Bridging the gap: the need for research mentorship and publication culture in physical therapy education in Pakistan
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Abstract
Research and publications are integral to evidence-based healthcare, yet within Pakistan’s physical therapy education, these elements remain underdeveloped. Although physical therapy programs have grown considerably, faculty often lack advanced research expertise, and students receive limited guidance in project design, critical appraisal, and scientific writing. Consequently, most student theses remain unpublished, representing missed opportunities to strengthen the global evidence base. This viewpoint highlights major gaps in research mentoring and publication culture in Pakistan’s physical therapy programs. It emphasizes the need for structured mentorship, early student engagement in research, and institutional reforms to promote academic productivity. Developing a strong research culture is not only an academic necessity but a professional responsibility that directly influences patient care and the advancement of evidence-based practice. International models demonstrate that investment in faculty development, research capacity building, and collaborative publishing can significantly improve outcomes. Adopting similar strategies in Pakistan could empower students, enhance faculty productivity, and ensure that locally generated evidence informs clinical practice. Strengthening research mentorship and cultivating a publication culture are therefore essential steps to bridge the divide between education and practice, aligning physical therapy education in Pakistan with global standards of healthcare innovation.
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