Historically, the primary focus of PT and PTA Education curriculum has been the didactic components of knowledge and skill. Research has shown, however, that there is a need for student preparation in the affective domain as well. Specifically, communication and self-awareness have been identified as key elements within this realm. In fact, research has shown that these areas are crucial when it comes to successful patient outcomes. Therefore, academic programs should provide rich educational opportunities to address this need. Although all stakeholders agree that these elements must be covered, there is currently no consistency in the way these skills are introduced. This presentation proposes an evidence-based approach that uses technology to develop these key skills prior to students beginning their clinical rotations. This strategy takes the mystery out of the affective domain by providing a framework for uniformity in student preparation prior to their clinical experiences. Utilizing this innovative curricular strategy will help to promote excellence in PT/PTA education, and ultimately, PT practice and patient care.

Meet our Speakers

Michael Wong is an Associate Professor at Azusa Pacific University where he has been appointed a "Teaching and Learning Fellow" and Chair of the Institutional Review Board. He graduated with a Doctor of Physical Therapy degree from Loma Linda University and completed the Kaiser Permanente Orthopedic Physical Therapy Residency and Manual Therapy Fellowship programs in Southern California. He is the author of Pocket Orthopedics and a chapter in Primary care for Physical Therapists: Examination and triage. His professional services include being a reviewer for the musculoskeletal imaging feature for JOSPT, lecturer for the Southern California Kaiser Orthopedics and Sports Fellowship, and the University of Southern California (USC) Spine Fellowship Programs. He is currently a co-author for the APTA Orthopedic Section-sponsored medical screening guidelines and has presented multiple times on the topics of movement, manual therapy and pain sciences. He is the founder of PhysioU, a producer of top-rated evidence-based apps for physical therapy education.

Holly Tkacik is an Assistant Teaching Professor at the Physical Therapist Assistant Program at the Pennsylvania State University's DuBois Campus. She is also the program's Academic Coordinator of Clinical Education (ACCE). She earned her Master of Physical Therapy (MPT) in 1998 from the University of Pittsburgh and her doctorate in Physical Therapy (DPT) from Boston University in 2005. In her more than 20 years of clinical practice as a physical therapist, Dr. Tkacik has gained experience in multiple areas of the profession including inpatient rehab, outpatient rehab, acute care, and home care. In addition to teaching, she currently works providing school-based PT. Dr. Tkacik is a member of the Three Rivers Academic Consortium and is the Secretary for the Northwest District of the Pennsylvania Physical Therapy Association. She is also a member of the American Physical Therapy Association, the Pediatrics Section, and the Academy of Physical Therapy Education. She is an APTA Credentialed Clinical Instructor and a prior presenter for ELC.

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Completion Instructions

Review recorded content, complete assessment with at least a 70% score, claim certificate and CEUs. After watching video, return to My Courses, click Resume to close the video. Then click More Info to find the assessment and once successfully completed, you'll find your certificate there as well.

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Delivery method



Grace S. Matsuda, PT, DPT ; Daniel J. Dandy, PT, DPT; Michael S. Wong, PT, DPT, OCS, FAAOMPT; Holly M. Tkacik, PT, DPT

Learning objectives

Course/Session Learning Objectives:

1. Identify the key areas found in the literature regarding professional preparation of PT/PTA students for clinical experiences.

2. Recognize the importance of consistent preparation of students with respect to affective domain skills.

3. Describe a process that uses multi-media, self-reflection, role playing, and focused education as a preemptive strategy to address these issues.


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Type:E-Learning Course
Credit Categories

The following credits are available upon completion of these activities.

Total credits:  0.1
Key Dates
Enrollment:Prior to  12/30/2022