A recent article published in Physiotherapy Theory & Practice found that US-based physical therapy programs allocate, on average, just five hours to teaching qualitative research."
Hi Dave, Happy to read your commentary on our study report. I agree that the biggest barrier to teaching qualitative ways of thinking and knowing to our students is not just the lack of time we have, but it is the impact of the implicit curriculum on our students' beliefs about what is important and what counts as knowledge. The answer is not adding more time... it is embedding and integrating qualitative methods throughout the curriculum as a critical component of who we are and what we do every day as physical therapists. Stay tuned for more...
Love the choice of accompanying image. Also, do you know Martha Rosler’s ‘The Bowery in two inadequate descriptive systems’ and Biesta’s work on good education in the age of measurement?
Hi Dave, Happy to read your commentary on our study report. I agree that the biggest barrier to teaching qualitative ways of thinking and knowing to our students is not just the lack of time we have, but it is the impact of the implicit curriculum on our students' beliefs about what is important and what counts as knowledge. The answer is not adding more time... it is embedding and integrating qualitative methods throughout the curriculum as a critical component of who we are and what we do every day as physical therapists. Stay tuned for more...
MT
Love the choice of accompanying image. Also, do you know Martha Rosler’s ‘The Bowery in two inadequate descriptive systems’ and Biesta’s work on good education in the age of measurement?
I hadn't come across the Martha Rosler work before, Jon. Thanks for that. What made you think of that?
And yes, I do know Biesta's work, but not well, so it's a great prompt to read more. Cheers.
The Rosler suggestion was prompted by your phrase “two inadequate solutions”.