physical therapy research essay

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Theses, Dissertations and Projects - Physical Therapy

Theses/dissertations from 2024 2024.

The Association of Acute Stress and Single Leg Balance , Theodore W. Gehrig III

Theses/Dissertations from 2022 2022

High-Intensity Interval Training and Biological Age , Trevor Lohman

Theses/Dissertations from 2021 2021

The Impact of Intraneural Facilitation Therapy on Diabetic Peripheral Neuropathy , Kyan Zhra-Sahba Alnajafi

The Influence of Strength and Mobility on Lumbar Biomechanics During Lifting , Christopher S. Patterson

Theses/Dissertations from 2019 2019

Spine Kinematics and Muscle Activities in Non-specific Chronic Low Back Pain Subgroups in Sitting , Mansoor Ahmed Alameri

Relationship between Balance and Physical Activity in Subjects with Non-Specific Chronic Low Back Pain , Muhsen B. Alsufiany

Does self-evaluation and education in students change attitudes and beliefs towards Weight Stigma? , Henry A. Garcia

Effects of Head Motion on Balance in Middle-Aged and Young Adults with Chronic Motion Sensitivity , Ammar E. Hafiz

Effect of Pediatric Ear Infections on Postural Stability , Ohud A. Sabir

Biomechanics and Postural Control Characteristics in Low Back Pain Subgroups During Dynamic Task , Amjad Shallan

Theses/Dissertations from 2018 2018

Effect of Adding Stretching Techniques to Standardized Intervention on Nonspecific Mechanical Neck Pain , Saad S. Alfawaz

Theses/Dissertations from 2017 2017

Effects of Head Motion on Postural Stability in Participants with Chronic Motion Sensitivity , Abdulaziz A. Albalwi

Relationship between Vestibular System, Vision, Anxiety, and Chronic Motion Sensitivity , Ahmad A. Alharbi

The Effects of Frequent Smartphone Use on Children’s Upper Posture and Pulmonary Function , Asma Alonazi

The Effects of Wearing Headscarves on Cervical Spine Proprioception and Range of Motion , Samiah Alqabbani

A Comparison of Neuromuscular Control between Subjects with and without Chronic Ankle Instability , Hatem Jaber

Theses/Dissertations from 2016 2016

Effects of Adjustments to Wheelchair Seat to Back Support Angle on Head, Neck, and Shoulder Postures , Afnan M. Alkhateeb

Effect of Jet Lag on Postural Stability , Faisal M. Al Mubarak

Effect of Heavy Lifting with a Head Strap on the Pelvic Floor across the Menstrual Cycle , Yvonne Biswokarma

Theses/Dissertations from 2015 2015

Physical Therapy after Triangular Fibrocartilage Injuries and Ulnar Wrist Pain , Mohamed A. Abdelmegeed

The Effect of Cervical Muscle Fatigue on Postural Stability during Immersion Virtual Reality , Mazen M. Alqahtani

The Effects of a Novel Therapeutic Intervention in Diabetic Peripheral Neuropathy Patients , Adel M. Alshahrani

Cross-cultural Adaption and Psychometric Properties Testing of The Arabic Anterior Knee Pain Scale , Abdullah S. Alshehri

Effect of Tai Chi Exercise Combined with Mental Imagery in Improving Balance , Abdulrahman Alsubiheen

Effect of Vestibular Adaptation Exercises on Chronic Motion Sensitivity , Danah Alyahya

Muscle Dynamics as the Result of Whole Body Vibration and Plyometrics , Richard Jeremy Hubbard

Theses/Dissertations from 2014 2014

Effect of Monophasic Pulsed Current on the Treatment of Plantar Fasciitis , Abdullah Alotaibi

Screening for Torticollis and Plagiocephaly: The Role of the Pediatrician , Lisa Ann Change-Yee Hwang

Effect of 17β Estradiol & Foot Strike Patterns on Physiological & Biomechanical Changes in Runners , Iman Akef Khowailed

Theses/Dissertations from 2013 2013

Inter-rater Reliability of Lumbar Segmental Instability Tests and the Subclassification , Faisal Mohammad Alyazedi

Sleep-wake Cycle Assessment in Type 2 Diabetes and Salivary Melatonin Correlates , Paula Regina Aguiar Cavalcanti

Anterior Cruciate Ligament Elasticity and Force for Knee Flexion during the Menstrual Cycle in Women , Haneul Lee

Effect of Passive Vibration on Skin Blood Flow in Good Glycemic Control and Poor Glycemic Control Type 2 Diabetics , Kanikkai Steni Balan Sackiriyas

Theses/Dissertations from 2012 2012

Co-diagnosis Frequency of Peripheral Vestibular Disorders and Physical Therapy , Summer M. San Lucas

Postural Sway, EEG and EMG Analysis of Hip and Ankle Muscles during Eight Balance Training Tasks , Yuen Yi Florence Tse

Effect of a Single High-Fat Meal and Vitamins on the Circulatory Response to Local Heat in Koreans and Caucasians , JongEun Yim

Theses/Dissertations from 2011 2011

Virtual Reality Gaming as a Tool for Rehabilitation in Physical Therapy , Abel A. Rendon

Theses/Dissertations from 2010 2010

Aerobic Exercise and Bone Turnover in Trained and Untrained Premenopausal Women , Michelle Prowse

Theses/Dissertations from 2008 2008

Effect of 3-Electrode Electrical Stimulation on Current Delivery and Healing in Chronic Wounds , HyeJin Suh

Theses/Dissertations from 2007 2007

Is Electrical Stimulation a Predictive Tool for Autonomic Dysfunction in Males with Diabetes? , Susan Dorothy Rand

Theses/Dissertations from 2005 2005

The Effect of Posterior Versus Anterior Glide Joint Mobilization on External Rotation Range of Motion of Patients with Shoulder Adhesive Capsulitis , Andrea J. Johnson

The Effect of Electrical Stimulation on Blood Flow in Chronic Wounds in Patients with and without Diabetes , Daryl J. Lawson

Isokinetic Knee Strength in Females with Fibromyalgia , Flora F. Shafiee

Difference in Transverse Plane Scapular Position of Professional Baseball Players Relative to Baseball Field Position , James M. Syms

The Effect of Positioning on Pelvic Floor Muscle Activity as Evaluated with Surface Electromyography in Normals , Karen R. Whitter-Brandon

Theses/Dissertations from 2004 2004

Orthopedic Treatment Outcomes and Physical Therapists' Orthopedic Clinical Specialist Status , Karin Granberg

The Effectiveness of a Physical Therapy Intervention for Children with Hypotonia and Flatfeet , Charmayne G. Ross

Theses/Dissertations from 2003 2003

The Role of Health Promotion in Physical Therapy , Brenda L. Rea

Predicting Sacroiliac Syndrome: The Association Between Noninvasive Sacroiliac Joint Tests and Sacroiliac Joint Injections , Lorraine D. Webb

Theses/Dissertations from 2002 2002

Prevalence of various Upper Extremity Disorders in Patients with Carpal Tunnel Syndrome versus Patients without Carpal Tunnel Syndrome , Daniel C. Buda

Effect of Electrode Size, Shape, and Placement on Electrical Current and Subject Comfort During Electrical Stimulation , Bonnie J. Forrester

Patterns of Scholarly Productivity in Physical Therapy Faculty , Ardith L. Williams-Meyer

Theses/Dissertations from 2001 2001

The Effects of Education on Fear-Avoidance Behavior of Subjects with Work-Related Low Back Pain , Marie A. Anger

Toward the Optimal Waveform for Electrical Stimulation , Scott Douglas Bennie

Factors in Predicting the Number of Home Care Physical Visits , Bruce D. Bradley

A Practice Analysis Survey: Defining the Clinical Practice of Primary Care Physical Therapy , Edsen Bermudez Donato

Disability Self-Assessment and Upper Quarter Muscle Balance in Females , Eric Glenn Johnson

Theses/Dissertations from 2000 2000

Comparison of Elderly Non-Fallers and Fallers on Performance Measures of Functional Reach, Sensory Organizations, and Limits of Stability , Harvey W. Wallmann

Theses/Dissertations from 1999 1999

Patient participation in physical therapy goal-setting , Susan M. Baker

Theses/Dissertations from 1998 1998

Prediction of Discharge Destination from Initial Physical Therapy Assessment using the Physical Assessment Key (PAK) , Wendy L. Chung and Kimberly A. Vieten

Does the Oswestry or SF-36 Help a Therapist to Predict Treatment Classification , Amy Crawford and Denese D. Kaufeldt-Soliz

Reliability and Validity of Assessing Student Performance of Psychomotor Skills in Entry Level Physical Therapy Curricula , Nancy Sue Darr

Theses/Dissertations from 1997 1997

Reference Serum Chemistry and Hematological Values for Spinal Cord Injured Patients , Michael S. Laymon and Antone L. Davis II

Discharge Outcomes : An Evaluation of a Functional Index of Physical Assistance , Jan R. Snell

Theses/Dissertations from 1985 1985

A Comparison of Strength Improvement on Free Weights and the Universal Centurion , David J. Davies

Theses/Dissertations from 1984 1984

The effect of dextrose ingestion on cardiovascular endurance , Judith M. Axford

Theses/Dissertations from 1980 1980

The Ingestion of Garlic and its Effect on Cardiovascular Endurance , Thomas G. Blackwelder

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Physical Therapy Research

Physical Therapy Research (PTR) is an Open Access journal that aims to foster important advances in physical therapy. PTR publishes a comprehensive and dynamic array of peer-reviewed articles and materials that are of interest to our broad global audience of researchers, practitioners, continuing-education students, and those interested in the field. The article types include Original Articles, Case Studies, Brief Reports, Reviews, and more. PTR is free to access for all readers and free to publish for most authors * .

ISSN 2189-8448 Current Issue 2022 Vol.26 Issue 1 -->

* A submission fee and a publication fee must be paid for by those who hold a physical therapy license in Japan but do not belong to Japanese Physical Therapy Associaation (JPTA)

Current lssue (2024 vol.27 lssue 2)

• Journal home
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• Physical Therapy Research
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• Clinical Application of Skeletal Muscle Quantity and Quality Assessment Using Bioelectrical Impedance and Ultrasound Images Masashi TANIGUCHI
• Relationship Between the Frequency and Duration of Physical Therapy and Hospitalization-associated Disability Among Geriatric Patients with Heart Failure Yudai KOIWA, Shingo KOYAMA, Yuma TAKAHASHI, Kohei KAWAMURA, Yota KUNIEDA, Hiroyuki ASE, Tomomi MATSUBARA, Tadashi MIYAZAKI, Futoshi WADA, Tomokazu TAKAKURA
• Reliability and Construct Validity of the Japanese Version of the Posture and Postural Ability Scale in Individuals with Cerebral Palsy Yuki KIMURA, Yasuaki KUSUMOTO, Hiroto HAYASHI, Natsui KYUJI, Akiho NASU, Hirotaka GIMA

Clinical Application of Skeletal Muscle Quantity and Quality Assessment Using Bioelectrical Impedance and Ultrasound Images

Released on J-STAGE: August 20, 2024 | Volume 27 Issue 2 Pages 49-57

Masashi TANIGUCHI

Grading of Balance Function in Subacute Stroke Patients by Using the Berg Balance Scale Together with Latent Rank Theory

Released on J-STAGE: August 20, 2024 | Volume 27 Issue 2 Pages 76-83

Shuntaro TAMURA, Kazuhiro MIYATA, Sota KOBAYASHI, Ren TAKEDA, Hiroki IWAMOTO

Estimation of Vertical Ground Reaction Force during Single-leg Landing Using Two-dimensional Video Images and Pose Estimation Artificial Intelligence

Released on J-STAGE: April 20, 2024 | Volume 27 Issue 1 Pages 35-41

Tomoya ISHIDA, Takumi INO, Yoshiki YAMAKAWA, Naofumi WADA, Yuta KOSHINO, Mina SAMUKAWA, Satoshi KASAHARA, Harukazu TOHYAMA

Exercise for People with Parkinson’s Disease: Updates and Future Considerations

Released on J-STAGE: August 20, 2024 | Volume 27 Issue 2 Pages 67-75

Jennifer L. MCGINLEY, Yasuhide NAKAYAMA

Investigation of Skeletal Muscle Indices Affecting Anaerobic Thresholds after Acute Myocardial Infarction

Released on J-STAGE: August 20, 2024 | Volume 27 Issue 2 Pages 100-107

Yuya UTSUMI, Koji TAKASE, Naoya MURAKAMI, Tokiko NAKAGAWA, Takuya OBAYASHI, Riyo OGURA, Shinobu HOSOKAWA

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Journal of the Japanese Physical Therapy Association

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86 Physical Therapy Essay Topic Ideas & Examples

🏆 best physical therapy topic ideas & essay examples, ⭐ simple & easy physical therapy essay titles, 👍 good essay topics on physical therapy, ❓ physical therapy research questions.

