Physiopedia:Educational Program Philosophy and Program Outcomes: Difference between revisions

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== Competencies and Competency Based Education ==
== Competencies and Competency Based Education ==
Competencies are abilities in the learner that incorporate knowledge, skills and attitudes.<ref name=":1">Gruppen LD, Mangrulkar RS, Kolars JC. [https://human-resources-health.biomedcentral.com/articles/10.1186/1478-4491-10-43 The promise of competency-based education in the health professions for improving global health]. Human Resources for Health. 2012 Dec;10(1):1-7.</ref>   Competency based education is an educational theory that uses an outcomes based approach and emphasizes content mastery.<ref name=":1" />   Competency domains are categories with similar characteristics that can be observed in the expert clinician.<ref name=":2">Timmerberg JF, Chesbro SB, Jensen GM, Dole RL, Jette DU. [https://academic.oup.com/ptj/article-abstract/102/5/pzac018/6535132?redirectedFrom=fulltext&casa_token=j7YMDMul7_gAAAAA:V896kfZb-QakOi_akM9Qyerz4fx_tjohv3QY7b2h-3SqoigqIRp3thNzjSvGgwF9ME_Rgpw1-c8 Competency-Based Education and Practice in Physical Therapy: It’s Time to Act!]. Physical Therapy. 2022 May;102(5):pzac018.</ref>  Many international organizations have defined competency domains and competencies including World Health Organization<ref>Mills JA, Cieza A, Short SD, Middleton JW. [https://www.sciencedirect.com/science/article/pii/S000399932031248X Development and validation of the WHO Rehabilitation Competency Framework: a mixed methods study]. Archives of Physical Medicine and Rehabilitation. 2021 Jun 1;102(6):1113-23.</ref> and [https://world.physio/sites/default/files/2021-07/Physiotherapist-education-framework-FINAL.pdf World Physiotherapy Association] .  Competency based education is associated with higher assessment scores,<ref>Thurman GK, Sanders MK. Competency-based education versus traditional education: a comparison of effectiveness. Radiologic Technology. 1987 Nov 1;59(2):164-9.</ref> faster pace of learning,<ref>Long DM. [https://journals.lww.com/academicmedicine/Fulltext/2000/12000/Competency_based_Residency_Training__The_Next.9.aspx?casa_token=ltjXUETJLfMAAAAA:rCrnirVf1ANqPBtnoACmga2c_6TO36rDOzEcXJfk1lz8a5kEYkqUsic7aoyF6_k47aiQ7aNpr9zhsrLRuxJx Competency-based residency training: the next advance in graduate medical education]. Academic Medicine. 2000 Dec 1;75(12):1178-83.</ref> decreased variation in outcome,<ref>Stillman PL, Wang Y, Ouyang Q, Zhang S, Yang Y, Sawyer WD. [https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2923.1997.tb00040.x?casa_token=D8IdQlXZ54UAAAAA:-J5Al6jvmD6QVElAAvKJdqc21943S0v3k6brdLM_b8q0Xq7VKFp0asE3Cvpe7Jx0ZphCyCAHrpk Teaching and assessing clinical skills: a competency‐based programme in China]. Medical education. 1997 Jan;31(1):33-40.</ref> and better learner preparedness.<ref>Hitzblech T, Maaz A, Rollinger T, Ludwig S, Dettmer S, Wurl W, Roa-Romero Y, Raspe R, Petzold M, Breckwoldt J, Peters H. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6883251/pdf/JME-35-54.pdf The modular curriculum of medicine at the Charité Berlin–a project report based on an across-semester student evaluation]. GMS journal for medical education. 2019;36(5).</ref> An element of competency based education is workplace based assessment.<ref name=":2" />  Workplace based assessment suggests that students are assessed in the clinical environment with the resources that are available, on competency domains performed by a rehabilitation professional.<ref name=":2" />  This type of assessment is most commonly performed by clinical instructors in settings where clinical experiences take place.
