one or more other courses in the curriculum. Educational skills most frequently taught were writing learning objectives, planning the learning experience, understanding the role of the physical therapist as an educator, and teaching by lecture. Physical therapists consider teaching an important skill in physical therapy practice, but not all physical therapy programs include preparation in this area. Agreement on which skills are important is limited.

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