Samuel Merritt University, Department of Physical Therapy, Oakland, California, USA.
Creighton University, Department of Physical Therapy, School of Pharmacy and Health Professions, Omaha, Nebraska, USA.
Phys Ther. 2022 Jul 4;102(7). doi: 10.1093/ptj/pzac055.
This Perspective issues a challenge to physical therapists to reorient physical therapist education in ways that directly address the crises of COVID-19 and systemic racism. We advocate that professional education obligates us to embrace the role of trusteeship that demands working to meet society's needs by producing graduates who accept their social and moral responsibilities as agents and advocates who act to improve health and health care. To achieve this, we must adopt a curriculum philosophy of social reconstruction and think more deeply about the why and how of learning. Currently, health professions education places strong emphasis on habits of head (cognitive knowledge) and hand (clinical skills) and less focus on habits of heart (professional formation). We believe that habits of heart are the essential foundations of the humanistic practice needed to address health inequities, find the moral courage to change the status quo, and address imbalances of power, privilege, and access. A social reconstruction orientation in physical therapist education not only places habits of heart at the center of curricula, but it also requires intentional planning to create pathways into the profession for individuals from underrepresented groups. Adopting social reconstructionism begins with a faculty paradigm shift emphasizing the learning sciences, facilitating learning, metacognition, and development of a lifelong master adaptive learner. Achieving this vision depends not only on our ability to meet the physical therapy needs of persons with COVID-19 and its sequalae but also on our collective courage to address injustice and systemic racism. It is imperative that the physical therapy community find the moral courage to act quickly and boldly to transform DPT education in ways that enable graduates to address the social determinants of health and their systemic and structural causes that result in health disparities. To succeed in this transformation, we are inspired and strengthened by the example set by Geneva R. Johnson, who has never wavered in recognizing the power of physical therapy to meet the needs of society.
这篇观点文章向物理治疗师提出挑战，要求他们重新调整物理治疗师教育的方向，以直接应对 COVID-19 和系统性种族主义的危机。我们主张，专业教育要求我们承担受托人的角色，通过培养毕业生来满足社会的需求，这些毕业生作为代理人和倡导者接受他们的社会责任和道德责任，努力改善健康和医疗保健。要做到这一点，我们必须采用社会重建的课程理念，并更深入地思考学习的原因和方式。目前，健康专业教育非常强调头脑的习惯（认知知识）和手的习惯（临床技能），而较少关注心灵的习惯（专业形成）。我们相信，心灵的习惯是解决健康不平等、找到改变现状的道德勇气以及解决权力、特权和机会失衡所需的人文实践的重要基础。物理治疗师教育中的社会重建取向不仅将心灵的习惯置于课程的中心，而且还需要有计划地为代表性不足的群体创造进入该专业的途径。采用社会重建主义始于强调学习科学、促进学习、元认知和发展终身适应型学习者的教师范式转变。实现这一愿景不仅取决于我们满足患有 COVID-19 及其后遗症的患者的物理治疗需求的能力，还取决于我们集体解决不公正和系统性种族主义的勇气。物理治疗界必须鼓起勇气，迅速果断地采取行动，大胆地改变 DPT 教育，使毕业生能够解决健康的社会决定因素及其导致健康差异的系统性和结构性原因。为了在这一转变中取得成功，我们受到 Geneva R. Johnson 的榜样的鼓舞和激励，她从未动摇过对物理治疗满足社会需求的力量的认识。