Competencies are abilities in the learner that incorporate knowledge, skills and attitudes.<ref name=":1">Gruppen LD, Mangrulkar RS, Kolars JC. [https://human-resources-health.biomedcentral.com/articles/10.1186/1478-4491-10-43 The promise of competency-based education in the health professions for improving global health]. Human Resources for Health. 2012 Dec;10(1):1-7.</ref>   Competency based education is an educational theory that uses an outcomes based approach and emphasizes content mastery.<ref name=":1" />   Competency domains are categories with similar characteristics that can be observed in the expert clinician.<ref name=":2">Timmerberg JF, Chesbro SB, Jensen GM, Dole RL, Jette DU. [https://academic.oup.com/ptj/article-abstract/102/5/pzac018/6535132?redirectedFrom=fulltext&casa_token=j7YMDMul7_gAAAAA:V896kfZb-QakOi_akM9Qyerz4fx_tjohv3QY7b2h-3SqoigqIRp3thNzjSvGgwF9ME_Rgpw1-c8 Competency-Based Education and Practice in Physical Therapy: It’s Time to Act!]. Physical Therapy. 2022 May;102(5):pzac018.</ref>  Many international organizations have defined competency domains and competencies including World Health Organization<ref>Mills JA, Cieza A, Short SD, Middleton JW. [https://www.sciencedirect.com/science/article/pii/S000399932031248X Development and validation of the WHO Rehabilitation Competency Framework: a mixed methods study]. Archives of Physical Medicine and Rehabilitation. 2021 Jun 1;102(6):1113-23.</ref> and World Physiotherapy Association.<ref>World Physiotherapy. [https://world.physio/sites/default/files/2021-07/Physiotherapist-education-framework-FINAL.pdf Physiotherapist education framework]. London, UK: World Physiotherapy; 2021.</ref> Competency based education is associated with higher assessment scores,<ref>Thurman GK, Sanders MK. Competency-based education versus traditional education: a comparison of effectiveness. Radiologic Technology. 1987 Nov 1;59(2):164-9.</ref> faster pace of learning,<ref>Long DM. [https://journals.lww.com/academicmedicine/Fulltext/2000/12000/Competency_based_Residency_Training__The_Next.9.aspx?casa_token=ltjXUETJLfMAAAAA:rCrnirVf1ANqPBtnoACmga2c_6TO36rDOzEcXJfk1lz8a5kEYkqUsic7aoyF6_k47aiQ7aNpr9zhsrLRuxJx Competency-based residency training: the next advance in graduate medical education]. Academic Medicine. 2000 Dec 1;75(12):1178-83.</ref> decreased variation in outcome,<ref>Stillman PL, Wang Y, Ouyang Q, Zhang S, Yang Y, Sawyer WD. [https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2923.1997.tb00040.x?casa_token=D8IdQlXZ54UAAAAA:-J5Al6jvmD6QVElAAvKJdqc21943S0v3k6brdLM_b8q0Xq7VKFp0asE3Cvpe7Jx0ZphCyCAHrpk Teaching and assessing clinical skills: a competency‐based programme in China]. Medical education. 1997 Jan;31(1):33-40.</ref> and better learner preparedness.<ref>Hitzblech T, Maaz A, Rollinger T, Ludwig S, Dettmer S, Wurl W, Roa-Romero Y, Raspe R, Petzold M, Breckwoldt J, Peters H. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6883251/pdf/JME-35-54.pdf The modular curriculum of medicine at the Charité Berlin–a project report based on an across-semester student evaluation]. GMS journal for medical education. 2019;36(5).</ref> An element of competency based education is workplace based assessment.<ref name=":2" />  Workplace based assessment suggests that students are assessed in the clinical environment with the resources that are available, on competency domains performed by a rehabilitation professional.<ref name=":2" />  This type of assessment is most commonly performed by clinical instructors in settings where clinical experiences take place.


