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The theoretical foundation of social constructivism and its associated learning strategies form the core of the physical therapy curriculum plan. Social constructivist theory thereby guides how physical therapy students interact with the teaching and learning environment and construct knowledge to achieve the competencies for autonomous practice. The purposeful learning strategies applied in the program are deliberate practice, knowledge construction, social interaction, role modeling, community participation, and active engagement. Social constructivism and the associated learning strategies support how the curriculum is delivered. The content taught (knowledge, skills, behaviours) incorporates additional theories and principles, such that curriculum content is based on empirical evidence and emphasizes critical thinking and evidence-informed practice.

Educational Principles are the salient topics in teaching and learning that cross various courses and years of the program. Among many educational principles, the PT program emphasizes interprofessional education, clinical reasoning, evidence-informed practice, self-regulation, and wellness.

Educational Values are the key beliefs that guide curriculum design and delivery, in order to promote students’ health, safety, and individual needs. In addition to the program’s overall core values of integrity, professionalism, and wellness, an educational values statement highlights the rights and needs of the student: Our guiding values in curriculum design and delivery are to promote a safe, equitable, and healthy learning environment that respects diversity and individual needs.

Curriculum goals are the expected attributes of graduates upon program completion. Each goal summarizes the key competencies expected within a specific domain of the Competency Profile (physiotherapy expertise, communication, collaboration, management, leadership, scholarship, professionalism).

Through the academic and clinical curriculum, graduates of ³ÉÈËVRÊÓƵ’s PT program achieve competencies within seven domains of practice, at the level of entry-to-practice milestones of the Competency Profile:

1. Physiotherapy Expertise - Graduates are experts in evaluating, establishing a physiotherapy diagnosis, and carrying out safe and effective interventions and programs to optimize client mobility and function.
2. Communication - Graduates are proficient communicators and well versed in the use of interpersonal and written communication tools and technology. They can adapt communication to the specific context and needs of the client.
3. Collaboration - Graduates demonstrate a collaborative and client-centred approach to practice, through the development of strong relationships with clients and colleagues, inter-professional teamwork, and application of conflict resolution.
4. Management - Graduates self-regulate and manage time, human and physical resources, and organizational priorities to ensure a safe and sustainable practice environment.
5. Leadership - Graduates advocate for social accountability and accessibility of health services, by incorporating principles of equity, diversity and inclusion in their practice environment.
6. Scholarship - Graduates possess the knowledge and skills to participate in research and scholarly inquiry, as well as program evaluation and quality improvement activities. In addition, graduates implement evidence-informed approaches to practice, assess learning needs and participate in continuing education and professional development, and contribute to the learning of students and colleagues.
7. Professionalism - Graduates practice autonomously and in accordance with the ethical, deontological, professional, legal and regulatory requirements of the profession, while addressing socio-cultural factors affecting client health. Furthermore, graduates contribute to knowledge sharing through mentoring and teaching.

Course Design includes course objectives and instructional methods. Course objectives are statements that capture the main learning outcomes expected upon successful course completion. Instructional methods include broad types of teaching sessions (e.g. lectures, workshops, practical labs, clinical practice) as well as specific activities carried out within these sessions.

Evaluation Methods are the means through which students’ knowledge, skills and behaviours are assessed (e.g. written exam, objective structured clinical exam, research paper, presentation).