Embracing the Challenge-Transforming Evaluation in Physiotherapy Education

The landscape of physiotherapy education is undergoing a profound transformation. As the field shifts toward competency-based education (CBE), the role of evaluation is no longer confined to grading performance, but rather has become a cornerstone of professional development. However, this evolution is not without its challenges. The integration of new evaluation methodologies demands more than curricular reform; it calls for a cultural, systemic, and pedagogical shift. One of the most pressing challenges is faculty preparedness. Many educators, trained in traditional didactic models, find themselves navigating unfamiliar territory when asked to implement reflective assessments, workplace based evaluations, or clinical examination assessments. Without structured faculty development programs, the risk is that these tools are either underutilized or misapplied, undermining their potential to foster clinical competence and professional identity formation.^1,2

Equally significant is the issue of acceptance and resistance to change. Shifting from summative, highstakes assessments to continuous, formative feedback mechanisms requires a redefinition of success, not as a score, but as a trajectory of growth. This philosophical shift can be unsettling for both educators and learners, particularly in systems where assessment has long been synonymous with ranking and certification.³ Systemic inertia further complicates the transition. Institutions must reconfigure policies, allocate resources, and redesign curricula to support competency-based evaluation. This includes investing in simulation labs, digital portfolios, and interprofessional assessment frameworks. Without institutional commitment, even the most innovative assessment strategies risk becoming isolated experiments rather than integrated practices.⁴ Moreover, the practical application of new teaching-learning methods poses logistical and pedagogical hurdles. Designing authentic, context-rich assessments that mirror real-world clinical scenarios requires time, collaboration, and creativity. Faculty must balance these demands with their clinical and academic responsibilities, often without adequate support or recognition.⁵

Finally, student adaptation is a critical, yet often over looked component. Learners accustomed to rote memorization may struggle with the ambiguity and self-direction required in competency-based models. They need structured guidance, timely feedback, and a safe environment to reflect, fail, and grow. Despite these challenges, the shift toward meaningful, competency-driven evaluation is both necessary and inevitable. As physiotherapy educators, we are entrusted with shaping practitioners who are not only knowledgeable, but also compassionate, reflective, and adaptable. This transformation begins with how we assess. Let us embrace this challenge not as a burden, but as an opportunity to reimagine what it means to teach, to learn, and ultimately, to care.

To effectively implement competency-based education in physiotherapy, it is essential to train physiotherapy educators through structured faculty development programs that integrate clinical reasoning, communication, and ethical practice into teaching and assessment.

In India, few universities and institutes have pioneered the use of Outcome-Based Education (OBE) and Competency-Based Education (CBE), both of which are student-centered approaches to education. While both CBE and OBE utilize skill-based evaluations, they differ in their focus and methodology. OBE emphasizes the desired learning outcomes and ensures all aspects of the educational process are aligned. CBE, on the other hand, focuses on the development of specific skills and abilities, allowing learners to progress at their own pace as they demonstrate mastery of competencies.

In physiotherapy education, CBE and OBE emphasize clinical competence and outcome alignment. Evaluation methods include Objective Structured Clinical Examinations (OSCEs), Entrustable Professional Activities (EPAs), workplace-based assessments, and reflective portfolios. Indian institutions use skill logbooks, simulation-based assessments, and rubric-guided practicals to assess psychomotor and affective domains.^3-6, These tools ensure that physiotherapy graduates are both technically proficient and capable of delivering patient-centered, evidence-based care. These programs emphasize the use of Entrustable Professional Activities (EPAs) to evaluate student competencies, provide formative feedback, and bridge the gap between theoretical learning and clinical application.

Despite institutional adherence, there is a lack of uniformity across the state and country. The implementation of skill based curriculum models and the introduction of CBE curricula by the National Commission for Allied and Healthcare Professions (NCAHP), under the Ministry of Health and Family Welfare, are necessary. These curricula emphasize practical skill development, ethical practice, and lifelong learning, and are scheduled for nationwide implementation by 2026.⁷

This journal issue highlights the growing breadth and complexity of physiotherapy practice, spanning integrated rehabilitation, motor assessments, and recovery-focused care. The featured studies emphasize the importance of adopting evaluation methods in physiotherapy education that are both competency-based and responsive to real-world clinical demands. With physiotherapy evolving into a holistic and interdisciplinary profession, assessment strategies must evolve to support reflective learning, contextual relevance, and continuous feedback, ensuring that future practitioners are both clinically proficient and empathetic, adaptable, and grounded in evidence-based care.

Conflict of Interest

Nil