This study examined the feasibility and preliminary educational impact of a single, synchronous virtual training module for developing ultrasound imaging (USI) knowledge and skills among physiotherapy students. As part of a pilot study, first- and second-year physiotherapy students from one institution, all without prior USI experience, completed a baseline written examination assessing foundational USI knowledge. Second-year students reviewed asynchronous instructional materials before participating in a one-hour synchronous virtual training session focused on the shoulder, delivered by a faculty member board-certified in musculoskeletal sonography. Students scanned clinically relevant shoulder structures and submitted images for blinded expert scoring based on anatomical accuracy and image quality. Following training, participants repeated the knowledge examination and completed a post-session survey evaluating satisfaction and perceived educational value. Preliminary results indicated improvements in USI knowledge and acceptable image acquisition. Baseline USI knowledge did not differ between first- and second-year physiotherapy students (N=34; mean difference=0.05 points; p=0.952). Second-year students demonstrated post-training gains in knowledge (N=20; mean difference=3.55 points; p<0.001). The average composite image score was 10.4 out of 15, reflecting accurate structure identification with variable image quality. Survey responses indicated high learner engagement and perceived relevance with 90% strongly agreeing that they enjoyed learning USI, 88% found the session easy to follow, 88% viewed USI as valuable in practice, and 75% endorsed its inclusion in physiotherapy curricula. Findings suggest that a single virtual USI training session can enhance short-term knowledge and engagement among physiotherapy students. While results indicate promise for future curricular exploration, conclusions are limited to short-term learning outcomes in a single pilot cohort. As USI gains recognition as a valuable point-of-care diagnostic tool for neuromusculoskeletal evaluation, scalable and accessible educational approaches are needed to facilitate curricular integration.

Introduction: Simulation-based Learning (SBL) is widely recognised for bridging the gap between theoretical knowledge and clinical practice in health professional education. However, its systematic application in Indian physiotherapy education is limited, and its impact on developing essential cardiorespiratory clinical skills remains understudied. Aim: To assess the effect of SBL in improving cardiorespiratory skills among Indian Physiotherapy students compared with traditional bedside training. Materials and Methods: The present single-blinded, Stratified Randomised Controlled Trial (SRCT) was conducted at D.Y. Patil Deemed to be University, Navi Mumbai, Maharashtra, India from September 2022 to December 2022. Ninety IVth year Bachelor of Physiotherapy (BPT) students participated in a two-day theory session and were then allocated to two groups (n=45 per group). Over three weeks, the control group underwent only traditional bedside teaching, whereas the experimental group completed a 27-hour SBL module in addition to traditional bedside training. Both groups were assessed at baseline and after three weeks of basic cardiorespiratory skills training such as subjective evaluation, Blood Pressure (BP) measurement, auscultation, teaching breathing exercises, nebulisation techniques, and transfers using an adapted, validated checklist. Baseline and post-training scores were compared using Wilcoxon signed rank test and Mann-Whitney’s U test with significance set at p&lt;0.05. Results: Both groups were demographically comparable, with similar mean age (21.04 years) and a female predominance consistent with Indian physiotherapy cohort. Within-group analysis indicated that experimental group (SBL+ traditional training) showed significant improvement in all skills (p&lt;0.05), with large effect sizes (r=0.80-0.90). Control group (traditional training) also showed significant improvement in all skills (p&lt;0.05) except in subjective evaluation and transfers. Between-group post-intervention comparison revealed significantly higher post-intervention scores in experimental group as compared to control group (p&lt;0.05); however, teaching breathing exercises and huffing, although statistically significant, demonstrated a smaller effect size (r=0.29). Conclusion: Participants receiving SBL with traditional training showed greater improvement across most cardiorespiratory skills compared to those trained solely through traditional bedside teaching. The smaller effect size for teaching breathing exercises and huffing suggests that efficacy of SBL’s effectiveness may vary by skill type.