• Legal and Ethical Responsibilities of Physical Therapists In the recent past, as a result of the increased autonomy of physical therapists in executing their duties, there has been an increase in the number of ethical and legal responsibilities of individuals in this […]
• The Relationship Between Physical Therapist and Physical Therapist Assistant Conversely, the training offered to the PTA’s enables them to provide care, support, and physical handling of clients under a management strategy developed by the PT.
• The Career of a Physical Therapist The cost of attaining a degree in Physical therapy at the University of Delaware is estimated to be about 9,486 dollars for the in-state tuition fee and 23,186 for the out-of-state.
• ACL Surgery Physical Therapy Plan Resistance training can be incorporated into the exercise program to help build strength and improve stability in the knee. Working with a physical therapist with knowledge of ACL rehabilitation is necessary to guarantee the program’s […]
• The Education of Physical Therapy Students In the era of COVID-19, many students were forced to study online, and this type of learner has become one of the most popular in the medical sphere.
• Aspects of Geriatric Physical Therapy The authors of the study evaluated secondary data and presented the interconnections of an essential chain of mechanisms reflection on training processes such as enzymes, neurotransmitters, and ion channels positively influencing the cardiovascular system, cardiorespiratory […]
• Job Opportunities for a Physical Therapist Assistant Since a range of health issues and disorders are addressed in the specified settings, the assistance of a qualified PTA is likely to be quite welcome in a rehabilitation center.
• Physical Therapy: Orthopedic Chairs Proposal Being aware of the fact that the received orthopedic chairs are out-of-date and out of service for necessary repair, I have to inform healthcare staff about the shortages of new products, and our administrator is […]
• Funds to Set Up Physical Therapy and Rehabilitative Medicine Department There is a current need to evaluate the provision of physical therapy in society today, taking into consideration the number of people who need therapy, and the people with actual access to the service.
• Arthritis: The Use of Physical and Occupational Therapy Incorporating credible evidence, the paper expounds on biological factors such as unusual bowel permeability, genetic and microorganism as the causes of arthritis The paper examines the use of physical and occupational therapy, as some of […]
• Paraplegia: Normative Model for Physical Therapy Education Adjustment to the way of life and the budget is likely to follow in order for the family to cope with the paraplegic condition.
• Analysis of the Physical Therapy Market For this reason, it is possible to admit the existence of a significant business potential related to the development of the MBE Ltd.
• Physical Education: Effect of Phototherapy Therefore, it is evident that the intensity of an exercise directly influences one’s heart rate, breathing rate, skin coloration, sweating, and recovery.
• Careers in the Health Professions: Physical Therapy The organization is the sole accreditation agency in the United States with regard to education in Physical Therapy. He is married with two children and is undergoing computer course in the hope of landing a […]
• Physical Therapy and Occupational Therapy in Parkinson’s Disease Hypotension is an “abnormal condition in which the blood pressure is not adequate for normal perfusion and oxygenation of the tissues”.
• Physical Therapy Activities The justification for conducting this particular research was premised on the fact that relatively few studies had attempted to evaluate and address the relationship between physical therapy treatments and outcomes by specifically investigating the individual […]
• Medicine Issues: Physical Therapy as a Profession The aim of this essay is to discuss the profession of physical therapist explaining the role of women in this field.”Physical therapy in the United States was originally an occupation composed almost entirely of women; […]
• The Career of a Physical Therapist Assistant The career of a physical therapist assistant is exciting, flexible, and highly rewarding, but students require necessary qualifications to join the profession.
• Physical Therapy: Overweight or Obese People With Osteoarthritis The abstract is a comprehensive summary of all the components of an article. Analyzed results are found in the results section of the article.
• Physical Therapy in Canada and Thai Research indicates that the advancement of technology in medical field has also provided the need for physiotherapy in the field of health.
• Dealing With Patient Resistance in Physical Therapy
• Physical Therapy in Gynecological Practice
• Good Physical Therapy as an Alternative to Drugs in Pain Management
• Transcutaneous Electrical Nerve Stimulation: Use in Physical Therapy
• Application of Physical Therapy in Urology
• Discrimination in the Private Physical Therapy Practices
• Exploring the Theory of Expert Practice in Physical Therapy
• Evidence-Informed Physical Therapy of the Musculoskeletal System
• Physical Therapy for Athletes
• Experimental Methods of Physical Therapy Effects on the Human Body
• Code of Ethics of the American Physical Therapy Association
• Treatment Methods Used in Physical Therapy
• Contraindications and Restrictions for Physical Therapy
• Robotic Rehabilitation for Physical Therapy
• The Possibility of Reducing the Dose of the Drug Through Physical Therapy
• Physical Therapy After Triangular Fibrocartilage Injuries and Ulnar Wrist Pain
• Pulsed Radio Frequency Energy as Physical Therapy
• The American Physical Therapy Association
• The Effectiveness of Physical Therapy
• Positive and Negative Side Effects of Physical Therapy
• Advantages of Modern Physical Therapy
• Physical Therapy and Acquired Brain Injury Patients
• Methods of Physical Therapy in the Treatment of Diseases of Various Systems and Organs
• Physical Therapy: The Pharmacological Aspect of Musculoskeletal Systems
• Physical Therapy in Gynecology for the Recovery and Treatment of the Body
• Physical Therapy for Pain Relief
• Contraindications to the Use of Physical Therapy Methods for Treatment
• Post-stroke Balance Rehabilitation of Multilevel Physical Therapy
• The Influence of Physical Therapy on the Human Body
• Viewing the Practice of Physical Therapy From a Professional’s Perspective
• Patient Satisfaction With Physical Therapy
• Accelerating the Achievement of Desired Treatment Results With Physical Therapy
• The Appointment of Physical Therapy for a Certain Range of Indications
• Physical Therapy for Neurological Conditions in Geriatric Populations
• Physical Therapy for Becoming a Licensed Physical Therapist
• Combination of Physical Therapy With Other Therapies
• Effective Methods of Treatment Using Technologies Close to Physical Therapy
• The Downsides and Benefits of an Effective Physical Therapy
• Physical Therapy for Children With Autism Spectrum Disorder
• What Does Physical Therapy Mean?
• What Is the Main Focus of Physical Therapy?
• What Are the Types of Physical Therapy?
• What Are Things Physical Therapist Do?
• What Usually Happens at Physical Therapy?
• Who Benefits From Physical Therapy?
• Why Do Patients Go to Physical Therapy?
• Why Do Doctors Recommend Physical Therapy?
• Does Physical Therapy Really Help?
• Can Physical Therapy Harm a Person’s Health?
• How Long Does Physical Therapy Last?
• Should a Person Immediately Go to Physical Therapy if There Is Pain?
• Is Physical Therapy Painful at First?
• Does a Person Need to Go to Physical Therapy Often?
• What Happens to a Person When They First Visit a Physiotherapist?
• How Does Medical Terminology Relate to Physical Therapy?
• How Physical Therapy Has a Positive Impact on Patient’s Disease, Deformity, or Injury?
• How Can Clinical Decision Making for a Physical Therapy Assistant Help?
• What Happens After Physical Therapy Is Done?
• What Clothing Should People Wear to Physical Therapy Appointments?
• What Can Not Be Done Before the Medical Examination?
• Should People Take Painkillers Before Physical Therapy?
• What Time of Day Is Best for Physical Therapy?
• Is a Physical Therapist Better Than a Chiropractor?
• How Does Physiotherapy Work?
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49 Physical Therapy Essay Topics

🏆 best essay topics on physical therapy, 🎓 most interesting physical therapy research titles, 💡 simple physical therapy essay ideas.

• Physical Therapist: Reasons to Choose the Profession
• Legal and Ethical Issues in Physical Therapy
• Context Specificity and Situativity Theory in Physical Therapy
• The Allied Health Segment: Dietetics and Physical Therapy Career
• Physical Therapy and Sprain/Strain
• Overview of Physical Therapist Profession
• Patient Education and Physical Therapy
• Postoperative Fall Education and Physical Therapy
• Orthopedic Manual Physical Therapy
• Post-Surgery Rehabilitation: The Role of Physical Therapy
• Unveiling the Benefits of Physical Therapy for Vertigo
• Physical Therapy Treatments for Poor Posture
• Sciatic Nerve Pain: Benefits of Physical Therapy
• Physical Therapy After a Car Accident: A Proven Approach to Recovery
• Importance of Physical Therapy After Hip Replacement
• Physical Therapy for Fibromyalgia: Effective Pain Relief
• The Vital Role of Specialized Running Physical Therapy
• Physical Therapy After Knee Surgery: A Road to Recovery
• Dry Needling: An Invasive Physical Therapy Technique
• Preventative Physical Therapy for Spine Health
• The Role of Physical Therapy in Sports Injury Recovery
• Physical Therapy and Mental Health: A Holistic Perspective
• Breaking the Stigma: Dispelling Myths About Physical Therapy
• Preparing for a Joint Replacement: The Crucial Role of Physical Therapy
• Unlocking the Long-Term Benefits of Physical Therapy
• Pelvic Floor Physical Therapy for Dysfunction and Pain
• The Connection Between Physical Therapy and Long-Term Recovery
• Physical Therapy as a Promising Treatment for Osteoarthritis
• Manual Therapy Techniques Used in Physical Therapy
• Understanding the Role of Physical Therapy in Pediatric Care
• Physical Therapy for Neck Pain: Benefits & Exercises
• The Importance of Physical Therapy for Post-Stroke Recovery
• Physical Therapy’s Role in Addressing Shoulder Pain
• Chronic Pain Management: The Benefits of Physical Therapy
• The Changing World of Sports Physical Therapy
• Sports Physical Therapy: Not Just for Competitive Athletes
• Physical Therapy Basics, Treatment Options, and Benefits
• Balance Training: Physical Therapy Techniques to Prevent Falls
• Empowering Women’s Health: The Role of Physical Therapy
• Differences Between Manual vs. Traditional Physical Therapy
• Physical Therapy for Seniors: Maintain Mobility and Independence
• Misconceptions About Seeing a Doctor of Physical Therapy
• Effective Physical Therapy Techniques Used in Skilled Nursing Rehab
• Physical Therapy’s Role in Managing Work-Related Injuries
• New Year, New Mobility: The Role of Physical Therapy in Recovery
• Unlocking the Potential of Rehabilitation With HEP Physical Therapy
• Physical Therapist Management of Total Knee Arthroplasty
• Different Types of Physical Therapy and Their Advantages
• Physical Therapy: An Underused Tool in the Migraine Toolbox

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StudyCorgi. (2024, September 1). 49 Physical Therapy Essay Topics. https://studycorgi.com/ideas/physical-therapy-essay-topics/

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StudyCorgi . "49 Physical Therapy Essay Topics." September 1, 2024. https://studycorgi.com/ideas/physical-therapy-essay-topics/.

StudyCorgi . 2024. "49 Physical Therapy Essay Topics." September 1, 2024. https://studycorgi.com/ideas/physical-therapy-essay-topics/.

These essay examples and topics on Physical Therapy were carefully selected by the StudyCorgi editorial team. They meet our highest standards in terms of grammar, punctuation, style, and fact accuracy. Please ensure you properly reference the materials if you’re using them to write your assignment.

This essay topic collection was updated on September 12, 2024 .

