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Peer-reviewedCC BYMedical science educator

Reconceptualizing the Role of Passion within Physical Therapy Education.

  • Joel Sattgast1
  • Stacia Hall-Thompson2
  1. 1Department of Physical Therapy, Eastern Washington University, Spokane, WA USA.
  2. 2Physical Therapy Department, Methodist University, Fayetteville, NC USA.
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Abstract

Students entering physical therapy education frequently cite passion as central to their professional aspirations, yet its role in professional identity formation and across learning domains remains underdeveloped and poorly understood. Drawing on the Dualistic Model of Passion and informed by existing competency frameworks, this commentary reconceptualizes passion as an educational construct intersecting cognitive, affective, and psychomotor domains. We argue that passion often resides within the hidden curriculum and should be intentionally integrated into curricular design, assessment, and faculty modeling. Supporting autonomous internalization of personal and professional motivations may strengthen professional identity, resilience, and sustained engagement within the physical therapy profession.

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Cite

BibTeXRIS
BibTeX
@article{sattgast2026reconceptualizing,
  title = {{Reconceptualizing the Role of Passion within Physical Therapy Education.}},
  author = {Joel Sattgast and Stacia Hall-Thompson},
  journal = {Medical science educator},
  year = {2026},
  month = sep,
  doi = {10.1007/s40670-026-02854-w},
  url = {https://europepmc.org/article/MED/42968849},
  note = {CC BY},
}
RIS
TY  - JOUR
TI  - Reconceptualizing the Role of Passion within Physical Therapy Education.
AU  - Joel Sattgast
AU  - Stacia Hall-Thompson
PY  - 2026
DA  - 2026/09/21
JO  - Medical science educator
DO  - 10.1007/s40670-026-02854-w
UR  - https://europepmc.org/article/MED/42968849
AB  - Students entering physical therapy education frequently cite passion as central to their professional aspirations, yet its role in professional identity formation and across learning domains remains underdeveloped and poorly understood. Drawing on the Dualistic Model of Passion and informed by existing competency frameworks, this commentary reconceptualizes passion as an educational construct intersecting cognitive, affective, and psychomotor domains. We argue that passion often resides within the hidden curriculum and should be intentionally integrated into curricular design, assessment, and faculty modeling. Supporting autonomous internalization of personal and professional motivations may strengthen professional identity, resilience, and sustained engagement within the physical therapy profession.
SN  - 2156-8650
ER  -