A pilot study of a synchronous virtual ultrasound imaging module in physiotherapy education found positive effects on knowledge and skill acquisition. Although positive effects were found, more research is needed to support the validity and reliability of assessing students' competency. A control group design is needed to make causal conclusions. Additionally, retention of competency is needed to make conclusions regarding competency retention. It may be useful to incorporate competency models. Overall, although useful preliminary findings were found, more research is needed to support the effectiveness of virtual ultrasound education.

Telerehabilitation is an innovative, technology-supported approach that enables the delivery of rehabilitation services remotely through information and communication technologies. It serves as a modern extension of conventional face-to-face rehabilitation, aiming to provide continued care for individuals of all ages following hospital discharge or in settings where access to in-person rehabilitation is limited. Telerehabilitation has been applied across a wide range of clinical conditions, including musculoskeletal and neuromuscular disorders, cerebrovascular accidents, pulmonary diseases, dermatological conditions, and sports-related injuries. The rapid expansion of telerehabilitation during the COVID-19 pandemic highlighted its potential to overcome geographical, temporal, and financial barriers to healthcare delivery. Technological advancements such as wearable sensors, digital health platforms, virtual reality, and artificial intelligence have further strengthened the role of telerehabilitation in clinical practice, sports physiotherapy, and physiotherapy education by enabling remote assessment, monitoring, and intervention. Community-based telerehabilitation programs have demonstrated the ability to improve equity in healthcare access, particularly in densely populated and underserved regions, while supporting sustainable health systems and addressing shortages of rehabilitation professionals. Despite these advantages, several barriers limit widespread implementation, including restricted physical examination, inadequate internet infrastructure, data privacy and security concerns, evolving regulatory frameworks, and the potential risk of misdiagnosis. Addressing these challenges requires the development of robust regulatory policies, legal protections, professional training programs, and public awareness initiatives. In Pakistan, strengthening digital infrastructure, expanding internet accessibility, and establishing clear national telerehabilitation guidelines are essential to promote trust and effective adoption. Telerehabilitation should be recognized as an integral component of rehabilitation services, with significant potential to improve patient outcomes and transform the future of rehabilitation care.

Tajikistan, a low-resource country in Central Asia, has only recently begun developing formal physiotherapy services and education programs. In response to a 2018 gap analysis conducted by World Physiotherapy, the Strengthening Rehabilitation Services in Health Systems (SRSHS) project was launched in 2019 to establish an entry level physiotherapy program (PT-ELP). This study analyzed the implementation of the SRSHS project (2019–2024) by mapping its activities to the World Health Organization (WHO) Stepwise Guide: Using a Contextualized Competency Framework to Develop Rehabilitation Programmes and Their Curricula (2020). The objectives were to (1) assess the alignment between project activities and the WHO Stepwise Guide, and (2) identify gaps and lessons learned to inform future rehabilitation education initiatives in low-resource settings. A qualitative document analysis was conducted using 178 project documents produced between 2019 and 2024. These were systematically mapped to the WHO Stepwise Guide’s five curriculum development phases. Triangulation with project stakeholders was used to validate findings and ensure credibility. Project activities demonstrated substantial alignment with the WHO framework. Planning (Steps 1–3) and construction/sequencing (Steps 4–8) were largely completed through stakeholder engagement, curriculum development workshops, and the creation of syllabi for eight physiotherapy courses. Steps 9–10 (assessment design and progression criteria) were partially achieved, with limited integration of assessment methods into learning objectives. Steps 11–12 (implementation and evaluation) progressed through bridge trainings and consultancy support, although a formal curriculum evaluation cycle was only initiated during the 2023–2024 extension phase. The Tajikistan PT-ELP illustrates how international frameworks can be effectively adapted to low-resource contexts through staged consultancy and locally tailored teaching resources. The experience highlights the importance of embedding assessment strategies and evaluation mechanisms from the outset, alongside sustained educator development to ensure successful implementation and long-term sustainability.

