Education research in physical therapy: Visions of the possible

Gail Jensen, Terrence Nordstrom, Richard L. Segal, Christine McCallum, Cecilia Graham, Bruce Greenfield

Research output: Contribution to journalArticle

13 Scopus citations

Abstract

Education research has been labeled the “hardest science” of all, given the challenges of teaching and learning in an environment encompassing a mixture of social interactions, events, and problems coupled with a persistent belief that education depends more on common sense than on disciplined knowledge and skill. The American Educational Research Association specifies that education research—as a scientific field of study—examines teaching and learning processes that shape educational outcomes across settings and that a learning process takes place throughout a person’s life. The complexity of learning and learning environments requires not only a diverse array of research methods but also a community of education researchers committed to exploring critical questions in the education of physical therapists. Although basic science research and clinical research in physical therapy have continued to expand through growth in the numbers of funded physical therapist researchers, the profession still lacks a robust and vibrant community of education researchers. In this perspective article, the American Council of Academic Physical Therapy Task Force on Education Research proposes a compelling rationale for building a much-needed foundation for education research in physical therapy, including a set of recommendations for immediate action.

Original languageEnglish (US)
Pages (from-to)1874-1884
Number of pages11
JournalPhysical Therapy
Volume96
Issue number12
DOIs
StatePublished - Dec 1 2016

All Science Journal Classification (ASJC) codes

  • Physical Therapy, Sports Therapy and Rehabilitation

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    Jensen, G., Nordstrom, T., Segal, R. L., McCallum, C., Graham, C., & Greenfield, B. (2016). Education research in physical therapy: Visions of the possible. Physical Therapy, 96(12), 1874-1884. https://doi.org/10.2522/ptj.20160159