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Physical Therapy Research in Professional Clinical Practice
| Elisabeth Westerdahl* | |
| Department of Physical Therapy and Centre for Health Care Sciences, Orebro University Hospital and School of Health and Medical Sciences, Orebro University, Orebro, Sweden | |
| Corresponding Author : | Elisabeth Westerdahl Centre for Health Care Sciences, Orebro University Hospital PO Box 1324 SE-701 13 Orebro, Sweden Tel: +46 19 6025847 Fax: +46 19 6113818 E-mail: elisabeth.westerdahl@orebroll.se |
| Received May 07, 2013; Accepted June 12, 2013; Published June 14, 2013 | |
| Citation: Westerdahl E (2013) Physical Therapy Research in Professional Clinical Practice. J Nov Physiother 3:158. doi: 10.4172/2165-7025.1000158 | |
| Copyright: © 2013 Westerdahl E. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. | |
Abstract
Movement and manual methods have always been the core of physical therapy practice. Since physical therapy is basically practical, this evokes the question of how well the field fits in with the scientific culture of higher education. The knowledge base of physical therapy should be based on science, supported in practice, and further methodically developed. The physical therapy performed within the health care system is shaped both by the professional community and by research findings. The aim of this study was to give a view on science in physical therapy professional practice and present aspects of difficulties to transfer research knowledge into clinical practice. Clinical practical skills and theoretical knowledge are both necessary components of physical therapy treatment. Physical therapists agree on the importance of research. Bringing science closer to clinical practice is required for the development of the physical therapy profession. However, there are barriers to incorporating research evidence into clinical practice, including lack of time and skills in searching for, and evaluating, research literature. This requires that the content of the educational programs is relevant and that sufficient time, understanding, and education are provided in clinical settings. The scientific basis in professional practice could further be strengthened through enhanced scientific skills and more easily accessible presentation of the research results. As yin and yang, research and professional practice should inter-relate to one another in a dynamic system and give rise to each other as an indivisible whole.