To evaluate whether performance-based sequencing of clinical placements improves learning outcomes compared with randomized sequencing in undergraduate physiotherapy education. Undergraduate physiotherapy students from six universities in China were randomly assigned to experimental and control groups. The experimental group’s placement order (inpatient or outpatient) was determined based on theoretical and clinical performance, while the control group’s order was randomized. Mini-Clinical Evaluation Exercise (Mini-CEX), theoretical performance evaluation and the Clinical Reasoning and Reflection Self-Rating Scale (SACRR) were evaluated before and after placement using t-test. 112 students participated in the study. Both groups showed significant improvements in clinical and theoretical performance post-placement. The experimental group had greater improvements in Mini-CEX scores (41.02 ± 12.37 vs. 38.35 ± 9.65, p = 0.031), with significant gains in history taking (p = 0.005), professionalism (p = 0.006), and counseling (p = 0.007). Theoretical test scores improved more in the experimental group (from 51.83 ± 9.89 to 69.00 ± 8.93 vs. 54.56 ± 7.62 to 66.52 ± 10.71, p = 0.038). The SACRR scores also showed greater improvements in the experimental group (92.13 ± 11.72 to 109.48 ± 10.63 vs. 91.30 ± 10.02 to 97.93 ± 10.63, p < 0.001), with significant gains across all subdomains. Sequencing clinical placements according to student performance yielded greater improvements in history taking, professional attitude, and communication skills, as well as theoretical knowledge and clinical reasoning, compared with randomized sequencing. These findings suggest that performance-based placement scheduling can strengthen key patient interaction and reasoning competencies in physiotherapy students.

Pelvic floor muscle exercises are widely recommended as an evidence-based, noninvasive, and cost-effective approach, particularly for the prevention and management of urinary incontinence. This study was conducted to compare the knowledge levels, application habits and recommendation behaviors of Physiotherapy and Rehabilitation and Nursing department students regarding Kegel exercises. This cross-sectional study included 250 undergraduate students (150 from Physiotherapy and Rehabilitation, 100 from Nursing) at a Turkish university. Data were collected via a structured questionnaire evaluating students' sociodemographic characteristics, knowledge, practice frequency, recommendation behaviors, and perceived effectiveness of Kegel exercises. Group comparisons were analyzed using independent t-tests and chi-square tests, with statistical significance set at p < 0.05. Physiotherapy and Rehabilitation students showed significantly higher scores in knowledge (p = 0.032), more frequent application (p = 0.008), and greater likelihood of recommending Kegel exercises (p = 0.001). They also reported higher effectiveness and overall engagement (p < 0.001). The findings indicate that Physiotherapy and Rehabilitation students possess higher levels of knowledge, are more likely to apply Kegel exercises themselves, and more frequently recommend them to others compared to Nursing students. This disparity may be attributed to curriculum differences, particularly the greater emphasis on musculoskeletal and pelvic health training within physiotherapy education. Integrating structured pelvic floor muscle training modules into nursing curricula may enhance students' competence and confidence, ultimately contributing to improved pelvic health awareness and patient care outcomes.

The current research set out to test the association between the sense of nostalgia and compassion fatigue in physiotherapy learners who had frequently encountered emotionally challenging clinical environments. The quantitative research design was chosen, and 150 students were included in the study by means of convenience sampling. Nostalgia and compassion fatigue were measured using standardised instruments, which were the Southampton Nostalgia Scale created by Constantine Sedikides and colleagues, and the Professional Quality of Life Scale (ProQOL-5) created by Beth Hudnall Stamm. Pearson product-moment correlation was used on the data with SPSS. These findings showed that the relationship between nostalgia and compassion fatigue was negative and significantly (p = 0.01) statistically significant (r = -0.226). These results implied that nostalgia acted as a shield psychological variable that served to alleviate emotional burnout and stress in caregiving situations. The paper highlighted the need to include coping skills and emotional support networks in physiotherapy education to improve student health and strength.

