The emphasis of this special issue is on the history of physical therapist education; one manuscript, however, specifically illustrates the history of physical therapist assistant education. All of the authors describe the early days of physical therapy in the United States and the external and internal influences that make physical therapist practice and education what it is today.

As you read this issue, you will be impressed by the way societal and political factors, along with the continual evolution of disease, have affected physical therapist practice. Over the years, the manner in which physical therapy professionals dress, talk, and relate to patients has changed markedly. Surges or resurgences of certain diseases have impacted the profession, as has the political arena, from payment structures to the domination by physicians of our profession in the early days.

The key elements of our profession include practice, teaching, and research. The transformations in physical therapy education and practice were very difficult to capture in short manuscripts. The authors have provided you with a tour of critical past events.

Physical therapy practice has evolved from being prescriptive, with physicians telling physical therapists exactly what to do, to physical therapists practicing independently. The proposed national Medicare regulations for payment for direct-access services substantiates how far this profession has come; this issue is discussed by Marilyn Moffat, PT, PhD, CSCS, FAPTA, in “The History of Physical Therapy Practice in the United States” and by John L Echternach, PT, RdD, HCS, FAITA, in his article “The Political and Social Issues That Have Shaped Physical Therapy Education over the Decades.”

Education has also changed from being prescriptive to evidence-based over the last 80 years, as illustrated by Elizabeth H Littell, PT, PhD, and Geneva Richard Johnson, PT, PhD, FAPTA, in their article “Professional Entry Education in Physical Therapy during the 20th Century.” At one time, when a teacher entered the room all of the students had to stand up in deference to the instructor. Those days are long gone! Students now expect excellence and challenge their instructors, which would not have been accepted in the early days of physical therapy education.

Clinical instruction has also changed with the evolution of the profession. With entry-level doctoral education, identifying and developing superb clinical instructors (CIs) is a challenge. Issues such as finding talented CIs to mentor students continue to be a concern, as does the number of clinical placement sites. Jan Gwyer, PT, PhD, and colleagues, in “The History of Clinical Education in Physical Therapy in the United States,” describe critical issues that have shaped clinical education.

The evolution of the Doctorate in Physical Therapy (DPT) has recently been a catalyst for change in the profession. Schools across the county have followed the Creighton University faculty in offering a DPT degree. The Creighton University faculty’s decision to train doctorally prepared clinicians was controversial, widely discussed, and criticized. They believed in their goal and persevered. Sidney J Stohs, PhD, FASAHP, FACN, CNS, FATS, and colleagues explain the steps in the evolution of the first physical therapist doctoral program in their paper, “Initiating Clinical Doctoral Education in Physical Therapy: The case of Creighton University.”

Societal issues have affected the recruitment and retention of minority groups.

In “The Historical Significance of Minority-Serving Institutions in Physical Therapy Education,” E Anne Reicherter, PT, MEd, OCS, and colleagues illustrate the trials, tribulations, and successes that the profession of physical therapy has achieved as a result of efforts to promote diversity.

How we judge ourselves as a profession is well depicted by the work of Virginia M Neiland, PT, MS, and Mary Jane Harris, PT, MS, in “History of Accreditation in Physical Therapy.” They describe the changing standards of physical therapy education by cataloguing the history of accreditation for more than half a century.

Elizabeth Domholdt, PT, EdD, FAPTA, and colleagues further demonstrate in “Journal of Physical Therapy Education: Birth to 16 Years” how physical therapy educators learn from each other in their scholarly study of the contents of the Journal of Physical Therapy Education. They have provided us with an exhaustive study of contributions to the journal over the last 16 years.

Finally, in “Physical Therapist Assistant Education Over the Decades,” Cheryl A Carpenter-Davis, PTA, MEd, discusses the development and changes in physical therapist assistant education and practice. She attempts to provide insight into the evolution of the physical therapist assistant’s role and provides thoughts about the future.

Recognition of key physical therapist and physical therapist assistant leaders was attempted where possible. As with all attempts to recognize leaders in any profession, oversights may have occurred. Realizing this, it was still deemed important to try to recognize some of the talented people who have paved the way for future physical therapists. Historical research never tells the entire history.