Gina M Musolino

Gina M Musolino,


Business Phone: (352) 273-6113
Business Email:

About Gina M Musolino

Gina Maria Musolino, PT, DPT, MSEd, EdD is an experienced educator, scholar, author/editor, and advocate clinician. Currently, Dr. Musolino is serving as Clinical Professor and Associate Director of Curriculum of Physical Therapy, University of Florida, College of Public Health and Health Professions. She has served as tenured Professor, Program Director/Chair, and Director of Clinical Education. Dr. Musolino’s scholarly works include impacting, peer-reviewed articles and textbook chapters examining critical components of professional formation and holistic admissions. Dr. Musolino is co-editor/author of Clinical Reasoning & Decision-making in PT: Facilitation, Assessment & Implementation, 2020 & Patient Practitioner Interaction: An Experiential Manual for Developing the Art of Health Care, 2016. In collaboration with colleagues, Dr. Musolino has earned over 130K in funded research and teaching grants. Appointed by the APTA Board of Directors to the APTA Credentialed Clinical Instructor Program Advisory Work Group (2020-23), Gina serves as an APTA Level 1 & 2 Credentialed Clinical Trainer. She has previously served as 2-term President of the APTA Academy of Education; 2-term Chief Delegate-FL and Director, Florida Physical Therapy Association; Federal Affairs Liaison for the Academy of Neurologic PT; and Congressional Key Contact. Gina received the APTA Lucy Blair Service Award (2012) for service of exceptional value to the profession, was honored with the APTA Academy of Education, Feitelberg Journal Founders Award (2005) and recognition as a distinguished, senior manuscript reviewer with the APTA Physical Therapy Journal. Dr. Musolino serves as a contributing editorial board member with the Association of Schools Advancing Health Professions, Journal of Allied Health.


• Excellence Framework in Academic Physical Therapy, Research Recognition, APTA Education Leadership Conference. Ivan R, MacIntosh A, de Ruig MJ, Musolino GM, James D, Standokes LP, Traywick L, Bringman D, Fox J, Salamh PA, Maher SF, Pardo V, Herriger, CN, Condo, M. Surveying holistic admissions: A qualitative study across six different DPT programs. Philadelphia, PA
2023 · APTA American Council of Academic Physical Therapy (ACAPT) Education Research Committee & APTA Academy of Education, Scholarship of Education Special Interest Group
APTA Lucy Blair National Service Award
2012 · American Physical Therapy Association
Alumni Award
2007 · Washington University, School of Medicine, Program in Physical Therapy
Feitelberg Journal Founders Award
2005 · American Physical Therapy Association, Academy of Education
Beatrice F. Schulz Award for Outstanding Clinical Education
1987 · Washington University, School of Medicine, Program in Physical Therapy

