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This is the second episode in my series on new RMTs. Today we have Courtney, who is an RMT in Halifax, Nova Scotia. We had a great conversation about the need to adapt RMT entry to practice curriculum to make it consistent with current evidence and how the industry and more importantly the public would benefit from a shift in thinking from fixing people to providing more meaningful support and management. 

At the time of this recording she was just finishing her studies in RMT school. Courtney started to develop a sense of skepticism during her entry to practice education so she started to search for information outside of her school environment. This led her in a search for updated knowledge which was challenging everything she was learning in school. When presenting this new information to her instructors she was frustrated because she was encouraged to not ask questions and to simply accept the knowledge that she was being presented with.

Courtney’s experience is not unique as it demonstrates some of the common problems our profession has with its entry to practice curriculum. We share a few suggestions of a better way forward which we hope the stakeholders will adopt.

Some wise words to take away from this episode,  the more I learn the more I realize I need to know

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