Background/Objective: To investigate short-term multidimensional recovery trajectories after physiotherapy with or without adjunctive pain education in individuals with Chronic low back pain (CLBP). Methods: This was a secondary analysis of a randomized controlled trial (RCT) of 92 participants (46 participants per group) comparing physiotherapy alone with physiotherapy plus pain education. Changes from baseline values over six weeks were calculated for pain intensity, disability, psychological well-being, and self-efficacy to define short-term recovery trajectories across domains, and were standardized prior to analysis. Descriptive characterization of recovery dimensions by principal component analysis and identification of different recovery trajectory clusters by k-means clustering were performed. Sensitivity analyses with multinomial logistic regression were performed to determine robustness after adjustment for baseline characteristics. Results: Three recovery trajectories were found: minimal recovery (n = 40), psychosocial-dominant recovery (n = 26), and global recovery (n = 26). In the physiotherapy-only group, participants were classified as minimal recovery (61%) or psychosocial-dominant recovery (39%), with no cases of global recovery. In contradistinction, 57% of participants receiving physiotherapy with pain education were classified as within the global recovery trajectory, with fewer classified as minimal recovery (26%) or psychosocial-dominant recovery (17%). Psychosocial-dominant recovery occurred in both groups, and was characterized by large improvements in psychological well-being and self-efficacy with more modest changes in pain and disability. The distribution of recovery trajectories between treatment groups was large (χ2(2)= 36.25, p < 0.001; Cramer's V = 0.63). Conclusions: Distinct short-term recovery trajectories were found after physiotherapy with or without pain education in individuals with CLBP, reflecting heterogeneity in multidimensional recovery that is not reflected in mean-based outcome analyses.

Although the benefits of direct access to physiotherapy are well-documented, challenges in the policy design remain in the context of patient safety and organizational readiness. This study aims to identify barriers and facilitators for implementing the direct access to physiotherapy policy, with a goal of informing the development of policy design options and implementation strategies acceptable to key stakeholders. This qualitative study is a component of a sequential mixed-methods design. Key informant interviews and focus groups were conducted with stakeholders including policymakers, tertiary physiotherapy education academics, employers, physiotherapists, doctors and patients. Data were analyzed using the Consolidated Framework for Implementation Research (CFIR). Physiotherapists and patients highlighted evidence supporting improved accessibility, service efficiency, and better health outcomes associated with direct access. Patients valued improved access and greater choice, while also emphasising the importance of safety and quality assurance. Physiotherapists expressed confidence to perform physical diagnosis, make appropriate referrals, and maintain competence through continuous professional development, and in their ability gained through undergraduate and postgraduate training to identify red flags. Doctors expressed mixed views, with some emphasizing the need for a medical diagnosis prior to physiotherapy access to ensure safety. Key barriers included limited understanding of the government’s proposal, insufficient stakeholder engagement, and concerns regarding patient safety. Facilitators included improving public knowledge, ensuring physiotherapist competency, and clarifying the roles and scope of physiotherapy. Successful implementation of a direct access model requires appropriate policy design, clear protocols, recognition of professional judgement and autonomy, and robust safety measures. Continuous evaluation, public education, and stakeholder engagement are essential to support policy effectiveness and build public trust. These findings provide a foundation for developing an appropriate and acceptable policy design and context-specific implementation strategies, which will be further refined through expert consensus in a subsequent Delphi study.