== Adaptation to Local Context ==
== Adaptation to Local Context ==

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Introduction[edit | edit source]

Academic leaders who utilize resources from the ReLAB Toolkit should review or create their educational philosophy for their program, as well as program outcomes for their graduates.  Both the educational philosophy and program outcomes will frame the necessary components for the program and these two components are arguably one of the most important guiding resources for a program.  The educational philosophy for the program describes the values, goals and beliefs that are inherent within the program.  The philosophy statement should be informed by local context and will guide the curricular design, course selection and sequence, and course development.  The educational philosophy should include a description of the learner, general outcome of the program, and important pedagogical strategies in the program.  The educational philosophy should be consistent with the program outcomes.  

Program Outcomes[edit | edit source]

Program outcomes are broad objectives that describe the knowledge, skills, and attitudes that graduates of the program will possess.[1]  These statements describe graduates of the program and include observable behaviors (knowledge, skill or belief), conditions where the behavior will be observed, and the degree of proficiency.[1]  Program outcomes should reflect the professional role of the graduate within the context of the current and evolving healthcare system.  Program outcomes will be constrained by local laws and regulations.  The academic leader should reflect on the local healthcare practices and systems, professional roles for the graduate, laws and regulatory bodies (including program accreditation and professional licensing requirements), and as well as local customs.[2]   The program outcomes become the benchmark for measuring success of the program, when the academic leader is reflecting on programmatic assessment.  Program outcomes can incorporate competencies, and easily align with competency based education.  

Competencies and Competency Based Education[edit | edit source]

Competencies are abilities in the learner that incorporate knowledge, skills and attitudes.[3]   Competency based education is an educational theory that uses an outcomes based approach and emphasizes content mastery.[3]   Competency domains are categories with similar characteristics that can be observed in the expert clinician.[4]  Many international organizations have defined competency domains and competencies including World Health Organization[5] and World Physiotherapy Association.[6] Competency based education is associated with higher assessment scores,[7] faster pace of learning,[8] decreased variation in outcome,[9] and better learner preparedness.[10] An element of competency based education is workplace based assessment.[4]  Workplace based assessment suggests that students are assessed in the clinical environment with the resources that are available, on competency domains performed by a rehabilitation professional.[4] This type of assessment is most commonly performed by clinical instructors in settings where clinical experiences take place.

Adaptation to Local Context[edit | edit source]

A clear understanding of the local societal rehabilitation needs is a good starting place for the development of a program philosophy and curriculum.  Gathering data on target groups to be served, as well as current rehabilitation workforce can guide the prioritization of specific courses within a curriculum.  Adapting to local context ensures the relevance to the learner.  

Resources[edit | edit source]

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References[edit | edit source]

  1. ↑ 1.0 1.1 Premalatha K. Course and program outcomes assessment methods in outcome-based education: A review. Journal of Education. 2019 Oct;199(3):111-27.
  2. ↑ Lagoo, J.A., Lagoo-Deenadayalan, S.A. (2017). The Importance of Contextual Relevance and Cultural Appropriateness in Global Surgery. In: Park, A., Price, R. (eds) Global Surgery. Springer, Cham.
  3. ↑ 3.0 3.1 Gruppen LD, Mangrulkar RS, Kolars JC. The promise of competency-based education in the health professions for improving global health. Human Resources for Health. 2012 Dec;10(1):1-7.
  4. ↑ 4.0 4.1 4.2 Timmerberg JF, Chesbro SB, Jensen GM, Dole RL, Jette DU. Competency-Based Education and Practice in Physical Therapy: It’s Time to Act!. Physical Therapy. 2022 May;102(5):pzac018.
  5. ↑ Mills JA, Cieza A, Short SD, Middleton JW. Development and validation of the WHO Rehabilitation Competency Framework: a mixed methods study. Archives of Physical Medicine and Rehabilitation. 2021 Jun 1;102(6):1113-23.
  6. ↑ World Physiotherapy. Physiotherapist education framework. London, UK: World Physiotherapy; 2021.
  7. ↑ Thurman GK, Sanders MK. Competency-based education versus traditional education: a comparison of effectiveness. Radiologic Technology. 1987 Nov 1;59(2):164-9.
  8. ↑ Long DM. Competency-based residency training: the next advance in graduate medical education. Academic Medicine. 2000 Dec 1;75(12):1178-83.
  9. ↑ Stillman PL, Wang Y, Ouyang Q, Zhang S, Yang Y, Sawyer WD. Teaching and assessing clinical skills: a competency‐based programme in China. Medical education. 1997 Jan;31(1):33-40.
  10. ↑ Hitzblech T, Maaz A, Rollinger T, Ludwig S, Dettmer S, Wurl W, Roa-Romero Y, Raspe R, Petzold M, Breckwoldt J, Peters H. The modular curriculum of medicine at the Charité Berlin–a project report based on an across-semester student evaluation. GMS journal for medical education. 2019;36(5).
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