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• v.24(5); Sep-Oct 2020

Using research to guide practice: The Physiotherapy Evidence Database (PEDro)

Anne m. moseley.

a Institute for Musculoskeletal Health, Sydney School of Public Health, Faculty of Medicine and Health, University of Sydney, Australia

Mark R. Elkins

b Central Clinical School, Faculty of Medicine and Health, University of Sydney, Australia

Philip J. Van der Wees

c Radboud University Medical Center, Radboud Institute of Health Sciences, Department of Rehabilitation and IQ Healthcare, Nijmegen, Netherlands

Marina B. Pinheiro

• • PEDro is a free global resource to support evidence-based physical therapy
• • PEDro indexes trials, reviews, and guidelines of physical therapy interventions
• • PEDro web-site, newsletter, videos, and social media are available in Portuguese
• • Trials are pre-appraised with the PEDro scale (Portuguese version available)
• • Keep up to date in 15 areas of practice with PEDro’s ‘Evidence in your inbox’

The Physiotherapy Evidence Database (PEDro) is a free, preeminent, global resource to support evidence-based physical therapy. PEDro provides rapid access to randomized controlled trials, systematic reviews, and clinical practice guidelines evaluating physical therapy interventions.

This paper describes the PEDro scale, PEDro contents, who uses PEDro, searching, browsing the latest content, and developing skills in evidence-based physical therapy. Strategies specifically developed to break down barriers for Portuguese-speaking physical therapists are emphasized.

All trials indexed in PEDro are assessed for methodological quality using the 10-point PEDro scale. These ratings are used to rank search results. In August 2019 PEDro indexed 44,309 articles: 34,619 trials, 9004 reviews, and 686 guidelines. The number of trials is predicted to double by 2025. PEDro users come from 214 countries. Physical therapists in Brazil are the largest users (23% of all searches). Physical therapists are encouraged to use the PEDro advanced search page to find answers for their clinical questions. PEDro’s ‘Evidence in your inbox’ allows physical therapists to browse the latest content. To assist users develop skills in evidence-based physical therapy, PEDro includes tutorials and a series of ‘how to’ videos. PEDro web-site is fully available in Portuguese and English.

PEDro facilitates the use of high-quality clinical research by physical therapy clinicians, educators, students, and researchers. In 2019 PEDro celebrated its twentieth anniversary. Some enhancements to mark this milestone include launching a new database called DiTA (Diagnostic Test Accuracy) that focuses on the accuracy of diagnostic tests used by physical therapists.

Introduction

Evidence-based practice is the integration of clinical expertise, patient values, and the best research into the decision-making process for patient care. David Sackett—one of the founders of evidence-based practice—defined it as “the conscientious, explicit and judicious use of current best evidence in making decisions about the care of the individual patient. It means integrating individual clinical expertise with the best available external clinical evidence from systematic research”. 1 The goal of evidence-based practice is the integration of (1) clinical expertise, (2) scientific evidence, and (3) patient values in providing the best care for patients, reflecting the interests, values, needs, and choices of our patients. Definitions of evidence-based practice have been refined over the years and Herbert and colleagues provided further guidance for using these principles in evidence-based physical therapy, which is informed by relevant, high-quality clinical research. 2 The practice of evidence-based physical therapy involves integrating the research findings with patient values, circumstances and preferences, practice knowledge of the physical therapist, and the clinical context. 2

Although the concept of evidence-based physical therapy is well accepted, the implementation of new findings into daily practice is not an easy task and presents many challenges. 3 , 4 First, access to high-quality clinical research may be a barrier for clinicians, who may not know where to find the latest available research. Second, judging the quality of scientific findings is complex and requires critical appraisal of published research. Third, even where clear indications of treatment effects exist, implementing evidence-based physical therapy can be difficult, especially if the results of the research conflicts with current practice.

The Physiotherapy Evidence Database (PEDro) was launched in 1999 to help overcome these barriers. Subsequent developments mean that now the PEDro Partnership offers a range of services to support physical therapists seeking to implement evidence-based physical therapy. PEDro provides physical therapists and others with rapid access to abstracts, bibliographic details, and links to full text for research that uses the best methods to evaluate treatment efficacy (that is, articles reporting randomized controlled trials, systematic reviews, and evidence-based clinical practice guidelines that evaluate the effects of physical therapy intervention). All trials indexed on the database are pre-appraised using the PEDro scale, so that users can quickly find trials that are more likely to be valid and contain sufficient data to guide practice. Users can browse the latest research in 15 areas of practice using PEDro’s ‘Evidence in your inbox’ feature. The PEDro Partnership conducts lectures and workshops to equip users with the skills to critically appraise clinical research, and facilitates the implementation of effective healthcare by working with individuals and groups on implementation projects. The PEDro web-site is available in multiple languages – including Portuguese – to support physical therapists in implementing evidence-based physical therapy through their native language.

The aims of this paper are to describe: (a) the PEDro scale, (b) the contents of PEDro, (c) who uses PEDro, (d) how to search PEDro (simple and advanced search interfaces), (e) how to browse the latest content, and (f) how to develop skills in evidence-based physical therapy. When considering each aim, we emphasize strategies specifically developed to break down barriers for Portuguese-speaking physical therapists.

A. PEDro scale

To assist with the interpretation of results of research, all trials indexed in PEDro are assessed for methodological quality. Trials are ranked by quality criteria so users can have rapid access to the most valid trials. The PEDro scale is used to assess the methodological quality of trials (Appendix 1) and it is comprised of 11 items. The first item relates to external validity. The remaining 10 items are used to calculate the final score, which ranges from 0 to 10. The purpose of the PEDro score is to help users identify trials that have good internal validity (items 2–9) and that report enough data to make their results interpretable (items 10–11). The total PEDro score as well as the score for each item is available for every trial indexed in PEDro. This unique feature is crucial for facilitating the use of high-quality clinical research to inform clinical practice, helping users to overcome the barrier of lack of time and skills in critical appraisal. Systematic reviews and clinical practice guidelines are not rated.

Several studies have demonstrated the reliability and validity of the PEDro scale. 5 , 6 , 7 , 8 The PEDro scale has been translated and cross-culturally adapted into Brazilian Portuguese following best practice guidelines, so that clinicians who are not proficient in English can also use the scale (Appendix 2). The Portuguese version has acceptably high reliability, similar to the original English version. 9

B. PEDro content

PEDro indexes articles that report randomized controlled trials that investigate the effects of physical therapy interventions, and systematic reviews and evidence-based clinical practice guidelines that are based around such trials. All articles that are indexed in PEDro must be peer-reviewed and published as full-text manuscripts. PEDro indexes any articles that meet these criteria, with no restriction by language, journal of publication, or year of publication. For each indexed article, PEDro archives the bibliographic details, the abstract, and links to full-text versions of the article that are available elsewhere online. The specific criteria for trials, reviews, and guidelines to be included in PEDro can be found in Appendix 3.

The articles indexed in PEDro are identified via comprehensive search methods, including automated optimized searches conducted in bibliographic databases (Medline, Embase, CINAHL, PsycINFO, AMED, Cochrane Database of Systematic Reviews, Cochrane CENTRAL Register of Controlled Trials) as well as web-sites of clinical practice guidelines (e.g., https://www.nice.org.uk/guidance , https://www.sign.ac.uk/our-guidelines.html ). Citation tracking is also performed in systematic reviews included in the PEDro database. Therefore, users only need to access a single database to search for answers for questions about the effects of physical therapy interventions.

PEDro is the most comprehensive database of trials, reviews, and guidelines in physical therapy. We have conducted an analysis of the contents of PEDro and extracted data available up to August 2019. There was a total of 44,309 articles indexed in PEDro, including 34,619 randomized controlled trials (78%), 9004 systematic reviews (20%), and 686 clinical practice guidelines (2%). Fig. 1 shows the cumulative number of trials, reviews, and guidelines available each year.

Cumulative number of articles reporting randomized controlled trials, systematic reviews, and evidence-based clinical practice guidelines indexed in PEDro each year.

The oldest trial indexed in PEDro was published in 1929. Since then, there has been exponential growth of the number of trials in physical therapy, with 560 trials published in 1999 (the year PEDro was launched) and 2104 in 2018. We used an exponential growth curve to fit the data, resulting in a very good fit (number of trials = e 0.12 x years since 1929 ; r 2  = 0.97). The number of articles reporting trials is doubling about every 6 years. Based on this modelling we estimate that PEDro could contain 70,000 trials in 2025.

The first archived systematic review and clinical practice guideline were published in 1982 and 1987, respectively. The number of systematic reviews and clinical practice guidelines has increased rapidly, but at a slower rate than for trials. The number of eligible reviews that are published annually has increased from 68 in 1999 to 858 in 2018. The data are similar for practice guidelines, increasing from 3 in 2008 (when guidelines were first indexed in PEDro) to 46 in 2018. Like for trials, exponential growth curves fit these data well: number of reviews = e 0.25 x years since 1982 (r 2  = 0.85); number of guidelines = e 0.21 x years since 1987 (r 2  = 0.90). The number of articles reporting systematic reviews and clinical practice guidelines is doubling about every 3 years. Based on this modelling we estimate that PEDro could contain 36,000 reviews and 2800 guidelines in 2025.

Articles indexed in PEDro were published in 30 languages. The vast majority of articles were published in English (90%), followed by Chinese (5%) and German (1%). In August 2019, 219 articles in Portuguese (130 trials and 89 systematic reviews) were indexed in PEDro.

The articles indexed in PEDro cover all areas of clinical physical therapy practice and are categorised into 10 subdisciplines ( Fig. 2 ). Each article can be coded for up to three subdisciplines of physical therapy. Articles are coded as “other” when it is not possible to code it using the available subdisciplines. Since PEDro was launched, one subdiscipline (oncology) was added in 2002 in response to the growing body of research about physical therapy interventions for this clinical population. The largest proportion of articles indexed in PEDro are in the musculoskeletal subdiscipline, followed by cardiothoracics ( Fig. 2 ).

Number of articles reporting randomized controlled trials, systematic reviews, and evidence-based clinical practice guidelines according to the subdisciplines of physical therapy. Note: as each article can be classified for more than one subdiscipline, the total number of articles in this graph does not match the total number of articles in PEDro.

Each trial in the PEDro database is appraised for methodological quality by two independent raters using the PEDro scale. The percentage of trials indexed in PEDro fulfilling each item of the PEDro scale is shown in Fig. 3 A. Most trials employ random allocation (97%), report between-group comparisons (94%), and provide point estimates and measures of variability of data (91%). Trials infrequently report: blinding of therapists (1%) or subjects (6%); concealed allocation (26%); and, intention to treat analysis (27%). The mean PEDro score in August 2019 was 5.1 out of 10 (standard deviation, 1.5). Approximately one third of trials (37%) had a PEDro score equal to or greater than 6, and therefore are considered to be of moderate to high quality. Overall the quality of the trials in physical therapy has increased since 1929 ( Fig. 3 B).

A Percentage of articles reporting randomized controlled trials indexed in PEDro that satisfy each item of the PEDro scale. B. Total PEDro score (mean and standard deviation) of articles reporting randomized controlled trials indexed in PEDro since 1929, displayed in 5-year intervals (except for the first and last intervals, which are 20 and 6 years, respectively). The number of trials for each period is indicated at the top of each bar. Note: this graph is based on ratings for 33,787 trials with complete data. The remaining 832 trials indexed in PEDro are in-process, so have not been rated using the PEDro scale yet.

C. Description of PEDro users

Over the 12 months between 1 July 2018 and 30 June 2019 the PEDro database was widely used, with users from 214 countries ( Fig. 4 A). In the period investigated, 2,890,630 searches were performed, meaning that 5 new searches were initiated every minute. Brazil was the leading user of PEDro, accounting for nearly one quarter of the searches (675,533, 23%). The other countries with high usage were United States of America (9%), Spain (8%), Australia (7%), and France (5%).

PEDro searches across the world (A) and in Brazil (B) for the year between 1 July 2018 and 30 June 2019. Darker colour indicates greater number of PEDro searches.

PEDro was used across all states in Brazil, with the highest usage rates concentrated in the southeast area ( Fig. 4 B). The states that mostly commonly used PEDro were: São Paulo (29%), Minas Gerais (15%), and Bahia, Ceará, and Rio de Janeiro (all 6%). These five states together accounted for 62% of PEDro usage in Brazil.

