Abstract
The purpose of this scoping review was to identify and map current evidence that underpins excellence in pediatric physical therapy education.
An extensive review was conducted of literature published over a 27-year period regarding pediatric physical therapy/medical/allied health education.
Thirty articles were reviewed and analyzed. Articles were classified as levels of evidence 4 to 7. Three major overarching concepts emerged: faculty characteristics, curriculum, and pedagogy.
Few published studies with methodological rigor exist on this topic. More research and higher quality studies are needed to identify exemplar programs, curriculum, and pedagogy. The key concepts identified in this review will help inform the definition of excellence, as it is perceived through the lens of pediatric physical therapy educators, clinicians, and students.
