Commentary on the competency-based curriculum for physiotherapy (2025)

Dear Editor-in-Chief, We are writing to provide a joint commentary on the recently introduced “Competency Based Curriculum for Physiotherapy (2025),” developed by the National Commission for Allied and Healthcare Professions (NCAHP) and approved by the Ministry of Health and Family Welfare, Government of India.[1] This curriculum represents a significant paradigm shift in physiotherapy education in India, aligning with the government’s broader vision of standardization, as seen in the “One Nation, One Syllabus” initiative, and warrants a critical appraisal of its potential impact. The curriculum’s emphasis on competency-based education is a notable strength. This approach aligns the educational outcomes with demonstrable practical skills, addressing the identified gap between theoretical knowledge and clinical competence. This focus aims to cultivate proficient practitioners capable of delivering high-quality, patient-centered care. Furthermore, the curriculum promotes standardization across institutions, which has the potential to enhance the consistency of educational quality and improve the recognition of Indian physiotherapists both nationally and internationally. The integration of contemporary educational principles, including self-directed learning and credit systems, also reflects a positive move toward aligning with the global standards. However, the transition to this new curriculum presents several challenges. Successful implementation will require substantial investment in faculty development, curriculum redesign, and infrastructure enhancement, which may disproportionately affect institutions with limited resources. Potential for transitional challenges, including student uncertainty regarding assessment and internship requirements, also exists. Effective inter-institutional collaboration and communication among educational bodies, healthcare providers, and regulatory agencies are crucial for mitigating these challenges and ensuring effective adoption. To optimize the curriculum’s impact and address potential obstacles, we propose the following recommendations: Phased Implementation with Support: A phased rollout, coupled with targeted support for institutions, particularly those in resource-constrained settings, would facilitate a smoother transition Robust Faculty Development: Ongoing and comprehensive faculty development programs are essential to equip educators with the necessary skills for competency-based education Curriculum Implementation Committees: Institutions should establish dedicated committees to oversee the implementation process and ensure alignment with the new curriculum standards Integration of International Best Practices: Incorporating evidence-based best practices from international physiotherapy curricula, such as advanced clinical reasoning, specialization, and research methodology, could further strengthen the curriculum Transparent Communication and Stakeholder Engagement: Clear and consistent communication with students, families, and other stakeholders is vital to address concerns and foster buy-in. Continuous engagement with the NCAHP is also necessary to ensure the effective implementation. In conclusion, the Competency-based Curriculum for Physiotherapy (2025) holds considerable promise for advancing physiotherapy education and practice in India. By acknowledging its strengths and weaknesses, proactively addressing the inherent challenges, and recognizing its alignment with the “One Nation, One Syllabus” initiative, we believe its potential to elevate the profession and improve healthcare outcomes can be maximized. Thank you for your attention to this important matter. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.