D. How to search PEDro

Because PEDro only indexes trials, reviews, and guidelines related to physical therapy, it can be used to search efficiently for high-quality research to answer clinical questions about the effects of physical therapy interventions. Users can search PEDro with either of two interfaces. Simple searches can be conducted using one interface ( http://search.pedro.org.au/search ), which consists of one field where users can enter free text. The database then returns all articles for which all of the entered text is included in the article’s title or abstract. More advanced searches can be conducted using the other interface ( http://search.pedro.org.au/advanced-search ). Here, search criteria can be entered into any of 13 optional search fields. Six of the fields ( Therapy , Problem , Body Part , Subdiscipline , Topic , and Method ) have pull-down menus with options that correspond to the coding of articles in the database. The remaining fields allow free text to be entered: Title & Abstract , Title Only , Author/Association , Source , Published Since , New Records Added Since , and Score of at least . The interfaces are shown in Figs. 5 A and 5B. As a general guide, physical therapists should use the advanced search interface as this encourages greater precision when entering search terms to answer clinical questions. 10 , 11

The simple (panel A) and advanced (panel B) search interfaces for PEDro.

While both interfaces are intuitive, the searches entered by users have been analysed and some common errors were identified. 10 For example, Boolean operators and parentheses do not function within any individual search fields in the advanced or simple search interfaces. Also, bibliographic details of articles are entered into PEDro using only American Standard Code for Information Interchange (ASCII) characters. Therefore, users who are searching with a name such as “Gonçalves” in the Author/Association field or the term “esclerose múltipla” in the Title Only field would have to enter “Goncalves” or “esclerose multipla” to conduct a valid search. Therefore, automated alert messages were added to the interface to notify readers when they try to enter erroneous text in one of the free-text search fields. These alerts have led to a small reduction in the number of erroneous searches. 11

When a search is conducted, the results of the search are presented in a particular order: guidelines are shown first (sorted by year), followed by reviews (with reviews published in the Cochrane Database of Systematic Reviews appearing before reviews published in other journals, both sorted by year), and then trials (from highest quality to lowest quality). This appears to encourage users to click on more synthesized and higher-quality research within the search results. 12

Searching PEDro is free for anyone who has access to the internet. Almost all articles in PEDro show the abstract and about half of the articles in PEDro also have links to free full text online, so even users who do not have access to a library of journals will still find it fruitful.

E. How to browse the latest content (‘Evidence in your inbox’)

A service was added to PEDro in 2015 to assist users who would like to regularly browse the latest content. This service is called ‘Evidence in your inbox’. Users can sign up to receive free monthly updates via email that detail the most recent additions to PEDro in up to 15 areas of practice. This has been a very popular service, with over 13,600 subscribers in August 2019. Brazil has a high rate of uptake, accounting for 35% of subscribers. Engagement rates for all areas exceed the industry average for number of opens (up to 29% for ‘cerebral palsy’), and click-throughs (up to 8% for ‘musculoskeletal’). Clinicians, researchers, and educators value the service very highly, using the feeds for journal clubs, to inform practice, and to prepare lectures.

F. Developing skills in evidence-based physical therapy

Skills in evidence-based physical therapy include being able to ask a clinical question, find relevant clinical research, appraise the quality of the identified research, and integrate the findings into clinical decision making for individual patients. Many features have been implemented within and alongside the original database to assist users to develop these skills.

To facilitate the use of PEDro we have made the web-site and YouTube channel available in 13 languages. 13 Both the web-site and YouTube channel are available in Portuguese, English, Simplified Chinese, Traditional Chinese, French, German, Italian, Japanese, Korean, Spanish, and Tamil. The web-site is also available in Turkish and the YouTube channel in Dutch. Among these, the English-language sections of the web-site had the largest number of pageviews (83%) followed by Portuguese (11%). The most commonly viewed languages in the PEDro YouTube channel were English (59%) and Portuguese (20%). We also provide newsletters, blogs, and social media (Facebook and Twitter) in English and Portuguese language.

PEDro has developed tutorials, including videos, to support physical therapists in developing their searching and appraisal skills. We have published several “How to” videos on the PEDro web-site including: how to ask a clinical question, and how to perform a PEDro simple or advanced search. The videos can be accessed via the PEDro search help pages ( http://www.pedro.org.au/portuguese/search-help/ ) and the PEDro YouTube channel ( https://www.youtube.com/c/PhysiotherapyEvidenceDatabasePEDro ; see the Português playlist).

The PEDro scale has been developed for rating the validity of trials through critical appraisal. To facilitate the use of the PEDro scale, we have launched a training program for PEDro raters. It provides a definition and detailed description of each item on the scale, relevant references, answers to frequently asked questions, examples, and practice articles for each item of the PEDro scale. The PEDro scale training program is currently available in English and Portuguese. The training is online through a 3-month subscription for a small fee ( https://training.pedro.org.au/ ).

Future recommendations and plans

Using high-quality clinical research to inform practice is a professional imperative. This will require deliberate and sustained efforts from individual physical therapists and the organizations and businesses that support physical therapists to practice safely and effectively. Individual physical therapists need to engage in life-long learning to develop their skills in areas like evidence-based physical therapy (including posing questions for clinical uncertainty, searching to identify high-quality clinical research to answer these questions, reading research (including critical appraisal), and implementing changes to their practice). Organizations and businesses can strive to produce, report, and promote the best research to guide practice. There are several ways that this could occur. Educators could ensure that training programs are evidence-based and include strategies for changing practice as new knowledge is developed. Researchers, research funders, ethics committees, and journals could ensure that research to answer important questions is conducted rigorously and clearly communicated (it would be nice not to have to wait until about 2056 for all new physical therapy trials to achieve a total PEDro score of 8/10 14 ). Funders of physical therapy services could reward the implementation of evidence-based care. Peak physical therapy groups like the World Confederation for Physical Therapy and its member organizations could promote the best research to their members and support local and global initiatives like PEDro. 15

PEDro will continue to be developed to facilitate the use of high-quality clinical research by physical therapy clinicians, educators, students, and researchers. In October 2019 PEDro celebrated its twentieth anniversary. Some key enhancements to mark this important achievement include:

• 1 The PEDro web-site and training materials, already available in 13 languages, will be expanded to include Arabic and Ukrainian.
• 2 Ensuring that the content distribution platforms used for PEDro are accessible world-wide (including in countries like China).
• 3 Adding new subdiscipline codes (and associated ‘Evidence in your inbox’ feeds) in response to the evolution of physical therapy practice. Codes that are currently under consideration are for mental health and metabolic conditions (including diabetes and obesity).
• 4 Launching a new database called DiTA (Diagnostic Test Accuracy) that focuses on the accuracy of diagnostic tests used by physical therapists. 16

PEDro will continue to refine and initiate strategies like ‘Evidence in your inbox’ to promote the results of high-quality clinical research that are of high importance to the global physical therapy community. Because PEDro is produced on a not-for-profit basis with support from industry partners, these initiatives will be dependent on attracting sufficient funding.

Conflict of interest

The authors are all involved in the production of the Physiotherapy Evidence Database (PEDro). MRE and AMM sit on the Steering Committee for the PEDro Partnership. PVDW is on the Advisory Panel for the PEDro Partnership. MBP is a member of the PEDro Education and Training Subcommittee. There are no other conflicts of interest to declare.

Acknowledgement

PEDro is supported by the Australian Physiotherapy Association, Motor Accident Insurance Commission (Queensland, Australia), Cerebral Palsy Alliance Research Foundation (Australia), Chartered Society of Physiotherapy (United Kingdom), and 40 other member organizations of the World Confederation for Physical Therapy.

Appendix 1 PEDro scale. Detailed notes on using the PEDro scale can be found on the PEDro web-site ( https://www.pedro.org.au/english/downloads/pedro-scale )

Appendix 2 PEDro scale – Portuguese (Brazil) version. Detailed notes on using the PEDro scale Brazilian Portuguese version can be found on the PEDro web-site ( https://www.pedro.org.au/portuguese/downloads/pedro-scale )

Appendix 3 summary of the eligibility criteria for inclusion in pedro. detailed information on eligibility can be found on pedro web-site ( https://www.pedro.org.au/english/downloads/criteria ).

Randomized controlled trials

• 1 Involve comparison of at least two interventions;
• 2 At least one of the interventions is part of physical therapy practice;
• 3 Interventions are applied to human subjects who are representative of those to whom the intervention might be applied in the course of physical therapy;
• 4 Employ a random allocation or intended-to-be-random allocation of subjects to interventions; and
• 5 Published as a full paper in a peer-reviewed journal.

Systematic reviews

• 1 Contain a methods section which describes the search strategy and inclusion criteria;
• 2 Include at least one trial, review, or guideline (or explicitly search for but not find a trial, review, or guideline) that satisfies the criteria for inclusion in PEDro;
• 3 Published as a full paper in a peer-reviewed journal.

Clinical practice guidelines

• 1 Produced under the auspices of a health professional association or society, public or private organisation, health care organisation or plan, or government agency;
• 2 Publicly available;
• 3 Systematic literature search and review of existing scientific evidence published in peer-reviewed journals was performed during the guideline development OR the guidelines were based on a systematic review published in the four years preceding publication of the guideline;
• 4 Contains systematically developed statements that include recommendations, strategies, or information to guide decisions about appropriate health care;
• 5 At least one recommendation concerns at least one intervention that is currently part of physical therapy practice;
• 6 Physical therapy recommendations are based on at least one randomized controlled trial or systematic review related to physical therapy.

14 Steps to Achieve Career Success in Physical Therapy

Earn Your Bachelor's Degree

The journey to becoming a physical therapist starts with earning a bachelor's degree. Most aspiring physical therapists pursue undergraduate studies in health-related fields such as biology, exercise science, or kinesiology. These majors provide a solid foundation in human anatomy, physiology, and biomechanics, all of which are critical to understanding physical therapy. Completing your bachelor's degree is the first essential step toward qualifying for admission into a doctor of physical therapy degree program.

Research DPT Programs

Once you have your bachelor's degree, the next step is finding the right Doctor of Physical Therapy (DPT) program. Research various schools to understand their prerequisites, program structures, and specializations. Some DPT programs may focus on sports medicine, geriatrics, or pediatrics, so choose one that aligns with your interests. Consider factors like program duration, clinical training opportunities, and accreditation to ensure that you're selecting a program that will prepare you for success in your physical therapy career.

Gain Experience Through Volunteering

Many DPT programs require or highly recommend gaining volunteer or shadowing experience in a physical therapy setting. Volunteering in clinics, hospitals, or rehabilitation centers allows you to see the real-world applications of physical therapy. This experience not only strengthens your application but also gives you a better understanding of the daily responsibilities of a physical therapist. Exposure to different patient populations and treatment methods will help you determine which areas of physical therapy interest you the most.

Apply to a DPT Program

Once you've completed your bachelor's degree and gained relevant experience, it's time to apply to DPT programs. The application process can be competitive, so ensure your academic performance, volunteer work, and recommendation letters are strong. Most DPT programs also require applicants to take the GRE (Graduate Record Examination). Craft a compelling personal statement that highlights your passion for the field, your dedication to patient care, and how earning a DPT degree aligns with your career goals.

Complete Your DPT Education

The Doctor of Physical Therapy degree typically requires three years of study. During this time, you'll take courses in anatomy, physiology, neurology, and biomechanics. The curriculum includes both classroom instruction and hands-on clinical experience. Students participate in internships at healthcare facilities, gaining practical knowledge in diagnosing and treating patients. This combination of theory and practice helps build the skills necessary to excel in the field. DPT education culminates with a capstone project or final clinical rotation.

Pass the National Physical Therapy Exam (NPTE)

After earning your DPT degree, the next major step toward career success is passing the National Physical Therapy Exam (NPTE). This standardized test assesses your knowledge of the essential principles and practices of physical therapy. Most states require passing the NPTE to obtain a license to practice. Prepare by reviewing key topics from your DPT program, such as musculoskeletal, cardiovascular, and neuromuscular systems. Many graduates enroll in NPTE prep courses to ensure they're fully prepared for the exam.

