Competencies of undergraduate physiotherapy education: A scoping review

South African Journal of Physiotherapy

Field Value
Title Competencies of undergraduate physiotherapy education: A scoping review
Creator Shumba, Tonderai W. Tekian, Ara
Subject Education, Medical, Physiotherapy competencies; undergraduate physiotherapy; review; assessment strategies; milestones evaluation; Namibia.
Description Background: In recent years, the need for competency-based medical education has been emphasised. Each country needs a defined set of physiotherapy competencies from the associations and governing bodies.Objectives: Our review aimed to map competencies of undergraduate physiotherapy education and propose a context-specific competency framework for Namibia.Method: This scoping review was conducted following the Joanna Briggs Institute framework and was reported using the Preferred Reporting for Systematic Reviews and Meta-analysis Extension for Scoping Reviews. Qualitative direct content analysis utilising the five main competency domains from the WHO Rehabilitation Competency Framework was adapted.Results: Five main competency domains were proposed: practice, professional growth and involvement, learning and development, management and leadership, and research. Nineteen potential competencies were identified, and each competency has a set of knowledge and skills activities that is expected of each student.Conclusion: The proposed competencies still need to undergo expert consensus and content validation before they can be adopted and implemented in Namibia. Future studies can explore the perspectives and experiences of the faculty, students and clinicians on the current status of competency-based education of undergraduate physiotherapy programme in Namibia. Similarly, future studies can focus on possible assessment strategies that can be used for each competency and an evaluation framework for assessing milestones in student competencies from entry into clinical education to graduation.Clinical implications: The review proposed a context-specific competency framework for Namibia with a set of knowledge and skills activities that is expected of each student. The faculty can adopt these competencies and improve on their competency-based physiotherapy education.
Publisher AOSIS
Contributor Foundation for the Advancement in International Medical Education and Research (FAIMER) Seed Corn Grant from the Faculty of Health Sciences and Veterinary Medicine, University of Namibia.
Date 2024-01-19
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajp.v80i1.1879
Source South African Journal of Physiotherapy; Vol 80, No 1 (2024); 15 pages 2410-8219 0379-6175
Language eng
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
Coverage — — —
Rights Copyright (c) 2024 Tonderai W. Shumba, Ara Tekian