Looking to the Future

Journal of Physical Therapy Education, Fall 2004 by Stoecker, Judith L

In preparing to write this editorial, I took a jaunt, if you will, down memory lane. I recalled when I wrote the introduction to the millennial issue of the Journal of Physical Therapy Education, and revisited what seemed like an endless string of days in my office, waiting for the phone to ring, announcing news about the future of my college and the role I would he invited to play in its evolution. It is only fair to admit to you-our readers and my colleagues at large-that I was filled with trepidation about the responsibilities I would take on within the newly formed administration at our university and the challenges that awaited me. I was both thrilled and humbled.

So, too, was I overwhelmed with honor and with nerves when I received word about the Editorship of the Journal of Physical Therapy Education. Despite all the preparation I have undertaken, the task is still a daunting one and I have reflected on the many unforeseen issues more than daily. Truly, my colleagues at Rosalind Franklin University are owed a debt of gratitude for their graciousness in dealing with my often unexpected presence in their offices, seeking advice and reinforcement. My largest expression of gratitude, however, is owed to out-going Editor Elizabeth Mostrom and Susie Deusinger for their mentorship. Both are members of that small cadre of individuals who consistently give of themselves to contribute to APTA and the Journal. They model true stewardship of educational scholarship for us all through their presentation, publication and leadership activities. I could not be as prepared or inspired for this opportunity without their guidance, and I thank them both.

After rereading Elizabeth Domholdt and colleagues' recent history-"Journal of Physical Therapy Education: Birth to 16 Years"1-it was clear to me that the foundation of the Journal is strong, and that my task as editor is but to attempt to continue the insightful leadership of the first editor, Winnie Mauser, and her steering committee. This is, of course, no small task. To have a vision, as the committee did, and to collaborate with other leaders who shared the vision can make the seemingly impossible possible. It was the power of a group of dedicated individuals that made the Journal happen. This strong lesson in leadership provides me with an imperative to follow such a model and to build upon this storied past.

It is my goal to see through the futuristic lens that they all saw through so clearly. But to do that and actually make things happen, I need the help of all our readers, advocates and critics, educators and clinicians, administrators and faculty. We must all participate to ensure our future in scholarship. My primary goal is to continue to build support for the Journal through increased awareness of our shared goal to promote educational scholarship.

Recently, I have heard many questions related to scholarship. What is it? Who needs to do it? What is its intrinsic and extrinsic value? It is perhaps one of those things that is easy to recognize in others, hut more difficult to accomplish ourselves. Domholdt and her colleagues' have pointed out that the Journal has embraced an expanding view of our scholarship over the past 16 years. We have published a majority of research articles, with a solid mix of quantitative, qualitative, experimental, nonexperimental, and correlational designs. But can we do more by encouraging Boyer's scholarship of application? Or the scholarship of teaching? With the recent CAPTE emphasis on scholarship, it is clear that we need to be better informed of the kinds and criteria of scholarship. In that vein, the Journal has a special issue forthcoming on scholarship and I assure you it will he an exciting and thought-provoking one.

Indeed, it is through our educational scholarship that we will advance. Academic and clinical education decisions must be informed by a strong research literature. The use of evidence-based decision strategies has advanced in medicine and clinical physical therapy and needs to he applied strategically to the educational arena. The Journal is a key knowledge resource for physical therapy teaching, administrative, and patient education decisions. As our knowledge management needs grow, the Journal will continually provide in-depth physical therapy education literature to meet decision-making challenges. My goal will be to strengthen our position as the journal of choice for evidence-based education decision making.

Late last year, Rosalind Franklin University published a newsletter in which our President and CEO, K Michael A Welch, was quoted as saying, "Change can he refreshing, necessary, and full of opportunity. But above all, change must be strategic." These words ring true not just for the university that I serve, but for the physical therapy profession as a whole. Change for the sake of change is simply difference (or perhaps even indifference, depending on your viewpoint). True change must be thoughtful and insightful.