Obtain State Licensure

Once you pass the NPTE, you must obtain state licensure to practice as a physical therapist. Each state has its specific requirements for licensure, but most require submission of your DPT degree, proof of NPTE passage, and completion of continuing education courses. Maintaining licensure involves periodic renewals and fulfilling continuing education requirements to stay current in the field. State licensure allows you to practice physical therapy legally and demonstrates your commitment to professional standards.

Pursue Specialized Certifications

To enhance your career and expand your expertise, consider pursuing specialized certifications in physical therapy. Certifications in areas like orthopedics, sports, neurology, or pediatrics allow you to work with specific patient populations or conditions. These certifications, offered by the American Board of Physical Therapy Specialties (ABPTS), require additional coursework and clinical experience. Specialization makes you more competitive in the job market and opens doors to advanced roles in the field, such as clinical specialist or consultant.

Build Experience in Various Settings

To achieve career success in physical therapy, gaining experience across different healthcare settings is essential. Physical therapists work in hospitals, outpatient clinics, rehabilitation centers, schools, and even patients' homes. Each environment offers unique challenges and learning opportunities. For example, working in a hospital setting may involve post-surgical rehabilitation, while outpatient clinics focus on sports injuries or chronic pain. Building diverse experience helps you develop a well-rounded skillset and discover your preferred work setting.

Stay Updated on Industry Trends

Physical therapy is an evolving field, with new research and technologies emerging regularly. To succeed in your career, it's essential to stay updated on industry trends, such as advancements in telehealth, new rehabilitation techniques, or changes in healthcare policy. Join professional organizations like the American Physical Therapy Association (APTA) to access resources, attend conferences, and network with peers. Staying current with trends ensures that you continue providing the best possible care for your patients.

Continue Education and Professional Development

Continuing education is a critical component of maintaining licensure and advancing your career. Physical therapists must complete continuing education courses to keep their knowledge and skills up to date. Many DPTs also pursue additional certifications or even doctoral-level education in research or education. Engaging in professional development, such as leadership training or attending workshops, can lead to new opportunities, including teaching, mentoring, or taking on management roles in healthcare organizations.

Consider Leadership or Academic Roles

As you gain experience in physical therapy, you may want to explore leadership or academic roles. Many physical therapists transition into administrative or management positions within healthcare organizations, overseeing clinical operations, staff, and patient care programs. Alternatively, you could pursue a career in academia, teaching future physical therapists in DPT programs or conducting research to advance the field. Leadership roles allow you to make a broader impact on patient care and contribute to the growth of the profession.

Develop Strong Interpersonal Skills

Successful physical therapists possess not only clinical expertise but also excellent interpersonal skills. Physical therapists work closely with patients, often over extended periods, helping them recover from injuries or manage chronic conditions. Building strong rapport with patients fosters trust and encourages adherence to treatment plans. Additionally, communication with other healthcare professionals, such as physicians, nurses, and occupational therapists, is essential for coordinating care. Developing empathy, patience, and effective communication skills is key to career success in physical therapy.

Build a Strong Professional Network

Networking is a valuable tool for career growth in physical therapy. Connecting with peers, mentors, and industry leaders can lead to new job opportunities, professional collaborations, and mentorship. Attend conferences, join physical therapy associations, and engage in online forums to build relationships with other professionals in your field. A strong professional network can provide support, share knowledge, and open doors to leadership or specialized roles that align with your career aspirations.

Achieving career success in physical therapy involves following a structured path, starting with earning your bachelor's degree and completing a doctor of physical therapy degree . By gaining diverse experience, pursuing specialized certifications, and continuing your education, you can grow in your role as a physical therapist. Staying current on industry trends, developing interpersonal skills, and networking within the profession are crucial to long-term success. Whether you choose to work in clinical practice, leadership, or academia, a career in physical therapy offers many fulfilling opportunities for growth and impact.

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Geography of Primorsky Krai

Primorsky Krai is located in the southern far east , in the south-eastern part of Russia . In the north it borders with Khabarovsk Krai , in the west with the Chinese Provinces of Jilin and Heilongjiang , in the south-west with North Korea ( Special City of Rason ) and at the south-east with the Sea of Japan . The total length of the borders is 3,000   km (1,864 miles) and the coastline is 1,500   km (932 miles). The total area is 165,900   km 2 (64,100 sq miles) which is 0.97% of the total area of Russia, which makes it 23rd largest federal subject of Russia. The total length of the krai is 900   km and the width is 280   km. [1] [ circular reference ]

Extreme points

Physical characteristics, external links.

Primorsky Krai has been federal subject of the Russian SFSR and then of Russian Federation since 1991. The krai also had the numerous islands; including Russky Island , Popov Island , Rikord Island , Putyatin Island and others. The major physiographic regions of the Primorsky Krai are Sikotin-Alin (southern-half) and East Manchuria .

Sikhote-Alin is a mountain range (maximum elevation: 500–1000 meters; relative elevations: 200–400 meters; absolute height: 1,855 meters). Mountain ranges with rounded peaks and gentle slopes, emphazing the wide development of dome structures here, extend as a whole subparallel with each other from south-west to the north-east till they entered in Khabarovsk Krai. They do not the snow line anywhere, but neat fields, sometimes of considerable size, are formed annually in snow inlet zones and persists until mid-summers. According to the main watershed, the Sikhote-Alin mountain region is divided into the Japanese Sea (eastern and southern) and Ussuri-Khanka (western) macroslopes, which differ from each other in the structure of the relief and natural and climatic factors. This is mainly caused by both the difference in geological and tectonic plan, and the predominant distribution on the eastern slope of circulation of wet humid air masses. The latter come from the Sea of Okhotsk and the Sea of Japan in the spring-early summer period, and in the autumn-winter period, on the contrary, relatively warm, but also humid air masses prevail.

In the northern part are Samarginskoe and Zevinskoe, and in the south Artyomovsk basalt plateaus. Within their limits, flat table -shaped watersheds are developed, where upland bogs are often formed in depressions. Large areas are covered with larch forests with peaty and peaty-gley overmoistened soils. The latter are formed on the areal and linear clay crusts of weathering. The marginal parts of the plateau are carved by narrow river valleys. Transverse ridges and river valleys, Subsequent large fault zones, the Japan Sea macro slope is divided into a series of independent natural-climatic complexes with sufficient contrast. Southern Sikhote-Alin is especially colorful due to its rugged coastline, rocky cliffs and gently sloping sandy beaches, the wealth of natural monuments, mild maritime climate, a neighborhood of an extensive transport network and high economic development with a natural, often not disturbed landscape. All this made southern Primorye a favorite place of recreation and tourism for residents of the entire Far East of Russia and other countries of the Asia-Pacific region .

The Ussuri-Khanka macro-slope is morphologically subdivided into Central and Western Sikhote-Alin. The mountain ranges of the Central Sikhote-Alin have mainly the direction of the CER, i.e. coinciding with the general direction of the folded structures and zones of ruptures. This part of the mountainous region is confined to the most elevated parts of the massive midland with absolute overtones up to 1850 m and elevations of 150–300 m. The rivers are steep, mountainous with rapids and shallows. The steepness of the slopes here is less than on the eastern macroslope, but the abundant-scree phenomena, erosion, landslides and solifluction are also quite intense. West Sikhote-Alin consists of separate ranges of the C-B stretch, separated by intermountain depressions and dissected by wide transverse river valleys of the Ussuri, Malinovka, B. Ussurka, Bikin and other rivers. The heights of the mountains rarely exceed 1000 m. relative elevations are 50–150 m, and the slopes are gentler, compared to Central Sikhote-Alin. At the foot of the ridges developed non-surface surfaces, composed of deluvial clays.

The East Manchurian Plateau enters the limits of the Primorsky Territory with its eastern component and is divided into three parts: Border and Khasan-Barabash mountain areas, as well as Borisov basalt plateau. The latter is largely similar to the Artyomovsky and other plateaus described above. But the border and Khasansky mountain areas - this is a typical lowland - hills. The border region is a system of low (absolute elevations - 600–800 m, relative -200-500 m) mountain ranges, which descend towards Lake Hassan, passing into a hilly-ravaged plain. At the same time, the orientation of the watersheds is often arcuate and radial relative to the center of the lake. Hassan; it emphasizes the form of the ring structure of the same name. In the Hasan-Barabash district, the absolute marks (900–1000 m) and relative elevations (300–600 m) are noticeably higher. The main mountain range "Black Mountains" arched to the Amur Bay. The valleys of most watercourses are open to the southern and southeastern moist sea winds, which leaves a peculiar imprint on climate, vegetation and soil. The river beds are overloaded with alluvium, the amount of which increases in the lower reaches due to the general stretching and subsidence of the Earth's crust along the edge of the continent, and due to the accumulation of catastrophic floods. As a result, a low-lying plain with a width of up to 10   km was formed on the coast. Over its flat marshy surface with many lakes and oxbows, remnant mountains up to 180 m high rise in places (Pigeon's Rock Mountain, etc.) rise in places by lakes and oxbows.

In the inner part of the West-Primorye Plain Region, the total area of which is 20% of the territory of the region, is Lake. Hanka Around it is the lowland of the same name - swampy lowland spaces (absolute elevations up to 200 m), separated by wide river valleys. In the northern and southern continuation of the Khanka lowland, the Nizhne-Bikinskaya and Razdolnenskaya plains are distinguished, formed by the valleys of large rivers: the Ussuri, Bikin, Alchan, and Razdol'naya.

The climatic conditions of the region are largely determined by its geographical location - at the junction of Eurasia and the Pacific Ocean. In winter, cold continental air masses prevail here, and in summer cool oceanic masses. At the same time, a “mitigating” effect, especially on coastal areas, has a monsoon climate: cool spring, rainy and foggy summer, sunny dry autumn and little snow with winds winter. In the central and northern regions of the region, the climate is more continental. The total annual precipitation is 600–900   mm, most of which falls in summer. The cold Primorye Current, which causes long-lasting fogs, runs along the coast from the north-east to the south-west.

• The northernmost point- Dagda River
• The southernmost point - The mouth of Tumanna River with border with Korean Peninsula (North Korea)
• Westernmost point- near the source of Novgorodvka River
• Easternmost point- Golden Cape

The distance between North and South points - 900   km

The distance between East and West points- 430   km

The highest peak of Primorsky Krai is Mount Anik with a height of 1,933 meters, located in the north-east of krai near the border with Khabarovsk Krai. The lowest point is Sea of Japan. The second highest peak is Cloudy Peak (1,855 meters) in the southeast of the Chuguyevsky District .

In the southwest, there is Lake Khanka , which is the largest lake of the krai, near the border with China. The longest river is Ussuri , the source of the river is located on the slopes of the Snezhnaya mountains. The most of the Ussuri flows between the border of China and Russia. The other largest rivers are Bolshaya Ussurka , Malinovka and Arsenyevka rivers .

The climate is temperate, monsoon . Winters are dry and cold with fair weather. Spring is long, cool, with frequent fluctuations in temperature. Summers are warm and humid, during the summer months there is a maximum amount of precipitation, in some areas up to 90% of annual precipitation. Autumn is usually warm, dry, with clear weather. In summer, southerly winds prevail from the Pacific Ocean, and in winter, northerly winds, bringing cold but clear weather from continental regions. The main feature is heavy precipitation and fog in summer. Summer is the time of typhoons, these tropical cyclones visit the region every year, sometimes causing great damage to the infrastructure of the region and agriculture . The average July temperature is +17 ... + 26   °C.The coldest summer in the region is on the East coast of Primorye because of the cold Primorsky Current, on the coast of the Tatar Strait . The hottest on the Khanka Plain. The absolute maximum of +41   °C is registered in the Border region . The average January temperature is from –8   °C to −18   °C on the coast, which, paired with humidity and winds, lowers it by 2 times, and in continental areas with a drier climate, the temperature sometimes reaches −38   °C, but wind weaker.

