Policy statement: Education

Education is the process through which learning takes place and the learner is changed and/or changes practice as a result. The goal of

Physical therapist: A professional who has successfully completed a professional entry level programme that enables them to identify and maximise quality of life and functional movement potential, within the spheres of promotion, prevention, maintenance, intervention/treatment and rehabilitation. This encompasses physical, psychological, emotional and social wellbeing. Physical therapist practice involves the interaction between the physical therapist, patients or clients, families, care givers, other health care providers and communities, in a process of assessing movement potential and in establishing agreed upon goals and objectives using knowledge and skills unique to physical therapists. The first professional qualification, obtained in any country, represents the completion of a curriculum that qualifies the physical therapist to use the professional title and to practise as an independent professional.

The professional title and term used to describe the profession's practice varies and depends largely on the historical roots of the profession in each country. The most generally used titles and terms are 'physical therapy’, ‘physiotherapy' and ‘physical therapist’, ‘physiotherapist’.

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education is to facilitate the continuing intellectual, professional and personal development of students and qualified physical therapists. Physical therapists apply their learning continuously and use it to develop and improve their professional practice through a process of reflection, as they evolve from student to novice and to experienced/expert practitioner. Learning can be effectively facilitated in a number of ways, including formal teaching,

Self-directed learning: In its broadest meaning, 'self-directed learning’ describes a process by which individuals take the initiative, with or without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.

Self-directed learning behaviour regarding a learning task is characterised by:

• responsibility for and critical awareness of the individual learning process and outcome;
• a high level of self-direction in performing learning activities and solving problems;
• active input to decision-making; and
• the use of the educator as a resource person.

See also Learning

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, practice-based learning, technology-based,

Collaborative learning: Refers to occasions when students from two or more professions in health and social care learn with, from and about each other during all or part of their professional training with the object of cultivating collaboration during the practise of their profession

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and learning from and through experience.