Teaching Profile

Courses Taught
PHT6206C Basic Clinic Skills 1
Teaching Philosophy
Teaching Philosophy Gina Maria Musolino, PT, DPT, MSEd, EdD “Education is the kindling of a flame, not the filling of a vessel.” ~ Socrates (c. 470 BCE-c. 399 BCE) My teaching philosophy relies predominantly on the works of Dewey, Kolb, Schӧn, Boyer and Brookfield. I utilize active training strategies to promote student engagement, while scaffolding and fine tuning the teaching and learning-in-action, in response to where learners present on the learning curve. I expect students to come prepared, so that our face-to-face or virtual time together is meaningful and valuable to promote their development as health care professionals, striving for excellence. In the classroom setting, I work to address all learning styles, in my facilitated activities and teaching. I thrive on students’ ability to ask thoughtful and well-considered questions, which leads to my sharing additional stories or applied learning case examples to enhance their learning. I enjoy incorporating case studies, clinical vignettes, and modified problem-based learning activities. I also facilitate students to be adult ‘learning workers’ in the process and take responsibility and accountability for their learning and engagement while offering solutions, concepts, and ideas to facilitate their problem-solving and clinical reasoning efforts. I often pose probing queries to the initial responses of the learners and facilitate their learning by guiding in directions not considered or to consider alternatives, while adapting to the learners as needed. I work to ensure that students are utilizing a variety of clinical reasoning and decision-making strategies and assist in linking them to both contemporary and traditional evidence to support their premises or refute. I collaborate with students to provide them a voice within virtual, clinical, and classroom/laboratory-based environments and require their evidence-based support for discussions. I work to provide timely feedback with all instructional methods and promote self and peer critique whenever possible to promote reflective and collaborative learning. Guiding students in clinical, distant, and didactic education realms, I challenge learners and faculty (clinical and academic) to incorporate active learning and provide change-agent educational and service projects that are meaningful to the needs of the specific affiliate site, rather than just another lecture in-service. I utilize reflective journals and guided inquiry along with evidence-based case reporting during clinical education. My goal with developing health care professional students is to teach how to learn, how to think and how to reason with a dedication for excellence. I strive to challenge the learners by turning what I would simply ‘tell them,’ to instead pose a guiding question or guided decision-making steps to facilitate their thoughts and metacognitive processing for deeper learning. Students quickly learn that active engagement requires learner preparation. Boyer’s model expands upon the traditional model of scholarship to one of “discovery, integration, application, teaching and engagement.” Hence, in scholarly works, I attempt to amalgamate my teaching, research, and service so that the design, development and evaluation of the curriculum or clinical education provides a viable platform from which others may learn and develop. This is accomplished through scholarly dissemination, active engagement of the intended learners, and my own reflective practice as an educator. Working to instill a spirit of service remains an important goal for the profession to truly assist in transforming society at all levels, in meeting shared goals for not only town-gown relationships, but the broader and often global communities of service. As Schӧn expounds, the professions not only demonstrate “reflection, but reflection with practice, on-action, in-action, and for action and through recognizing surprise.” Hence as Boyer modeled, the work of scholarship is not only investigating best practice, connecting theory and practice; but also communicating the knowledge effectively to stakeholders. Working through and with communities of scholars, assures that we are reaching beyond silos and promoting broader engagement throughout our communities of service. As Lee Shulman suggests a community of scholars to collaborate with remains key to the work of educators. While self-reflection is key to reflective and expert practice, as a professional educator, to develop reflective practitioners. The response to reflection remains paramount. As Brookfield purports, going beyond the feedback, and altering learning and teaching approaches, in a “deliberate and sustained way” is what continually shapes the teaching and learning environment. An expert teacher is one who, like the expert clinician, can adjust and respond to the learners, often in-action and certainly upon reflection, and alter the teaching and learning pathways to meet the learners needs while maintaining the standards of excellence. I translate this work with clinical faculty and peer educators by promoting critical reflection with guided question sets, as introduced by Ford and colleagues. Ford suggests, asking students, following patient encounters, verbally or in reflective journals, to describe “what happened”, to discuss their “thoughts and feelings” relative to the encounter, to provide their analysis on “what else they could or might have done”, then to evaluate “what was good and/or bad about the experience”, and finally discuss their plan of action “if it arose again, what would you do differently or the same”? I further expand upon Ford’s concepts by providing additional guided reflection queries regarding the learners’ abilities and self-assessment. Within textbooks, I challenge learners and authors to provide relevant, experiential examples to immediately apply the learning concepts in incorporating active exercises within the chapters and at the end of each chapter. I challenge learners through thought provoking questions, as a framework, or quick check, to investigate their thought and reasoning (Musolino & Mostrom). I try to share my own personal trials and errors and incorporate humor through the sometimes-embarrassing moments in healthcare, building trust with the learners, while expanding their abilities to translate their learning and practice capacities. I enjoy bringing forth the diverse aspects of learning and the importance of a flexible framework. I have a deep commitment to our profession, fostering excellence in both the mentoring and teaching of physical therapists. I remain inspired to further advance the opportunities for our physical therapy profession and through collaborative education to serve our patients and clients. I admire the resilience with which educators, interprofessional healthcare teams, patients, and learners have adapted to overcome the challenges in this time of pandemic, as we begin to turn the corner with renewed strengths and dedication.