The warmest winter is in the south of the Khasansky district and on the East coast, the coldest is in the mountainous regions of the central and northern part of the region. The absolute minimum of −49   °C recorded in the Krasnoarmeysky district near the village of Glubinnoye is related to the temperature inversion in the intermountain basin. The coldest months are December, January and February. The warmest are June, July and August in the continental regions; July, August and September on the coast. Precipitations are 600–900   mm per year.

In the Primorsky Territory, four districts: Dalnegorsky , Kavalerovsky , Olginsky and Terneisky , as well as the urban-type settlement of east Krasnoarmeysky district, the village of Boguslavets, Vostretsovo, Dalniy Kut, Izmaylikh, Mill, Roshchino and Taiga in the district are equal to the districts of the Extreme North.

Below are several systems that describe the flora and vegetation of the Primorsky Territory in one form or another . Used: floristic zoning, vegetation classification, bioclimatic zoning and landscape classification together with physiographic zoning. The natural area is an alternative name for the landscape area. [2] [3] [4]

• Geography of Russia
• Russian Manchuria

Related Research Articles

Primorsky Krai , informally known as Primorye , is a federal subject of Russia, located in the Far East region of the country and is a part of the Far Eastern Federal District. The city of Vladivostok on the southern coast of the krai is its administrative center, and is one of the two largest cities in the Russian Far East together with Khabarovsk. The krai has the largest economy among the federal subjects in the Russian Far East, and a population of 1,845,165 as of the 2021 Census.

Arsenyev is a town in Primorsky Krai, Russia, located about 160 kilometers (99 mi) northeast of Vladivostok, the administrative center of the krai. As of the 2010 Census, its population was 56,750. It was known as Semyonovka until 1952.

The Ussuri or Wusuli is a river that runs through Khabarovsk and Primorsky Krais, Russia and the southeast region of Northeast China. It rises in the Sikhote-Alin mountain range, flowing north and forming part of the Sino-Russian border, until it joins the Amur as a tributary to it near Khabarovsk. It is approximately 897 km (557 mi) long. The Ussuri drains the Ussuri basin, which covers 193,000 km 2 (75,000 sq mi). Its waters come from rain (60%), snow (30–35%), and subterranean springs. The average discharge is 1,620 m 3 /s (57,000 cu ft/s), and the average elevation is 1,682 metres (5,518 ft).

The Sikhote-Alin is a mountain range in Primorsky and Khabarovsk Krais, Russia, extending about 900 kilometres (560 mi) to the northeast of the Russian Pacific seaport of Vladivostok. The highest summits are Tordoki Yani at 2,077 metres (6,814 ft) above sea level, Ko Mountain in Khabarovsk Krai and Anik Mountain in Primorsky Krai.

The Arsenyevka is a left tributary of the Ussuri in Anuchinsky and Yakovlevsky Districts of Primorsky Krai, Russia.

Tordoki Yani or Tardoki Yani is the highest peak of the Sikhote-Alin Mountains. It is located in the southeast of Khabarovsk Krai to the north of the border of Primorsky Krai. It is a table mountain and rises to an elevation of 2,090 m. The mountain is the source of the river Anyuy.

The temperate rainforests of the Russian Far East are within the Russian federal subjects Primorsky Krai and Khabarovsk Krai and contains the Sikhote-Alin mountain range. Found within the Russian Federation, this area is one of the most productive and diverse forests in the world and also contains one of the highest endangered species densities on Earth. While most temperate rainforests around the world have retained only a fraction of their historical range, these forests maintain the majority of their former range and almost all of their historical biodiversity. The region is also notable for having what has become the last remaining large tract of viable habitat for the critically endangered Amur tiger and Amur leopard.

Zov Tigra National Park , is a mountainous refuge for the endangered Amur Tiger. The park encompasses an area of 83,384 hectares on the southeast coast of Russia's Far East in the federal district Primorsky Krai. The park is about 100 km northeast of Vladivostok, on both the eastern and western slopes of the southern Sikhote-Alin mountain range, a range that runs north-south through the Primorsky Krai. The relatively warm waters of the Sea of Japan are to the east, the Korean peninsula to the south, and China to the West. The terrain in rugged and difficult to access, with heavily forested taiga coexisting with tropical species of animals and birds. The park is relatively isolated from human development, and functions as a conservation reserve. Tourists may visit the portions of the park marked for recreation, but entry to the protected zones is only possible in the company of park rangers.

Anyuysky National Park covers the basin of the Anyuy River, on the west slope of the Central Sikhote-Alin Mountain range in the Russian Far East. The Anyuy flows west into the Amur River, the main river of the region, as it flows northeast into the Sea of Okhotsk. The park is important because it creates an ecological corridor from the low floodplain of the Amur, to the high forested mountains of the Sikhote-Alin. The park is in the Nanaysky District in Khabarovsk Krai, about 50 miles downstream of the city of Khabarovsk. The area is remote, with few towns and sparse population. The area has historically depended on salmon fishing, logging, and hunting. The local indigenous people are the Nanai people, representing about a quarter of the nearby settlements.

Udegeyskaya Legenda National Park covers the richest coniferous-deciduous forest on the western slope of the Central Sikhote-Alin mountains of the Russian Far East. The Sikhote-Alin is a range that runs north-south through Primorsky Krai. The park is designed to protect west-slope river valley habitat, and to support the remnant of the indigenous Udege people. The area is known for abundant fishing and boating on the streams and rivers. It is also a refuge for the endangered Amur tiger. The park is roughly midway between the city of Vladivostok, and Khabarovsk. The relatively warm waters of the Sea of Japan are to the east, the Korean peninsula to the south, and China to the West.

Bikin National Park was created on November 3, 2015 to protect the largest remaining old-growth mixed forest in the Northern Hemisphere, as well as the territory of 10% of all Amur tigers in the wild. The park was also created for the purpose of protecting the forest culture of the 600 indigenous inhabitants of the Bikin River Basin living in the territory - Udeghes and Nanai people. Because of its size for pristine forest, and its characterization as a "temperate rain forest", it has an important status as a center for biodiversity of both plants and animals. The park sits in the administrative region of Pozharsky District, in Primorsky Krai in the Russian Far East on the west slope of the Sikhote-Alin mountains. The Bikin River Valley is also a World Heritage site.

Lazovski Nature Reserve is a Russian 'zapovednik' that sits on the southeastern slopes of the Sikhote-Alin mountain range, down to the coast of the Sea of Japan, in Primorsky Krai in the Russian Far East about 150 km due east of Vladivostok. The reserve is 95% forested, with the largest stand of yew trees in the Russian Far East, and has been the subject of scientific study since the 1800s for its rich communities of plants and animals found in the transition mountain to maritime zones in a temperate, rainy forest. Lazonvsky Reserve contains more species than any other reserve in the Russian Far East, and 60% of the species in the Priomorky region are found on the reserve. It is jointly managed with the Zov Tigra National Park, located about 50 km to the northwest. The reserve is situated entirely within the Lazovsky District of Primorsky Krai. The reserve was created in 1957, and covers an area of 120,989 ha (467.14 sq mi).

Bastak Nature Reserve is a Russian 'zapovednik' located in the Amur River basin in the Russian Far East. The reserve's territory covers the south-eastern spurs Bureya Range and the northern outskirts of the Sredneamurskaya lowlands. The reserve is situated in about 10 km north of the city of Birobidzhan in the Birobidzhansky District, and is the only national reserve in the Jewish Autonomous Oblast.

Bolon Nature Reserve is the oldest Russian 'zapovednik' in the Russian Far East. It is located on the Middle Amur River lowlands adjacent to the south-west of Lake Bolon. The reserve covers the wetlands of international importance. Large numbers of migratory waterfowl use the area for nesting and stopovers on long flights. The reserve is situated half way between the city of Khabarovsk and Komsomolsk-on-Amur, in the Amursky District of Khabarovsk Krai. The reserve was created in 1997, and covers an area of 100,000 ha (390 sq mi).

Botcha Nature Reserve is a Russian 'zapovednik'. It is the northernmost reserve inhabited by the endangered Amur Tiger. The reserve is located in the north-eastern part of the Sikhote-Alin mountain range; it includes the Botchi River basin on its eastern slopes. The reserve is about 120 km south of the port city of Sovetskaya Gavan in the Sovetsko-Gavansky District of Khabarovsk Krai. The reserve was created in 1994, and covers an area of 267,380 ha (1,032.4 sq mi).

Ussurisky Nature Reserve is a Russian 'zapovednik' that protects one of the remaining virgin mixed deciduous-conifer forests in the Primorsky (Maritime) region of the Russian Far East. The mountainous terrain is located on a southern spur of the Sikhote-Alin Mountains, in the upper reaches of the Komarovka River, about 50 km northeast of the city of Vladivostok. The reserve is named after Vladimir L. Komarov, an important early botanist and early explorer of the Primorsky region. The Ussursisky Reserve is situated in the Shkotovsky District of Primorsky Krai.

Khanka Nature Reserve is a Russian 'zapovednik' that covers portions of the shore and waters of Lake Khanka, the largest freshwater lake in the Russian Far East. It is an important area for nesting and migrating waterfowl and other birds. The reserve is divided into five distinct sectors on the southern and eastern shores of the lake. The reserve is situated in the Spassky District, in the southwest of Primorsky Krai. It was formally established in 1990, and covers an area of 437 km 2 (169 sq mi). It is part of a UNESCO Biosphere Reserve.

The Okhotsk-Manchurian taiga ecoregion is an area of coniferous forests in the Russian Far East, covering the Amur River delta, the west coast of the Okhotsk Sea, and the rugged extension of the northern Sikhote-Alin Mountains that run southwest-to-northeast through the Primorsky and Khabarovsk regions. It is the southernmost taiga forest in Eurasia. The ecoregion is distinguished from surrounding ecoregions by the slightly warmer climate due to the maritime influence and the shield of the mountains to the west, and by the mixing of flora and fauna species from Okhotsk-Kamchatka communities to the north and Manchurian species from the south. The forest at lower altitudes is "light taiga", and "dark taiga" at higher altitudes.

The Ussuri broadleaf and mixed forests ecoregion covers a mountainous areas above the lower Amur River and Ussuri River in Primorsky Krai and Khabarovsk Krai in the Russian Far East. The ecoregion is in the Palearctic realm, with a Humid Continental climate. It covers 187,357 km 2 (72,339 sq mi).

The Suiphun–Khanka meadows and forest meadows ecoregion is a relatively small ecoregion centered on Lake Khanka, a fresh water lake in the Russian Far East, with a portion in China. The terrain is unforested, flat, and marshy. The area is an important stopover spot for migratory birds, including many vulnerable species. It has an area of 33,929 square kilometres (13,100 sq mi), and is in the Flooded grasslands and savannas biome.

• ↑ Geographical positions of Primorsky Krai
• ↑ "Forests of Northeast Asia" .
• ↑ "Botanica Pacifica, 2008" (PDF) .
• Geography of Primorsky Krai Archived 2020-02-20 at the Wayback Machine
• Geography and tourism in Primorsky Krai

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Article Contents

Introduction, culturally responsive pedagogy defined, using power to create a more culturally responsive classroom, three dimensions of culturally responsive pedagogy in a dpt program, author contributions, disclosures.

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Culturally Responsive Pedagogy in Physical Therapy Education

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Kimberly Varnado, Shannon Richardson, Nipaporn Somyoo, Anne Mejia-Downs, Culturally Responsive Pedagogy in Physical Therapy Education, Physical Therapy , Volume 104, Issue 9, September 2024, pzae097, https://doi.org/10.1093/ptj/pzae097

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The push for holistic admissions practices in physical therapy education has evoked concerns that learners who are culturally and linguistically diverse might be less qualified than the predominant demographic traditionally admitted into programs. The implications are that culturally and linguistically diverse learners struggle academically and experience challenges passing the National Physical Therapy Examination. However, as the academic preparedness of learners is discussed, rarely does the conversation include the capabilities of faculty to teach these learners. As cohorts continue to include learners from a greater variety of backgrounds and identities, the largely homogenous professorate, with more than 80% identifying as White, might need training in culturally responsive pedagogy to best serve learners from all backgrounds and identities. Educators often use a “one-size-fits-all” approach in which learners are expected to use the same resources and pace for assignments, readings, and assessments, regardless of their learning strengths or academic preparation. That approach fails to empower educators to design curricula and instruction to position all learners to excel in the classroom. This Perspective explores strategies to support all learners through three dimensions of culturally responsive pedagogy: institutional, personal, and instructional. To truly transform society, we must first transform physical therapy education. Culturally responsive pedagogy advances and supports all student achievement by recognizing, fostering, and using their strengths in the learning environment.

