This special focus edition of the Journal of Women's Health Physical Therapy reports on the research and methods used to develop the Section on Women's Health (SoWH), American Physical Therapy Association (APTA), Guidelines for Women's Health Content in Professional Physical Therapist Education: 2014 Update (Guideline)1 as well as that used to develop the first edition, published in 2005.2 The articles by Boissonnault,3 published here for the first time, Irion,4 and that by Krum and Smith (reprinted with permission from Journal of Physical Therapy Education)5 were foundational documents that helped establish the breadth and focus of women's health (WH) education and practice. The Boissonnault and Irion studies focused on academic program curricular elements and provide a baseline for content that was taught in entry-level programs in 2003. LaPorta Krum and Smith focused on clinical practice and educational preparation needed to provide WH-focused care. Both studies provided much needed data to support writing of the Guideline: first edition as well as the Description of Specialty Practice.6

The Women's Health Section Board of Directors appointed a task force (TF) in 2011 to update the Guideline. This TF used survey data from the first edition Guideline when developing new surveys. As initial Guideline surveys focused on importance of content elements, whether content was entry-level or postprofessional, and asked about time spent on content areas both for education and in practice, the TF determined that new survey instruments were needed. The updated survey instruments focused solely on professional (entry-level) education and included elements to define current or recommended content as well as expected skill level demonstrated by a new physical therapy (PT) graduate. A detailed description of survey development and results is reported in the article by Nelson et al.7 Once completed, the surveys were sent to all accredited physical therapist academic programs in the United States and all SoWH members as of February 2012. The academician and clinician survey questions and results can be found in Supplemental Digital Content Appendix 1 (available at http://links.lww.com/JWHPT/A9) in the report by Nelson et al.7

In developing the surveys, the TF identified a need to reformat the information. Through consultation with experts, round table discussion at Combined Sections Meeting 2012, and TF discussion, an improved format was developed. This format was used in the surveys to the academic and clinical community, as well as in the final Guideline. The article by Figuers et al8 provides the discussion and final document format detail. In addition, the rationale for providing the document in an electronic format available to all who visit the SoWH Web site is described along with links to the Guideline.

For all PT practitioners, there are areas where expert practice is poorly defined. Management of the pelvic floor is such an area. The TF included questions specific to assessment and management of the patient with pelvic floor dysfunction in order to clarify the expectations of the entry-level practitioner. Dockter et al9 provide detailed analysis of the survey data related to both curricular content and teaching methods regarding management of the pelvic floor. Dockter et al also provide a thorough description of what a PT pelvic floor muscle examination entails as well how this differs from our colleagues in medicine. In addition, included are several survey questions related to support tools that would benefit those who teach WH material, both at the entry level and in the postprofessional realm, and the results are provided for your review.

Finally, the article by Boissonnault et al10 offers a comparison of elements between the first and updated editions of the Guideline and provides in detail the different emphasis each TF took in developing its data collection methods. This summary provides further information related to development and specialization of WH content and entry-level PT education and training expectations.

The Guidelines for Women's Health Content in Professional Physical Therapist Education: 2014 Update was published electronically via the SoWH Web site. The SoWH also provided this guideline to all accredited physical therapist programs in the United States to assist in curricular planning and implementation in the area of WH. The Guideline does not carry any regulatory authority and is not an official publication of the Commission on Accreditation in Physical Therapy Education (CAPTE), nor the APTA. The methods used in developing the Guideline provide important information to those interested in entry-level physical therapist practice. The TF is pleased to present these articles in this special focus journal.

Respectfully submitted,

Carol Figuers, MS, EdD

Doctor of Physical Therapy Division

Duke University Medical School

Durham, North Carolina

Patricia R. Nelson, PT, ScD

Department of Physical Therapy

Eastern Washington University, Spokane

Cochairs, Women's Health

Curricular Content Guide Task Force

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