As we teach, so we treat

Abstract

In this paper, we draw parallels between our particular teaching approach with small groups of adults and clinical physiotherapy. We propose that by examining the process of treating we can illuminate our methods of teaching relatives, carers and colleagues, which in turn improves our clinical practice. We illustrate our new perspective with examples of clinical situations and small group adult learning. Our approach differs from traditional practice in that instead of therapists or tutors assuming sole responsibility for assessment, aims, methods and evaluation, all concerned participate with equal rights and responsibility in this process.