Abstract：
BACKGROUND: Physical therapy (PT) academic institutions are called upon to strengthen their transformative role in developing more socially responsible graduates. Study objectives were to explore faculty perspectives on educating PT students for social responsibility (SR) and to identify strategies for improvement.
METHODS: Adopting a \"curriculum as praxis\" orientation for curriculum development supports educating for SR because of its focus on transforming self and the world through recurring critical reflection and action. To complement the curriculum, ensuring SR in the entire academic environment, including institutional structures and capable educators, will enrich student development.
METHODS: Six PT educators from a Philippine university with distinct SR mandates were purposively invited to participate based on their key involvements in various aspects of educating for SR.
METHODS: A participatory approach guided the methods to encourage collaborative creation of practical knowledge. Participant perspectives were gathered through focus group discussions, which were informed by research on SR in Philippine PT. Discussions were transcribed and then subjected to thematic analysis.
RESULTS: Three themes highlighted main areas for practice improvement: 1) strengthening curricular focus on SR through a whole-of-curriculum approach to incorporating opportunities for cognitive learning on SR and praxis (reflection and action); 2) maximizing institutional programs by helping students recognize them as further opportunities for developing SR; 3) and ensuring faculty has the capacity to educate for SR.
CONCLUSIONS: Educating for SR requires a transformative curriculum supported by aligned institutional programs and capable educators. This study enjoins PT educators to ensure a strong SR agenda in their PT programs by analyzing and acting on the transformative purpose of their curricula, including the influence of institutional structures, and support needed by educators to enable students to respond to the needs of the society they serve.
METHODS: Adopting a \"curriculum as praxis\" orientation for curriculum development supports educating for SR because of its focus on transforming self and the world through recurring critical reflection and action. To complement the curriculum, ensuring SR in the entire academic environment, including institutional structures and capable educators, will enrich student development.
METHODS: Six PT educators from a Philippine university with distinct SR mandates were purposively invited to participate based on their key involvements in various aspects of educating for SR.
METHODS: A participatory approach guided the methods to encourage collaborative creation of practical knowledge. Participant perspectives were gathered through focus group discussions, which were informed by research on SR in Philippine PT. Discussions were transcribed and then subjected to thematic analysis.
RESULTS: Three themes highlighted main areas for practice improvement: 1) strengthening curricular focus on SR through a whole-of-curriculum approach to incorporating opportunities for cognitive learning on SR and praxis (reflection and action); 2) maximizing institutional programs by helping students recognize them as further opportunities for developing SR; 3) and ensuring faculty has the capacity to educate for SR.
CONCLUSIONS: Educating for SR requires a transformative curriculum supported by aligned institutional programs and capable educators. This study enjoins PT educators to ensure a strong SR agenda in their PT programs by analyzing and acting on the transformative purpose of their curricula, including the influence of institutional structures, and support needed by educators to enable students to respond to the needs of the society they serve.
摘要：
背景：物理治疗（PT）学术机构被要求在培养更具社会责任感的毕业生中加强其变革作用。研究目标是探索教师对PT学生进行社会责任（SR）教育的观点，并确定改进策略。
方法：在课程开发中采用“课程作为实践”的取向支持SR的教育，因为它专注于通过反复的批判性反思和行动来改变自我和世界。为了补充课程，确保整个学术环境中的SR，包括体制结构和有能力的教育工作者，将丰富学生的发展。
方法：有目的地邀请来自菲律宾大学的具有不同SR任务的六名PT教育工作者参加，这是因为他们主要参与了SR教育的各个方面。
方法：参与式方法指导了鼓励协作创造实践知识的方法。通过焦点小组讨论收集了参与者的观点，这是通过对菲律宾PTSR的研究得出的。对讨论进行转录，然后进行主题分析。
结果：三个主题突出了实践改进的主要领域：1）通过整体课程方法加强对SR的课程关注，以纳入对SR和实践的认知学习机会（反思和行动）；2）通过帮助学生将其视为发展SR的进一步机会来最大化机构计划；3）并确保教师有能力进行SR教育。
结论：SR教育需要由一致的机构计划和有能力的教育工作者支持的变革性课程。这项研究要求PT教育工作者通过分析和采取行动来确保他们的PT课程中强大的SR议程，包括体制结构的影响，教育者需要的支持，使学生能够响应他们所服务的社会的需求。
方法：在课程开发中采用“课程作为实践”的取向支持SR的教育，因为它专注于通过反复的批判性反思和行动来改变自我和世界。为了补充课程，确保整个学术环境中的SR，包括体制结构和有能力的教育工作者，将丰富学生的发展。
方法：有目的地邀请来自菲律宾大学的具有不同SR任务的六名PT教育工作者参加，这是因为他们主要参与了SR教育的各个方面。
方法：参与式方法指导了鼓励协作创造实践知识的方法。通过焦点小组讨论收集了参与者的观点，这是通过对菲律宾PTSR的研究得出的。对讨论进行转录，然后进行主题分析。
结果：三个主题突出了实践改进的主要领域：1）通过整体课程方法加强对SR的课程关注，以纳入对SR和实践的认知学习机会（反思和行动）；2）通过帮助学生将其视为发展SR的进一步机会来最大化机构计划；3）并确保教师有能力进行SR教育。
结论：SR教育需要由一致的机构计划和有能力的教育工作者支持的变革性课程。这项研究要求PT教育工作者通过分析和采取行动来确保他们的PT课程中强大的SR议程，包括体制结构的影响，教育者需要的支持，使学生能够响应他们所服务的社会的需求。
