Technology in Rehabilitation: Ethical and Curricular Implications for Physical Therapist Education

The Winter 2011 special issue of the Journal of Physical Therapy Education reminds us how assistive technologies have helped patients with disabilities gain more independence and improve quality of life. Assistive technology (AT) is defined as “devices and product systems that assist persons with disabilities with the performance of therapy, daily tasks, and activities”1(p59) (see Appendix for a guide to acronyms). Technologies range from no technologies (no tech) to low-level technologies (low tech) to highly complex technologies (high tech). High tech has evolved in recent years to include robotics,2 telemedicine,3 virtual reality,4 computer interface brain waves,5 deep brain stimulation,6 and implantation of microchips to assist in both recovery and improved function in individuals with disabilities.7 Assistive technology compliance and use is influenced by a combination of (Figure) social, economic, ethical, and cultural factors. Rehabilitation providers should be aware of these many influences, including how their own values guide and influence patients/ clients and caregivers in complex decisions regarding the utility of AT. As technology becomes more complex, so do the ethical issues associated with AT use. Rehabilitation professionals and educators must consider ethical issues and socio-cultural factors associated with AT. The complexity of high tech requires rehabilitation educators to carefully instruct future rehabilitation professionals how to critically assess ethical issues associated with AT and AT decision-making.