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Background <p>Musculoskeletal (MSK) conditions remain a leading source of global disability, and manual therapy (MT) features in multimodal guideline concordant care; however, teaching in clinical programs that involve MT often remains technique-centric and insufficiently aligned with contemporary, person-centred teaching and practice. The present paper synthesizes literature and recent professional discourse to advance an educational framework that operationalizes modern clinical teaching across professions.</p> Objective <p>To present a review-informed, consensus-driven, student centred framework for clinical education involving MT, designed to cultivate safe, effective, culturally responsive, and evidence-based graduates.</p> Methods <p>Elements supporting a positive, student-centred learning experience were developed inductively by the lead author, then a narrative review of the literature was conducted on the elements, or pillars as they were designated. This was followed by iterative process to refine and further develop the ideas with a group of international educators, clinicians, and researchers across multiple professions. Consensus was achievedon the core elements of a modern clinical education framework.</p> Results <p>The framework is anchored in basic sciences and clinical skills, and articulated through six teachable pillars: self-awareness, communication, cultural respect, epistemic humility, intellectual curiosity, and professional identity, delivered via high engagement, student-centred teaching. It provides practical curriculum guidance (crossyear learning outcomes, assessment strategies, and implementation vignettes) to embed person-centred communication, bias mitigation, cultural safety, evidence-based practice competencies, lifestyle medicine integration, and interprofessional collaboration. Together, the six pillars offer a novel approach to student-centred learning.</p> Conclusions <p>A six-pillar, multi-profession approach offers actionable guidance for modern clinical education involving MT and supports the development of graduates prepared for contemporary MSK care: technically competent, evidence-based communicators who are culturally responsive and collaborative across healthcare teams.</p>

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Modern teaching for clinical education involving manual therapy: a 6-pillar approach

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月22日

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  • Kenneth J. Young,
  • Roger Kerry,
  • Cecilia Bergström,
  • Sylwia Borowicz,
  • Lisa J. Cary,
  • Chad Cook,
  • James Coughlan,
  • David W. Evans,
  • Vasileios Georgopoulos,
  • Nathan Hutting,
  • Edward Lee,
  • Anna Maria Mazzieri,
  • Chris McCarthy,
  • Daniel Moore,
  • Firas Mourad,
  • Colette Ridehalgh,
  • Clarice Tang,
  • Nicholas Tripodi,
  • Steven Vogel

摘要

Background

Musculoskeletal (MSK) conditions remain a leading source of global disability, and manual therapy (MT) features in multimodal guideline concordant care; however, teaching in clinical programs that involve MT often remains technique-centric and insufficiently aligned with contemporary, person-centred teaching and practice. The present paper synthesizes literature and recent professional discourse to advance an educational framework that operationalizes modern clinical teaching across professions.

Objective

To present a review-informed, consensus-driven, student centred framework for clinical education involving MT, designed to cultivate safe, effective, culturally responsive, and evidence-based graduates.

Methods

Elements supporting a positive, student-centred learning experience were developed inductively by the lead author, then a narrative review of the literature was conducted on the elements, or pillars as they were designated. This was followed by iterative process to refine and further develop the ideas with a group of international educators, clinicians, and researchers across multiple professions. Consensus was achievedon the core elements of a modern clinical education framework.

Results

The framework is anchored in basic sciences and clinical skills, and articulated through six teachable pillars: self-awareness, communication, cultural respect, epistemic humility, intellectual curiosity, and professional identity, delivered via high engagement, student-centred teaching. It provides practical curriculum guidance (crossyear learning outcomes, assessment strategies, and implementation vignettes) to embed person-centred communication, bias mitigation, cultural safety, evidence-based practice competencies, lifestyle medicine integration, and interprofessional collaboration. Together, the six pillars offer a novel approach to student-centred learning.

Conclusions

A six-pillar, multi-profession approach offers actionable guidance for modern clinical education involving MT and supports the development of graduates prepared for contemporary MSK care: technically competent, evidence-based communicators who are culturally responsive and collaborative across healthcare teams.