Doctor of Physical Therapy Program, College of Saint Mary, Omaha, Nebraska, USA.
Phys Ther. 2024 Sep 4;104(9). doi: 10.1093/ptj/pzae097.
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.
推动物理治疗教育的整体招生实践引起了人们的担忧，即文化和语言多样化的学习者可能不如传统上被传统项目录取的主要人群有资格。这意味着文化和语言多样化的学习者在学术上有困难，并且在通过国家物理治疗考试方面面临挑战。然而，在讨论学习者的学术准备情况时，很少有人提及教师教授这些学习者的能力。随着越来越多的学习者来自不同的背景和身份，教授群体仍然以白人为主，占 80%以上，他们可能需要接受文化响应教学法的培训，以最好地为来自不同背景和身份的学习者服务。教育者通常采用“一刀切”的方法，即期望学习者在作业、阅读和评估中使用相同的资源和进度，而不管他们的学习优势或学术准备如何。这种方法未能使教育者能够设计课程和教学，以使所有学习者在课堂上都能取得优异成绩。本观点探讨了通过文化响应教学法的三个维度（制度、个人和教学）来支持所有学习者的策略。要真正改变社会，我们必须首先改变物理治疗教育。文化响应教学法通过在学习环境中认识、培养和利用学生的优势，促进和支持所有学生的成就。