The lack of representation of the general population in physical therapy education and practice has been unresolved for decades. 1 , 2 Issues reported by the Institute of Medicine 2 concerning racial and ethnic health disparities in health care are related to deficiencies in provider cultural responsiveness and health care workforce diversity. Members of the physical therapy community have examined contributing factors to limited population representation in the field. In 2016, the American Council of Academic Physical Therapy (ACAPT) Diversity Task Force 3 provided nine recommendations to diversify the profession to meet societal health care needs (see the Table ). The ACAPT Diversity Task Force recommended promoting holistic admissions, and since the report, more institutions have adopted these practices. Another desired outcome of holistic admissions processes is to create inclusive and supportive teaching and learning experiences that more homogenous environments may not offer. 4 The Doctor of Physical Therapy (DPT) Program at the College of Saint Mary prioritizes educating all learners within an environment that upholds principles of justice, equity, diversity, and inclusion. This approach aims to equip graduates to collaborate effectively with historically marginalized and medically underserved populations, understanding their cultural needs, beliefs, and unique circumstances to advance health equity.

Nine Recommendations From the 2016 ACAPT Diversity Task Force a , 3

ACAPT = American Council of Academic Physical Therapy; APTA = American Physical Therapy Association; DPT = Doctor of Physical Therapy; PTCAS = Physical Therapist Centralized Application Service.

As more programs adopt holistic admissions practices, some physical therapy faculty have expressed concerns regarding attrition and national licensure board pass rates among culturally and linguistically diverse learners. 5–7 Utzman et al 8 reported that learners older than age 26, from diverse racial or ethnic groups, with undergraduate grade point averages of 3.15 or lower, and having verbal GRE score of 400 or less and quantitative GRE score of 530 or less were associated with increased chances of experiencing academic difficulty. Some physical therapy faculty have identified the need to diversify their cohorts to increase diversity in the profession but have also expressed concerns about having limited resources to support learners with historically marginalized and minoritized identities who may require additional academic support. One way educational institutions can decrease shortages in health care providers, especially those from historically marginalized and minoritized groups, is by reducing student attrition rates. 9 Strategies used to reduce attrition rates among learners with historically marginalized and minoritized identities include prematriculation preparation courses, access to services (counseling, academic, and career), a greater number of full-time faculty with historically marginalized identities, early intervention systems, sensitivity training of non-minority faculty, flexible retention policies, competency-based testing, mentorship, and time management and study skills training. 10

While the literature often suggests strategies to prepare learners with historically marginalized and minoritized identities for success in academic settings, there is a notable gap in discussing the qualifications of faculty in teaching and learning. Transitioning from roles as physical therapists or physical therapist assistants to academic positions can pose significant challenges in teaching, especially if educators lack basic pedagogical training and awareness of culturally responsiveness. 11 , 12 It is essential to acknowledge that while individuals may be formally educated to provide physical therapy services, educating future providers requires a distinct skill set. 13 To optimize this skill set, faculty must foster an environment that embraces culturally responsive pedagogy. The same gaps that existed when faculty were learners are likely to persist when they begin teaching. This raises a critical question: can faculty effectively address the needs of historically marginalized and minoritized learners or those who have experienced educational disparities if they lack pedagogical training and cultural responsiveness?

In addition to deficiencies in pedagogical preparedness, according to Commission on Accreditation in Physical Therapy Education (CAPTE) 2023 aggregate data, 14 81% of full-time faculty identify as White. Thus, the combined effects of faculty being inadequately prepared and teaching on teams devoid of diversity may produce challenges for culturally and linguistically diverse learners. Naidoo et al 7 reported that learners with historically marginalized racial and ethnic identities encountered barriers to their success, and themes included language and discrimination. Students also reported racist remarks, racial microaggressions, and stereotyping in their educational environments. 7 In addition, professors typically organize curricula and teach with a “one-size-fits-all” approach, meaning every learner is expected to read the same material and complete the same assignments and assessments at the same pace regardless of their learning strengths or academic preparation. 1 Unfortunately, the “one-size-fits-all” approach favors students without substantial barriers to learning (ie, discrimination, inequitable grading practices, separate and unequal education system, attending insufficiently funded schools, learning differences, etc.). This approach fails to empower educators to design curricula and instruction to position all learners to excel in the classroom.

Educators can support student achievement by identifying and cultivating their strengths within the learning environment. This paper will define culturally responsive pedagogy and its benefits and discuss how one institution's DPT program designed its educational environment to support all learners using the three dimensions of culturally responsive pedagogy.

Geneva Gay 15 , (p1) stated, “You can’t teach what and who you don’t know.” One of the most prolific authors on the topic of culturally responsive pedagogy, Gay defines culturally responsive pedagogy as teaching “to and through students’ personal and cultural strengths, their intellectual capabilities, and their prior accomplishments.” 16 , (p26) She described “using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively.” 15 , (p106) Delgado-Gaitan et al 17 describe culture as a dynamic system of social values, cognitive codes, behavioral norms, worldviews, and beliefs that give order and meaning to a person’s experiences. Gay 15 states that everyone has a culture that strongly influences one’s thoughts, ideas, communication style, and behaviors, thus affecting how we teach and learn.

The most effective teaching occurs when it includes ecological factors such as prior experiences, community settings, cultural backgrounds, and ethnic identities of everyone in the learning environment. 15 The authors want to highlight that culturally responsive pedagogy is not a new concept in physical therapy education. The physical therapy professoriate has been responsive, but primarily to the cultural needs of the dominant Eurocentric group. Boykin 18 states there has always been an inescapable cultural fabric of schooling in the United States that is predominantly European and middle-class, deeply rooted in structures, ethos, programs, and etiquette that is considered the “right way” to do things. However, as the population demographics shift and learners from a greater range of identities and backgrounds enter physical therapy programs, faculty must have the ability to co-create learning environments that center the cultural knowledge, prior experiences, frames of reference, and performance styles of racial, ethnic, and linguistically diverse students to make learning more relevant and effective for them. 15 Gay 15 reports that culturally responsive teaching is the behavioral expression of knowledge, beliefs, and values that acknowledge the importance of racial and cultural diversity in learning. Thus, as it relates to holistic admissions, diversifying the education environment is the first step but not the end goal.

Teachers carry into the classroom their personal cultural background. They perceive students, all of who are cultural agents, with inevitable prejudice and preconception. Students likewise come to school with personal cultural backgrounds that influence their perceptions of teachers, other students, and the school itself. Together, students and teachers construct, mostly without being conscious of doing it, an environment of meanings enacted in individual and group behaviors, of conflict and accommodation, rejection and acceptance, alienation and withdrawal . 19 (pxii) .

Teel and Obidah 20 recommend that educators:

see cultural differences as assets;

create caring and inclusive learning communities where culturally different people and heritages are valued;

use cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum; development, classroom climates, instructional strategies, and relationship building with learners

challenge racial and cultural stereotypes, prejudice, racism, and other forms of oppression;

accept cultural responsiveness as essential to educational effectiveness for learners from all ethnic groups.

Fritzgerald 21 states that culturally responsive classrooms are flexible and empowering to students because the distribution of power traditionally held by teachers is shared with learners. In culturally responsive educational environments, learners are viewed with an asset based rather than a deficit-based perspective. When teachers embrace the idea that they, too, are learners in the classroom environment sharing and receiving knowledge, they can honor, welcome, and see students’ brilliance. 21

The dynamics of power play an important role in cultural responsiveness. In addition to their previous suggestions, Teel and Obidah 20 suggest mediating power imbalances in the classroom based on race, culture, ethnicity, economics, and class. To create an inclusive environment, Fritzgerald 21 proposed a code of honor to restore respect to learners in the classroom, which includes (1) acknowledging the existence of the power structure; (2) acknowledging purposeful actions of abolishing the limitations of the power structure; (3) reflect on the honor code by empowering members in the learning community daily in supports and structures; (4) invite members of the learning community into positions of authority, power, and decision-making; and (5) create opportunities for members of the learning community to make decisions that govern their best outcomes. Fritzgerald 21 states that enacting these five honor codes can shift the status quo, making learning environments places where students can exercise their power and eliminate learned helplessness.

Lisa Delpit, 22 in the Harvard Educational Review, proposed five aspects of power that both educators and students should be aware of: (1) issues of power are enacted in the classroom; (2) there are codes and rules for participating in power, referred to as the culture of power; (3) those in power create the rules of the culture of power; (4) those without power can access power if they are told the rules of that culture; and (5) those with power are less aware or least willing to acknowledge they have power and those with less power are most often aware of its existence.

Educators who share power demystify success for all students and elevate them to the status of learner and leader. 21 In learning communities where honor is present, the faculty communicates to students the following 21 :

Students are more important than the system they serve.

Students are more important than faculty’s personal preferences.

Students are more important than the way the curriculum is packaged.

Faculty are willing to learn about students to help them reach their goals.

Students are important, and faculty will honor students with instruction that holds them accountable and empowers them to take ownership of their learning.

Empowerment translates into academic competence and confidence. Students must believe they can succeed in learning and be willing to pursue success until they accomplish mastery. 15 Culturally responsive teachers appropriately scaffold the curriculum and learning experiences to support student efforts toward high-level academic achievement. Additionally, educators practicing culturally responsive pedagogy showcase the learners’ brilliance by recognizing and using their cultural strengths as teaching and learning resources. 15

The authors want to emphasize that culturally responsive teaching has value for all students because everyone in the learning community acquires more insightful and accurate knowledge about the cultures, lives, experiences, and achievements of humankind. 15 Culture and education are linked, and different ethnic groups have cultural differences; thus, it is normal and ethical to incorporate cultural diversity into the classroom to support all learners equitably. 15 Culturally responsive pedagogy facilitates all learners’ success and comprises three dimensions: institutional, personal, and instructional. 23

Richards et al 23 present culturally responsive pedagogy as encompassing institutional, personal, and instructional dimensions, each incorporating macro- and micro-level elements within the educational system. The institutional dimension involves the school’s physical infrastructure, policies, and engagement with the community. The personal dimension focuses on teachers’ attitudes and beliefs. The instructional dimension emphasizes teaching methods that acknowledge and integrate students’ cultural diversity into classroom practices. The following section offers examples of the College of Saint Mary Doctor of Physical Therapy Program application of these three dimensions.

Institutional Dimension

According to Little, 24 making institutions more culturally responsive includes looking at the school’s organizational structure, values, policies, and procedures that impact historically marginalized and minoritized learners and its approach to community involvement. Since its inception in 1923, the College of Saint Mary has been inspired by the Sisters of Mercy, 25 who strive to become an antiracist community committed to eliminating personal and institutional racism and dismantling oppressive structures, policies, and processes. In its mission statement, College of Saint Mary places cultural responsiveness front and center by highlighting the importance of dignity, inclusivity, service, compassion, and integrity. 25 The inclusion of programs and campus activities to support historically marginalized and minoritized learners, such as Pride events, scholarships for undocumented students, and housing for single mothers, display the values that support culturally responsive pedagogy.

At the program level, the policies and practices in the College of Saint Mary DPT program were designed to be culturally responsive. The DPT program mission is to offer a hybrid curriculum to prepare competent, compassionate, and professional physical therapists who demonstrate excellence in physical therapist practice for all people, particularly those with historically marginalized and minoritized identities, and those in medically underserved communities. 26 The Program Director and the university’s senior leadership team were interested in providing citizens in medically underserved areas access to physical therapy education. The distance learning model allows students to be educated where they live (many reside in physical therapy deserts), which could help improve access to physical therapist services.

