Physiotherapy Education in the Changing International Healthcare and Educational Contexts

Abstract

Professional entry education is a major determinant of the shape of the profession's future. Historically, physiotherapy education was designed to serve the needs of a paramedical vocation established within a biomedical paradigm. Today, physiotherapy has achieved an autonomous professional status in many countries. It is timely, therefore, as we enter a new millennium, that the profession reviews its current status and its mission, particularly in light of significant changes occurring internationally in healthcare and educational settings. Among these changes are globalisation, with its widespread impact on health and on traditional modes of healthcare delivery; greater community expectations of accountability; the information technology revolution; and the increasing demand for a social ecology model of health. This model, with its orientation towards the person rather than the condition, and its recognition of the phenomenon of societal health, provides a valuable alternative framework for future physiotherapy practice. While the profession has already, in many quarters, embraced the notion of wellness promotion and injury prevention in its work practices, community perception in many places remains a focus on (managing) illness and injury. We need to ask: Are we viewed as agents of change, leaders in micro or macro aspects of global health? If we wish to be regarded as proactive, professional world citizens, and with the capacity to determine our own future, then we must ensure our future graduates receive relevant education to facilitate achievement of this new direction.