Despite steady growth in the number of PRPs, with 312 accredited PRPs as of November 2020, 4 there continues to be a void in available residency positions in academic or clinically based program models, particularly in some areas of practice. Considered a means for providing an educational pathway for individuals to further develop competence in a defined area of practice, some believe that ResEd should be a required component of physical therapist professional education and not merely an option for those who have means to pursue this educational path. Residency education (ResEd) in physical therapy is over 20 years old. However, a chasm between the two puts one at much higher risk of collapse. 2, 3 Despite unimaginable challenges, both professional doctor of physical therapy (DPT) programs and postprofessional physical therapist residency programs (PRPs) continue to exist.
1 Both the Commission on Accreditation in Physical Therapy Education (CAPTE) and the American Board of Physical Therapy Residency and Fellowship Education (ABPTRFE) modified criteria to support physical therapist professional education programs in maintaining accreditation criteria within institutions and clinical settings that had to alter their own inherent structures.
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Educators have scrambled to adapt what existed “pre-COVID,” attempting to salvage plans while considering how to meet requirements that previously seemed important and essential. Education: Postprofessional, Education: Professional, Education: Competency-Based, Education: AccreditationĪ pandemic has disrupted every facet of life.
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