Teaching Leadership and Advocacy in DPT Curricula - A Necessary Skill to Transform Society



Methods and/or Description of Project




Conclusions/Relevance to the conference theme: Through the Looking Glass: Transforming Physical Therapy Education

This session is very relevant to the conference theme. We believe that students need to look through the broader lens of health policy and understand how viewing their practice through that "looking glass" can enhance their ability to become effective patient advocates and leaders. If we are to truly transform Physical Therapy Education, we need to "walk the talk" as faculty, administrators, and clinicians. We must lead by example and place advocacy and leadership skills development alongside clinical skills development...as these skills are essential to impart to the next generation of DPTs if we hope to reach our vision of transforming society.


Hearne SA. Practice-Based Teaching for Health Policy Action and Advocacy. Public Health Reports. 2008;123(Suppl 2):65-70.

Hines, A, Jernigan, DH. Developing a Comprehensive Curriculum for Public Health Advocacy. Health Promotion Practice . 2012;13(6)733-737. doi: 10.1177/1524839912457682

Tabak RG, Eyler AA, Dodson EA, Brownson RC. Accessing evidence to inform public health policy: A study to enhance advocacy. Public health. 2015;129(6):698-704. doi:10.1016/j.puhe.2015.02.016.

Dodson EA, Stamatakis KA, Chalifour S, Haire-Joshu D, McBride T, Brownson RC. State Legislators’ Work on Public Health-Related Issues: What Influences Priorities? Journal of public health management and practice. 2013;19(1):25-29. doi:10.1097/PHH.0b013e318246475c.

Bayer CR, Smith LL, Volny Darko R, McKool M, Yan F, Heiman H. Understanding health policy leaders’ training needs. 2017):PLoS ONE 12(3): e0174054. doi:10.1371/journal.pone.0174054

Benrimoh D, Warsi N, Hodgson E, Demko N, Yu Chen B, Habte R, Dandurand-Bolduc C, Silverberg S, Xia S, Chu L, Ruel-Laliberté J, Harris J, Pon K, Singh M, Agarwal A, Kim L, Whalen-Browne M, Ali E, Sahar N, Wellmeier L, Smith L, Arora N, Houde R, Devlin G, Zigby J, Andermann A, Rousseau C, Ruiz-Casares M, An Advocacy and Leadership Curriculum to Train Socially Responsible Medical Learners , MedEdPublish, 2016, 5, [2], 34, doi:https://doi.org/10.15694/mep.2016.000062

Mou D, Sarma A, Sethi R and Merryman R. The State of Health Policy Education in US Medical Schools. N Engl J Med. 2011;364e19 DOI: 10.1056/NEJMp1101603

Patel, MS, Davis MM, Lypson ML, Advancing Medical Education by Teaching Health Policy N Engl J Med 2011; 364:695-697 DOI: 10.1056/NEJMp1009202

Course Objectives

To identify several models of how advocacy and leadership are taught in DPT curricula
To discuss collaborative efforts between educators, clinicians, and component leaders to engage DPT students in advocacy
To illustrate how experiential learning strategies impact student engagement in advocacy work
To discuss how students develop leadership skills as they perform advocacy work that carries over into their career as a DPT.

Instructional Methods

Aim of this session is to describe successful methods utilized by educators, administrators and clinicians to promote and engage DPT students in advocacy work at the local, state and federal levels. Two DPT program educators from different states and 1 administrator/clinician who also has experience as an APTA Federal Affairs Liaison from a third state will present methods they have employed to teach and mentor students in advocacy. We will describe the individual processes we have undertaken in our curricula and in partnership with our state chapter or Federal Affairs Liaison to teach health policy and advocacy content. We will also describe the experiential learning opportunities provided to our students including mentoring with experienced advocates, and to practice advocacy skills during state and federal legislative days as well as with everyday patient encounters. We will discuss various factors that enable and reinforce success and highlight potential administrative barriers to consider when developing these skills in DPT students. Instructional Methods: lecture, panel discussion, case studies, and polling for question/answer.

Tentative Outline/Schedule

0 -30 minutes: Models of teaching advocacy and leadership in Medical, Allied Health and DPT Curricula

31-60 minutes: Collaboration between educators, clinicians, administrators, and component leaders to facilitate advocacy and leadership development among DPT Students

61-75 minutes: Various experiential learning strategies utilized to engage students in advocacy and leadership

76-90 minutes: Q & A

BACK to Abstract Results

  • Control #: 2737244
  • Type: Educational Session
  • Event/Year: ELC2017
  • Authors: Dr. Rupal Patel, John Heick, Ira Gorman
  • Keywords:

BACK to Abstract Results