COMPETENCY-BASED LEARNING AND PROFESSIONAL EXCELLENCE: THE EVOLUTION OF PHYSIOTHERAPY EDUCATION IN INDIA

Abstract

The National Commission for Allied and Healthcare Professions (NCAHP) Act, 2021, has reformed the regulation of physiotherapy education in India. Previously, the lack of a unified regulatory framework led to inconsistent clinical training, fragmented educational standards, and variable professional competencies across states and institutions. This article examines the NCAHP's role in implementing a competency-based curriculum (CBC) and standardizing physiotherapy education through governance. The NCAHP framework emphasizes aligning national standards with international norms by focusing on outcome-oriented education, ethical practice, early clinical exposure, multidisciplinary learning, and professional responsibility. The Commission aims to preserve institutional autonomy while ensuring graduate competency, patient safety, and workforce mobility by integrating regulatory oversight with curriculum reform. The essay highlights the necessity of progressive implementation and stakeholder participation while discussing implementation issues like infrastructure requirements, assessment changes, and faculty readiness. With ramifications for healthcare delivery and professional identity, the NCAHP-led changes signify a change in India toward competency-driven physiotherapy education, ethical governance, and quality assurance to compete on global platform