Exploring the Ethos of the Physical Therapy Profession in the United States: Social, Cultural, and Historical Influences and Their Relationship to Education

Abstract

The purposes of this study were (1) to describe the evolution of the professional culture and ethos of physical therapy in the United States, (2)to develop a conceptual framework for understanding how a professional ethos evolves, and (3) to explore the impact of the evolution of a professional ethos on the education of physical therapists. Three sources of data (ie, individual interviews with three Fellows of the American Physical Therapy Association; a focus group interview with 11 members of the Prime Timers; and historical documents, including Mary McMillan Lectures and Presidential Addresses) were used to triangulate the findings of this qualitative study. A qualitative data analysis was carried out using the constant-comparative and grounded theory methods. Results indicated that the professional ethos of physical therapy is composed of a set of core values, norms, and beliefs that are the basis for enduring traits that do not change over time, as well as a dynamic portion that responds to changes from both within and outside of the profession. These changes, as well as the entrance of newcomers into the field, contribute to the evolution of the professional ethos of physical therapy. A conceptual framework for understanding the evolution of a professional ethos is described, and implications for educators in physical therapy programs are discussed.