2026 Volume 53 Issue 5 Pages 337-346
Objective: The competencies required of instructors in postgraduate educational settings have not yet been clearly defined in physical therapy education in Japan. This study aimed to identify the competencies that such instructors should possess based on learners’ perceptions.
Methods: Online focus groups with learners were transcribed and analyzed using a modified grounded theory approach.
Results: We identified 21 competencies, seven categories, and three core categories. Within the core categories, the ideal instructor was characterized as a “role model for physical therapists” and a “learning companion,” grounded in an “empathetic attitude.” Within this category, “being attuned to the learner” emerged as a defining characteristic of the learner–instructor relationship in providing support.
Conclusion: In addition to serving as role models, physical therapy instructors in postgraduate education are expected to act as companions who support learners throughout their learning process. In particular, an empathetic attitude underpins both roles and may represent a key competency for instructors.