Research Profile

Dr. Musolino’s line of scholarly inquiry examines curriculum design, development, and evaluation for the contemporary, professional development of health care professionals from classroom to clinic. Dr. Musolino has investigated focus areas related to key foundational elements for professional formation and interprofessional practice, including mixed-methods research examining self-assessment, reflective practice, cultural competence, clinical reasoning, service-learning, clinical education, and clinical instructor faculty development. Dr. Musolino has contributed scholarly position statements concentrating on health policy, ethics and rehabilitation technology, and an in-depth manuscript discerning the nuances of the scholarship of teaching and learning. These collaborative position statements have served to educate the public, profession, and faculty regarding best practice in physical therapy education, influencing health policy, professional formation, and curricular standards.


Clinical Education Models, Chapter 3 in Clinical Education in Physical Therapy: The Evolution from Student to Clinical Instructor and Beyond
Jones & Bartlett Learning.
Clinical Reasoning and Decision Making in Physical Therapy: Facilitation, Assessment and Implementation
Slack Publications.
What Traits Are Reflective of Positive Professional Performance in Physical Therapy Program Graduates? A Delphi Study.
Journal of allied health. 47(2):96-102 [PMID] 29868693.
Patient Practitioner Interaction: An Experiential Manual for Developing the Art of Health Care
Slack Publications.
Reasons identified for seeking the American Physical Therapy Association-Credentialed Clinical Instructor Program (CCIP) in Florida.
Journal of allied health. 42(3):e51-60 [PMID] 24013251.
A vision for society: physical therapy as partners in the national health agenda.
Physical therapy. 91(11):1664-72 [DOI] 10.2522/ptj.20100347. [PMID] 21949433.
Assessing reflective thinking and approaches to learning.
Journal of allied health. 40(3):128-36 [PMID] 21927778.
Understanding and Eliminating Disparities in Health Care: Development and Assessment of Cultural Competence for Interdisciplinary Health Professionals at The University of Utah – A 3-Year Investigation, invited publication
J Physical Therapy Education. 23(3):25-36
Chapter 5: Expanding Horizons Through Service and Service Learning & Chapter 14: Integrating Service Learning for Physical Therapy Programs: Frameworks and Opportunities; In Finding Meaning in Civically Engaged Scholarship: Personal Journeys, Professional Experiences
Information Age Publishing.
Mutual respect in healthcare: assessing cultural competence for the University of Utah Interdisciplinary Health Sciences.
Journal of allied health. 38(2):e54-62 [PMID] 19753414.
Fostering reflective practice: self-assessment abilities of physical therapy students and entry-level graduates.
Journal of allied health. 35(1):30-42 [PMID] 16615294.
Design and utility of a web-based computer-assisted instructional tool for neuroanatomy self-study and review for physical and occupational therapy graduate students.
Anatomical record. Part B, New anatomist. 285(1):26-31 [PMID] 16032754.
Reflection and the Scholarship of Teaching, Learning, and Assessment
J Physical Therapy Education. 19(3):52-66
Enhancing Diversity through Mentorship: The Nurturing Potential of Service Learning
Journal of Physical Therapy Education. 18(1):29-42


Doctor of Physical Therapy (DPT)
2018 · Utica University
Doctor of Education (EdD)Specialization: Health Care Education Concentration: Curriculum Design, Development & Evaluation
1998 · Nova Southeastern University Fischler College of Education
Master of Science in Education (MSEd)
1992 · Southwest Baptist University
Bachelor of Science in Physical Therapy (BS PT)
1987 · Washington University, School of Medicine, Program in Physical Therapy
Associate in Science (AS)
1983 · John Wood Community College

Contact Details

(352) 273-6113
Business Street:
PO Box 100154
1225 CENTER DR HPNP 1150