After writing the program’s mission statement, the Program Director recruited clinical expert educators from a variety of backgrounds and identities to develop the curriculum. The program sought to create an environment to support the development of physical therapists who are culturally responsive to address societal health care needs. To accomplish this goal, the program developed inclusive recruitment and retention practices for faculty and students. The faculty recognized that the Graduate Record Examination (GRE) posed a needless barrier for various types of applicants, especially those from historically marginalized and minoritized backgrounds. Consequently, the GRE is not a requirement for admission into the program. To uphold the program’s mission, both students and faculty actively participate in group discussions and self-reflection activities throughout the curriculum. These activities aim to challenge personal and communal beliefs and biases.

Regarding community engagement, the College of Saint Mary Director of Diversity organized meetings and dinners on campus and invited local residents to engage with guest speakers to discuss various topics related to discrimination and inequalities experienced by marginalized groups. These meetings inspired the Program Director, the Director of Clinical Education, and the DPT program and Clinical Coordinator to meet with community leaders to identify residents around the campus who were interested in partnering with the university to co-create learning opportunities to support residents’ health journeys, connect residents to community resources, and prepare physical therapy students for professional practice.

Personal Dimension

The ability to self-reflect is integral to the personal dimension. 23 Faculty need to acknowledge and understand the different aspects of their identity and how that may impact their reactions and interactions with others. That is important for all aspects of identity, not just those elements tied to race, ethnicity, sexual orientation, and gender. Crenshaw 27 defined identity as “not simply a self-contained unit, it is a relationship between people and history, people and communities, people and institutions.” 1 (p.13)

The various elements of identity, particularly those more visually evident, profoundly impact how the world views someone. For better or worse, interactions with others lead to conditioning and a level of expectation on the part of the recipient. In turn, those experiences play a significant role in how one will interact with others and exist in the world; the feedback accrued from the world throughout life inevitably begins to shape one’s behavior.

Further complicating these dynamics is the concept of intersectionality. Kimberlé Crenshaw is a prominent scholar and legal theorist known for her groundbreaking work on the concept of intersectionality. She describes intersectionality as a framework for understanding how different aspects of identity, such as race, gender, class, and sexuality, intersect and interact to shape individuals’ experiences of oppression and privilege. 27 , 28 Crenshaw's work has been instrumental in highlighting the complexities of discrimination and advocating for a more nuanced approach to social justice issues.

Identity is a huge part of intersectionality; some identities provide more privilege than others, while some are associated with more discrimination or a relative “other” or lesser status. When various aspects of identity intersect, particularly those that are more oppressed, they create a distinctive experience that results from the combination of these identities. This intersection may compound or modify discrimination. For instance, a heterosexual Black woman encounters a unique form of discrimination stemming from both her marginalized gender and racial identities. In contrast, a heterosexual White woman experiences discrimination primarily based on her marginalized gender identity, while her racial identity affords her privilege, resulting in a significantly different and lesser degree of discrimination compared to a Black woman. Having multiple marginalized identities leads to a different experience than possessing a single marginalized or privileged identity.

Intersectionality is “a lens through which you can see where power comes and collides, where it interlocks and intersects. It is not simply that there is a race problem here, a gender problem here, and a class or LBGTQ problem there. Many times, that framework erases what happens to people who are subject to all these things.” 28 (p1). One must possess a level of understanding and appreciation of their intersectionality and the intersectional elements present in others relative to them.

Multiple strategies may help physical therapy educators reflect on and explore their identity. Educators should be encouraged to reflect on their attitudes, beliefs, and biases to help create greater self-awareness. They should also be encouraged to explore their personal history and experiences to understand their past better, which may provide clues and insight into what motivations govern their behaviors. This can create a greater understanding of one’s value system and how that can impact one’s relationships with learners. If an educator has negative feelings or beliefs towards any cultural, language, or ethnic group, it will affect relationships with learners. 23 Richards et al 23 emphasized that educators must explore their childhood experiences and familiar events that shape their understanding of themselves as racial or nonracial beings. Educators can interview their family members to gather information about their beliefs and experiences regarding different societal groups.

Educators can uncover their implicit biases by scrutinizing their interactions with students. They should reflect on their assumptions about the student or situation and consider how these assumptions may have influenced their understanding of the situation. 29 This process prompts honest and thoughtful self-reflection, revealing the different perspectives through which people may perceive the same experience. By acknowledging their biases, educators can help create a learning environment built on trust and acceptance, which opens up numerous opportunities for student success. 23

Additionally, educators can analyze their affiliations with various societal groups and spaces and consider why others may not have access to those same affiliations. Recognizing individual connections to multiple societal groups and understanding the advantages and disadvantages of belonging to each group can enhance understanding of the complexities of privilege, marginalization, and the intersectionality of different identities.

The Program Director and Director of Clinical Education investigated the perspective among physical therapy educators that culturally and linguistically diverse learners are less academically prepared compared to those from the dominant culture typically admitted into DPT programs. In their research on experts addressing the academic readiness of these learners, they encountered the work of Zaretta Hammond, an educator renowned for her expertise in instructional design, equity issues, literacy, and culturally responsive teaching. Hammond's work underscores the systemic inequities ingrained in the US education system, evident in laws, policies, and practices at federal and state levels that have historically favored White citizens while marginalizing culturally and linguistically diverse populations. 30 Through an exploration of various authors, educators, and researchers, the Program Director and Director of Clinical Education recognized the importance of understanding the historical foundations of the US education system. This understanding informs faculty preparation and the creation of an inclusive educational environment to support all learners.

The faculty read a text by the aforementioned Hammond, 30 who also specializes in culturally responsive teaching and neuroscience in education. Hammond's work aims to empower educators to foster inclusive learning environments that respect and support students’ diverse cultural backgrounds. She emphasizes understanding students’ cultural assets and implementing teaching strategies to promote equity and academic success for all.

The faculty’s engagement with Hammond's text catalyzed a collective effort to nurture a culture of vulnerability and personal development within the DPT program. Central to this endeavor was the establishment of weekly team meetings, overseen by faculty and staff, fostering reflective dialogues to scrutinize actions and perspectives. These sessions catalyzed introspection, prompting several faculty members to delve into scholarship and self-study to deepen their comprehension of how stereotypes, fear, and ignorance influence beliefs and behaviors, echoing Hammond emphasis on nurturing inclusive learning environments.

During those weekly gatherings, faculty engage in discussions that extend beyond the confines of the classroom, delving into broader social, political, and economic factors contributing to unequal educational outcomes. They recognize that in traditional physical therapy education, health statistics regarding marginalized groups are often presented devoid of context, perpetuating biases, stereotypes, and prejudices. This lack of contextual understanding not only misinforms future health care providers but also exacerbates existing health disparities. 31 , 32

In the early development of the College of Saint Mary DPT program, the Program Director and Director of Clinical Education engaged in crucial conversations about world and US history, their cultural upbringings, and similarities and differences between cultural groups. These conversations provided a platform for drafting language to support the learning community. Immersing themselves in literature and the insights of thought leaders who opposed oppression was integral in shaping the program’s culture and climate.

Through independent study and group discussions, faculty developed comfort integrating historical facts and experiences of marginalized groups into the curriculum. For example, in gross human anatomy, students learn the origins of anatomical resources and contemplate issues of justice and reparations for groups exploited, tortured, mutilated, and murdered for scientific knowledge (eg, the Holocaust, human experimentation on people of African descent). They also examine the ethics around the profit and knowledge gained from using such resources and the lack of justice for victims and their descendants.

Instructional Dimension

Culturally responsive educators employ instructional tools such as resources, teaching methods, and learning experiences that honor and utilize students’ culture, language, and personal identities in the classroom. 23 According to Hammond 30 and Gay, 15 culture plays a fundamental role in how individuals perceive and interpret the world, serving as the “software” for the brain’s “hardware.” Educators must tap into students’ cultural cognitive structures to deliver instruction that supports the development of higher-order thinking and problem-solving skills. 30

Specific strategies for culturally responsive instruction include faculty acknowledging both the differences and commonalities among students. Hammond emphasizes the importance of moving beyond superficial aspects of culture, such as food and observable patterns, to deeper levels, including worldviews, core beliefs, and spirituality. 30 Educators should recognize that culture and language may influence students’ behavior and attitudes in the learning environment. For instance, some cultural groups may express themselves more openly and question the power dynamics in the classroom. However, questioning may be perceived negatively by insecure or uninformed faculty members, potentially leading to reprimands for what may be perceived as unprofessional behavior.

The DPT faculty actively support learners by catering to their individual strengths and unique learning needs. They achieve this by incorporating diverse images, studies, and insights from physical therapy experts representing different cultural backgrounds into the development of learning materials. This diverse representation enriches the educational experience for all students, fostering a more inclusive learning community. Students in the DPT program collaborate with residents from various backgrounds to gain insight into their lived experiences, access resources, and cultivate a deeper understanding of different cultural groups. The faculty’s diverse identities and backgrounds further enhance culturally responsive instruction, with a significant portion identifying as members of marginalized communities. As a result, all learners benefit from the faculty’s broad range of perspectives and experiences.

Furthermore, the DPT faculty actively address power dynamics within the classroom, striving to create an environment where every student is treated with dignity and respect. They acknowledge their mistakes and actively work to improve, ensuring continual growth and development within the program.

Hammond 30 stresses the significance of leveraging the science of learning to support culturally and linguistically diverse students. The DPT faculty recognizes how the sociopolitical context impacts students and utilizes learning science to foster independent thinking and learning among students. Faculty members have access to ongoing education resources to gain teaching certifications in various areas, thereby enhancing their ability to support learners. They employ the Understanding by Design framework to structure the curriculum and draw on learning theories to shape learning experiences. According to Hammond, 30 culturally responsive educators can utilize information processing theory to aid the brain’s stages of data organization: input, elaboration, and application. Strategies such as capturing the brain’s attention, organizing information into manageable chunks, actively processing new information, and providing opportunities for application are recommended to facilitate learning progression. Students are frequently tasked with analyzing and synthesizing information from multiple perspectives.

In the second semester of this institution’s DPT curriculum, students are introduced to a modified clinical reasoning tool. This tool integrates patient concerns, elements of the International Classification of Functioning and Disability Model, and patient values and circumstances to determine appropriate support for their health journey. Students learn to apply this tool across the curriculum, including during clinical internships, to assess their thought processes, challenge their assessment and intervention decisions, and monitor patients’ progress. Adopting such a framework may assist learners in organizing and applying material more effectively in clinical practice.

The lack of representation from historically marginalized and minoritized groups and inadequate training in cultural responsiveness pose challenges for physical therapy educators in effectively meeting the needs of learners who have historically faced educational inequalities. While efforts are underway to address this issue, progress has been slow. Culturally responsive pedagogy, aligned with principles of justice, equity, diversity, and inclusion, holds promise in this regard. By recognizing and amplifying learners’ strengths, it fosters a supportive learning environment conducive to success for all students.

Addressing the lack of representation in physical therapist education and practice necessitates a comprehensive approach. This involves increasing the presence of educators and students from historically marginalized groups. However, mere diversification of the student body and faculty is insufficient; institutions must also provide appropriate support and services to these individuals while adopting culturally responsive pedagogy to create an inclusive and equitable learning environment.

By implementing these strategies, we can work towards greater representation, diversity, and excellence in the physical therapy profession, thereby contributing to the pursuit of health equity for all. To truly transform society, we must begin by transforming physical therapy education. This transformation requires the adoption of culturally responsive policies and practices that enable all learners, regardless of their backgrounds, to thrive. Culturally responsive pedagogy plays a crucial role in advancing and supporting student achievement by recognizing, nurturing, and leveraging their strengths within the learning environment.

Kimberly Elizabeth Varnado [Conceptualization-Lead, Visualization-Lead, Writing – original draft-Lead, Writing – review & editing-Lead], Shannon Richardson [Conceptualization-Supporting, Visualization-Supporting, Writing – original draft-Supporting, Writing – review & editing-Supporting], Nipaporn Somyoo [Conceptualization-Supporting, Visualization-Supporting, Writing – original draft- Supporting, Writing – review & editing-Supporting], Anne Mejia-Downs [Conceptualization-Supporting, Visualization-Supporting, Writing – original draft-Supporting, Writing – review & editing-Supporting].

There are no funders to report.

The authors completed the ICMJE Form for Disclosure of Potential Conflicts of Interest and reported no conflicts of interest.

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