No More Excuses: Strategies for Inclusive Pediatric Physical Therapy Education.
| Autor: | Rundell SM; Department of Rehabilitation Medicine (Dr Rundell), University of Washington, Seattle, Washington State; Department of Health, Human Function, and Rehabilitation Sciences (Dr Wentzell), The George Washington University, Washington, District of Columbia; School of Rehabilitation Sciences (Dr Wynarczuk), Moravian University, Bethlehem, Pennsylvania; Doctor of Physical Therapy Program (Drs Catalino and Rapport), Hawai'i Pacific University, Honolulu, Hawaii; Department of Physical Medicine and Rehabilitation (Dr Hernandez), University of Colorado Anschutz Medical Campus, Aurora, Colorado; Oregon State University-Cascades Doctor of Physical Therapy Program (Dr Lent), Bend, Oregon.; School of Physical Therapy (Dr Young), Arkansas Colleges of Health Education, Fort Smith, Arkansas., Wentzell EM, Wynarczuk KD, Catalino T, Hernandez M, Lent K, Young AN, Rapport MJ |
|---|---|
| Jazyk: | angličtina |
| Zdroj: | Pediatric physical therapy : the official publication of the Section on Pediatrics of the American Physical Therapy Association [Pediatr Phys Ther] 2024 Oct 01; Vol. 36 (4), pp. 544-550. Date of Electronic Publication: 2024 Oct 01. |
| DOI: | 10.1097/PEP.0000000000001135 |
| Abstrakt: | Purpose: The purpose of this special communication is to provide practical, evidence-based recommendations and examples of inclusive and accessible teaching practices that can be effectively used in pediatric physical therapy (PT) education to: (1) ensure equity in education, (2) elevate all voices, and (3) facilitate anti-oppressive learning environments. Summary of Key Points: Concrete action items and strategies addressing these 3 recommendations are provided at all levels of the ecological model framework. Statement of Conclusions and Recommendations for Clinical Practice: Pediatric PT clinical and academic educators must work proactively to ensure learning environments are inclusive of everyone. Pediatric PT educators need to take the time to self-reflect, change their behaviors, and use inclusive, accessible, and anti-oppressive education practices. This will create equitable learning opportunities to successfully meet the needs of our learners, children, and families with whom we engage regularly in our personal and professional lives. Competing Interests: The authors declare no conflict of interest. (Copyright © 2024 Academy of Pediatric Physical Therapy of the American Physical Therapy Association.) |
| Databáze: | MEDLINE |
| Externí odkaz: |
|