Lorna M Hayward, Ann C Golub-Victor, Heidi Cheerman, Sheri Kiami, Isabella Addison, Mona Bhattrai, Serena Wang, Evgeniya Miroshnik
BACKGROUND AND PURPOSE: Diversity within the physical therapy profession lags in comparison to the United States population. As the profession strives to diversify, faculty must pay attention to diversity, equity, inclusion, and belonging (DEI-B) in curricular approaches, including classroom materials, instruction, and assessment. With critical application, students from equity-deserving groups (EDGs) can provide unique perspectives to faculty about curricular approaches. Case study purposes were to 1) enable students from EDGs to partner with faculty, as student pedagogical consultants (SPCs), in 2 courses in a Doctor of Physical Therapy program to provide feedback on DEI-B efforts related to curricular approaches and 2) describe the outcomes of SPCs experience...
April 16, 2024: Journal, Physical Therapy Education