Richard Shields, PT, PhD, FAPTA, forged his own path by joining his spinal cord research experience with his passion for advancing physical therapy education. His journey underscores the value of understanding human behavior in both clinical and academic settings to optimize movement and recovery.

Shields notes that his research on spinal cord injuries and educational practices both have repeated behaviors that can shape long-term outcomes. Specifically, he emphasizes the concept of epigenetics, explaining that “if you repeat certain behaviors, you upregulate certain genes, and then it has a memory.” Regarding spinal cord injuries, he explains, “What we’re trying to do is understand what we need to do day in and day out as a lifestyle adjustment for people with paralysis to be healthy.” This connection between behavior and physiological responses is echoed in educational settings, where the stressors students face can detrimentally affect their learning capabilities.

Reflecting on his early career, Shields recalls a pivotal moment in 1984 when he applied for a Foundation grant while still a practicing clinician. Despite skepticism from peers, he persevered and secured a $17,000 grant to measure seated pressure in individuals with spinal cord injuries. This marked the beginning of his deep engagement with research and highlighted the importance of early financial support to nurture creative thinking in the physical therapy profession.

When Shields became chair of the physical therapy department at the University of Iowa in 2006, his research focus expanded to include  educational outcomes after revealing a significant gap. He said, “I was shocked that we didn’t have any measurements in our field.” This revelation led him to help develop the Physical Therapy Graduation Questionnaire (PT-GQ), or PT-GQ, a comprehensive tool aimed at establishing benchmarks for physical therapy education. What began with five institutions has now grown to include over 150 schools, with projections for even further growth. He believes this movement toward standardized assessment is crucial: “If there are things about the learning environment that we don’t know, we can change them.”

One of the most striking outcomes of Shields’s research has been its impact on the awareness of student mistreatment. By directly asking students about their experiences, Shields uncovered alarming data: only about 40% of physical therapy respondents knew their institution had policies protecting them from mistreatment, compared with nearly 100% in medicine. This knowledge prompted immediate changes in how physical therapy programs approach student orientation and support.

Additionally, the PT-GQ measures the critical trait of one’s ability to tolerate uncertainty — a vital quality for health care professionals. Shields explains, “A good scientist has to understand that you have to tolerate uncertainty because you’re weighing a lot of factors.” His work aims to equip future practitioners with the skills needed to navigate the complexities of health care by advocating for what he terms “precision education.” He recognizes the diverse needs of students, stating, “It’s easy to say we want diversity. But it’s our responsibility to say, ‘How do we best meet the needs of the different individuals that come into a program?’”

Shields’ journey illustrates how diverse areas of research can intertwine to enhance both clinical and educational practices in physical therapy. His work continues to shape the future of the profession, emphasizing the critical connection between behavior, education, and patient outcomes.

Shields served on the Foundation’s Board of Trustees from 2003 to 2010, including a term as president from 2007 to 2008, and a term as Vice President / Past President from 2009-2010.