Providing high-quality feedback is essential for developing clinical skills in health science students, but it remains a challenge for many instructors. Artificial intelligence (AI) has proven to be a transformative tool for supporting feedback processes in higher education. However, more empirical evidence is needed to demonstrate its impact on health sciences education. This study evaluated the use of an AI-based tool integrated into a locally developed feedback-oriented platform and used in a course involving 96 physiotherapy students and nine instructors in a long-established Chilean university. In phase one, students uploaded a self-recorded video of a simulated clinical interview and received instructor feedback without AI support. In phase two, students submitted a new video, and instructors used the AI tool to review and refine their comments before sharing them. A total of 1435 feedback comments were analysed across five evidence-based quality criteria. Results showed significant improvements (p < 0.01) in criteria: direct observation, specific information, positive reinforcement, and action planning. The other criterion, providing suggestions for improvement, was more influenced by students’ performance. Overall, the AI tool helped instructors improve the quality of their feedback without replacing their role, demonstrating its potential to strengthen clinical education by supporting educators in higher education contexts.

Recent assessments of Ukraine’s wartime health and rehabilitation systems highlight critical shortages in trained rehabilitation personnel. In response, Ukraine has undergone rapid expansion of rehabilitation services through health system reform. These changes created an urgent need to strengthen physical therapy education and align curricula with national and international competency standards. Despite urgent workforce needs, limited evidence exists describing structured, competency-based program reform models for health professions education in active conflict settings. This study provides a feasible framework for reflective educational reform in crisis-affected contexts. This multiple-case design with cross-case synthesis describes implementation of the Academic Program Reflection Tool (APRT) across four Ukrainian universities offering physical therapy education. Program leadership teams engaged in a two-year reflective review process involving self-assessment, curriculum mapping, mentoring, and in-person workshops. Two members of each leadership team attended the in-person workshops. Data sources included institutional self-assessments, revised program documents, worksheets, and workshop transcripts. Findings were analyzed descriptively to identify themes related to curriculum development, assessment practices, faculty capacity, student progression, and resource constraints. Institutions reported improved clarity in program philosophy, learning outcomes, and alignment with competency frameworks. Curriculum mapping revealed gaps in areas such as treatment for conflict-related injuries, global health, and continuing professional development. Participants identified limitations in assessment validity, reliance on lecture-based teaching, variability in clinical education practices, faculty shortages, and constrained institutional resources. The APRT process supported development of quality improvement plans and strengthened local leadership capacity for ongoing program reform. This case study demonstrates the feasibility and educational value of structured program review in strengthening physical therapy education within a low-resource, conflict-affected setting. The APRT provided a framework for aligning curricula with competency-based education principles while supporting local ownership of reform. Findings may inform efforts in rehabilitation and health professions education in other low resource countries.

High-quality educational assessments in health professions education are critical for ensuring that program graduates are competent to perform safe and effective patient care. While scoping reviews of available assessments and assessment tools have been conducted in some health professions, such knowledge synthesis is not available for physical therapy. The objective of this scoping review is to systematically describe the assessment of knowledge and skills in entry-level physical therapy education and identify gaps that need to be filled. The PubMed, CINAHL, ERIC, and Scopus electronic databases were searched from inception through April 2025. Studies were included if they evaluated an educational assessment of knowledge and/or skills in physical therapy students. Two reviewers independently screened the abstracts and full texts. One reviewer extracted information from each article, with verification from a second reviewer. Data charting included study characteristics, assessment characteristics, and validity evidence according to Messick’s validity framework. The level of evidence in each study was rated on a four-point scale. Fifteen physical therapy educators and five health professions education experts provided consultation to inform the interpretation of findings. Of 4705 studies screened, 139 met the inclusion criteria. Ninety-two assessments were included, 74 of which were performance-based assessments. Clinical knowledge, procedural skills, and communication skills were the most prevalent construct types. Knowledge for Practice, Patient and Client Care & Services, and Communication were the most prevalent domains represented from the American Physical Therapy Association’s (APTA’s) Domains of Competence. Content evidence was the most prevalent type of validity evidence, reported for 64 (70.0%) of the assessments. The validity evidence ratings had median ratings of 0 or 1 for each category of validity evidence. This scoping review summarizes and synthesizes the evidence for assessments of knowledge and skills in entry-level physical therapy education. This review helps educators identify and select assessment tools in physical therapy education, reveals gaps in the educational assessment literature, and outlines recommendations for future research areas and approaches.

