Reconceptualizing the Role of Passion within Physical Therapy Education

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.