The Education Section: Casting a Broader Net

Abstract

Change is everywhere: in health care, in education, in society. Change causes many emotions - excitement, discomfort, fear, exhilaration. In all cases, change brings opportunity. What we do with this opportunity is what determines the strength of who we are - as individuals, as physical therapists, as educators, and as an organization. A new CEO, a new manager, a new colleague, a new job, a new title, a new office - we have all experienced the discomfort that accompanies saying goodbye the old and having create the new without any guarantees. However, in many cases, these changes allow for growth, re-direction, and opportunities that may have been difficult had those changes not occurred. The Education Section, originally known as the Schools Section, is the oldest continuous section in the American Physical Therapy Association (APTA). It was made a permanent section in 1941 and is the only section not established under the aegis of the House of Delegates.1 In fact, at the time of the sections incorporation, APTA was still known as the American Physiotherapy Association. For many years, the Education Section has consisted of 4 distinct but overlapping member groups: special-interest groups (SIGs), the Academic Administrator SIG (AASIG), the Academic Faculty SIG (AFSIG), the Clinical Educator SIG (CESIG), and the Physical Therapist Assistant Educators SIG (PTAESIG). These groups have unique interests, concerns, and needs - all related education. Historically, the leadership of the Education Section has been overwhelmingly composed of individuals involved in academic institutions. The focus of much of the business and most of the activities of the section has been on supporting academic issues as they impacted the classroom and the clinic. With the evolution of physical therapy education progressing a doctor of physical therapy, the AASIG members determined that a different structure and organization was needed in order accomplish their goals of providing educational leadership. The Academic Council, functioning under the APTA Board of Directors, was formed to advance the enterprise of academic physical therapy by promoting the highest standards of excellence in academic programs.2 During the Business Meeting of the Education Section at the Combined Sections Meeting (CSM) in February 2011, the membership voted dissolve the AASIG. Throughout the development of the Academic Council, and under the assumption that AASIG issues would no longer drive its activities, the Education Section focused its attention on the opportunities and future goals for the section. The Executive Board of the section conducted a strategic planning session at CSM in February 2010 in San Diego. Enthusiasm was high and debates were lively as the future identity and purpose of the section were discussed. The result was a new brand, a new mission, and new goals that will inform the future activities and decisions of the section. The new brand is PT and PTA is an educator. Many of our guiding documents within APTA address our role as educators. The APTA Strategic Plan,3 adopted June 12, 2010, identifies education as a primary target area. The Code of Ethics for the Physical Therapist,4 Standards of Practice for Physical Therapy,5 and APTAs Guide for Conduct of the Physical Therapist Assistant6 address education as an obligation and commitment for the physical therapist and physical therapist assistant. Every clinician - no matter what the area of practice, level of expertise, or years of experience - spends more of his or her time educating others than on any other skill or activity. We educate our patients/clients, our colleagues, family members, students, caregivers, other health care providers, referral sources, third-party payers, legislators, attorneys - the list is endless. However, when we make decisions on how spend our continuing education resources, improving our knowledge and strategies regarding our education skills may not seem that important. …