Background: Undergraduate Bachelor of Physiotherapy (BPT) students are frequently exposed to high academic demands, making them vulnerable to stress that can adversely affect learning and academic performance. Students with persistent academic difficulties often experience heightened stress, reduced concentration, and low self-efficacy. Mindfulness-Based Interventions (MBIs), derived from both Western psychological models and Indian contemplative traditions, have shown promise in reducing stress and enhancing cognitive functioning, yet evidence in physiotherapy education remains limited. Objective: To evaluate the effect of an integrated Western and Indian Mindfulness-Based Intervention on perceived stress and academic performance in an undergraduate BPT student experiencing academic difficulties. Methods: A single-case study design was employed. Perceived stress was assessed using the Perceived Stress Scale (PPS), and academic performance was evaluated using marks obtained in three consecutive internal assessments. The participant underwent a 12-week structured MBI program incorporating Western mindfulness practices (mindful breathing, body scan, non-judgmental awareness) and Indian practices (Dhyana, Pranayama, mantra-based mindfulness, and Sakshi Bhava). Results: Post-intervention assessment revealed a substantial reduction in perceived stress scores, along with a progressive improvement in academic performance across three subsequent internal assessments. The findings suggest a positive association between stress reductions through mindfulness practices and enhanced academic outcomes. Conclusion: The integrated application of Western and Indian MBIs appears to be a feasible and effective non-pharmacological approach for reducing academic stress and improving academic performance in undergraduate physiotherapy students. Incorporation of mindfulness-based strategies within physiotherapy education may support student well-being and academic success.

Research in health professions education emphasizes the importance of self-regulated learning strategies in academic success. The Learning and Study Strategies Inventory (LASSI) is a validated measure of self-regulated learning and is linked to academic outcomes in health professions. However, its application in Doctor of Physical Therapy education remains underexplored. This gap is vital, as first-semester academic performance is a critical predictor of student retention. With increasing workforce demands and notable student attrition due to academic failure, withdrawal, or dismissal, identifying students who may benefit from academic support is critical. This study examined the relationship between LASSI scores and first-semester academic performance among first-year Doctor of Physical Therapy (DPT) students. The sample included first-year physical therapy students, who voluntarily completed the LASSI during orientation in Fall 2024. A retrospective correlational design was used, employing Spearman correlations, point biserial correlations, and regression analysis to explore associations between LASSI subscales and academic outcomes. Concentration, time management, and motivation subscales showed moderate positive correlations with course grades (ρ = 0.39 to 0.61, P < .01), with concentration emerging as the most consistent predictor across courses. Lower scores in anxiety, concentration, motivation, selecting main ideas, and overall LASSI averages were significantly correlated with academic failures and being placed on academic warning. Regression analysis revealed that LASSI subscales moderately predicted academic failures (R = 0.571, R 2 = 0.326), although the result was not statistically significant ( P = .198). In contrast, LASSI subscales significantly predicted placement on academic warning ( P = .007), explaining 71.6% of the variance (R 2 = 0.716). Findings support using the LASSI to identify learning strengths and weaknesses among DPT students. Early assessment may help programs provide targeted academic support, enhancing student success and retention in rigorous DPT curricula.

