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The purpose of this perspective is to discuss the imperative for curricular change that focuses on the utilization of structural competency to promote excellence in physical therapist professional education, transform society, and achieve health equity. Pedagogy centered around biomedical and social determinants of health (SDOH) models are limited in that they lack self-reflexivity, encode social identities like race and gender as risk factors for poor health, fail to examine structural causes of health inequity, conflate SDOH and the structural forces that shape their unequal distribution, and overlook instances of injustice. Promoting health equity will require structural competency, an approach that considers drivers of health beyond the individual and their conditions of daily living (ie, SDOH). Utilizing this approach in physical therapist professional education will help learners understand the evolving needs of society in a deeper, more holistic way: one that considers structural determinants of health as the primary drivers of health equity and inequity. Impact. This paper provides a perspective on how physical therapist professional education can promote health equity for all by embracing an equity-focused, structurally competent pedagogy/approach. Keywords: Health Equity, Political Determinants of Health, Structural Competency, Social Determinants of Health, Structural Determinants of Health, Introduction The United States trails behind other high-income countries on many health care outcomes. Specifically, the United States ranks last among high-income countries when it comes to affordability and access [...]

With summer well into its it's clearly time to dig out the barbecue for another alfresco nosh-up and convivial chin-wag with your friends while you bask in the sunshine to [...]