Developing a Transformative Praxis-Based Curriculum to Educate Physical Therapy Students for Social Responsibility: A Philippine Qualitative Case Study

Abstract

Introduction. Physical therapy (PT) academic institutions are called upon to strengthen their transformative role in developing more socially responsible graduates. Study objectives were to explore faculty perspectives on educating PT students for social responsibility (SR) and to identify strategies for improvement. Review of Literature. Adopting a “curriculum as praxis” orientation for curriculum development supports educating for SR because of its focus on transforming self and the world through recurring critical reflection and action. To complement the curriculum, ensuring SR in the entire academic environment, including institutional structures and capable educators, will enrich student development. Subjects. Six PT educators from a Philippine university with distinct SR mandates were purposively invited to participate based on their key involvements in various aspects of educating for SR. Methods. A participatory approach guided the methods to encourage collaborative creation of practical knowledge. Participant perspectives were gathered through focus group discussions, which were informed by research on SR in Philippine PT. Discussions were transcribed and then subjected to thematic analysis. Results. Three themes highlighted main areas for practice improvement: 1) strengthening curricular focus on SR through a whole-of-curriculum approach to incorporating opportunities for cognitive learning on SR and praxis (reflection and action); 2) maximizing institutional programs by helping students recognize them as further opportunities for developing SR; 3) and ensuring faculty has the capacity to educate for SR. Discussion and Conclusion. Educating for SR requires a transformative curriculum supported by aligned institutional programs and capable educators. This study enjoins PT educators to ensure a strong SR agenda in their PT programs by analyzing and acting on the transformative purpose of their curricula, including the influence of institutional structures, and support needed by educators to enable students to respond to the needs of the society they serve.