Abstract: BACKGROUND: Mind mapping is an active teaching–learning technique that stimulates critical thinking. Indian physiotherapy academicians’ awareness, perceptions, and practice about mind mapping are not extensively researched. These factors may have a considerable impact on its utilization in physiotherapy education. Therefore, the study aimed to assess the existing awareness, perceptions, and practice patterns of Indian Physiotherapy academicians regarding mind mapping in physiotherapy education. The secondary objective was to evaluate associations between knowledge, attitude, and practice of mind mapping with the demographic characteristics. MATERIALS AND METHODS: In this cross-sectional study, 369 Physiotherapy academicians from institutions affiliated with different Universities across India participated between February and September 2023 by convenience sampling. A structured, prevalidated questionnaire was shared online with the participants, and their responses were sought. RESULTS: The questionnaire was shared with 516 participants, of which 369 responded (response rate = 73.8%). About 55.01% of participants demonstrated correct knowledge, 77.83% had a positive attitude, but only 27.09% practiced mind mapping in academics. A significant association was found between knowledge ( P = 0.012) and attitude ( P = 0.010) with specialization of participants, and a very significant association was found between knowledge and practice of mind mapping ( P = 0.0001). Musculoskeletal Physiotherapy specialists had higher awareness, with a more positive attitude toward mind mapping than faculty of other specialties. CONCLUSION: The study revealed moderate knowledge and positive attitudes toward mind mapping among Indian physiotherapy academicians, but limited practical application, indicating a knowledge–practice gap. Targeted training and resources are recommended to support its effective academic integration.

Background This study investigates the participation of Finnish physiotherapy (PT) students in interprofessional education (IPE), self-assessed levels of four interprofessional competences, and the effects of background variables on these competences. Methods A core competence questionnaire was sent twice to all student members of the Finnish Association of Physiotherapists (N = 773/2017; N = 861/2018) pursuing their professional degree in physiotherapy. The average response rate was 24% (n = 198; 82% women; Mean age 28.6). Data were analysed using IBM SPSS Statistics, employing non-parametric tests. Results & conclusion Total of 68% of the respondents had participated in IPE, mostly with occupational therapists, nurses and social educators. On average, self-assessed competence levels ranged from good to very good (median 3.0–4,2; Scale1–5). Compared to other background variable categories Interprofessional Agency was assessed higher among early middle-aged (30–39 years; p = 0.004) and advanced students (≥120 ECTS; p = 0.001–0.002), those with other University of Applied Sciences qualifications (p = 0.012), longer work experience (6 years; p = 0.019–0.028), and IPE experience (p = 0.038). Values and Ethics (>180 ECTS; p = 0.024), Roles and Responsibilities (≥120 ECTS; p = 0.001–0.002), and Teams and Teamwork (>180 ECTS; p = 0.009) competences were higher among advanced students. Competence assessments varied by background factors. These findings should be considered when designing interprofessional modules in PT education. Further research on interprofessional competences and IPE is needed.

Much work, endless hours, and many resources have been devoted to exploring the education of the physical therapy professional. The Vision for Excellence in Physical Therapist Education, the National Study of Excellence and Innovation in Physical Therapist Education, the American Council of Academic Physical Therapy's Blueprint for Excellence, and Competency-Based Education in Physical Therapy: Essential Outcomes for Physical Therapist Entrance Into Practice are a few of these outstanding works that will be springboards for the continuing maturation of our education. However, all of these resources are centered solely around the physical therapist, not the physical therapist assistant. In addition, many of the suggestions and recommendations in these resources do not take into consideration the vast array of physical therapy education models and modalities. When we propose pathways to excellence in physical therapy education, ALL physical therapy education programs much SEE themselves in the pictures painted. All physical therapists and physical therapist assistants must see how they fit into the Vision. I fear that this is not the case. It is time to enhance our awareness of the lack of inclusivity and the lack of belonging that permeates our education system and profession. Only by including ALL physical therapists and physical therapist assistants from ALL physical therapy education programs will we have the collective strength, wisdom, and expertise to move forward. We can do this. We should do this. We must do this.

Use of ChatGPT in physical therapy education: Comparative study of usefulness to students and ease of use perceptions, and descriptions of usage patterns.

Physical activity promotion in clinical practice: a cross-sectional survey of Brazilian physical therapists.