Abstract
Background
Entry-level physiotherapy programmes aim to adequately prepare students with graduate ready skills to meet regulatory bodies proficiency standards. Currently, no standardised approach to the content required to cover the field of paediatric physiotherapy in the United Kingdom (UK) exists. Therefore, students may not be formally assessed regarding their safety, competence and confidence to provide appropriate assessment and treatment of children and young people, unless it is explicit within their taught curriculum.
Aims/ Objective
The aims of this study were to 1) identify the paediatric curriculum content covered in UK entry-level physiotherapy programmes; 2) understand the perceived importance of paediatric content by teaching faculty, 3) identify the mode of delivery and assessment in entry-level programmes and 4) identify strengths, weaknesses, barriers and facilitators, to the implementation of paediatric content in entry-level programmes.
Methodology
A cross-sectional online questionnaire captured entry-level physiotherapy programme leaders’ perceptions of paediatric programmes. A total of 77 email invitations were sent. The School of Health and Life Sciences Ethics Committee at Teesside University approved the study (ID9279). Likert scale questions were treated as numeric variables with mean and standard deviations (SD) calculated for combined responses across each potential answer. Data from dichotomous and multiple-choice questions were converted into proportions with lower and upper limits of the 95% confidence interval.
Results
55 responses were submitted, providing a 67% completion rate. Faculty perceived that students’ felt the inclusion of paediatric content within the curricula was ‘Important’ (Mean 3.60 ± SD 0.74). Of 30 diagnoses surveyed only two were covered ‘Well’ within curriculums, despite 23 rated at least ‘Important’ by respondents. Of the 18 assessment/examination components 13 were covered ‘Well’ with five ‘Somewhat’. All were considered to be at least ‘Important’. Perceived strengths were grouped into three main categories 1) integrated/lifespan approach, 2) links to clinical specialists and, 3) a broad/detailed curriculum. Perceived weaknesses included curriculum time pressures and paediatric placement availability. Five programmes did not include any paediatric content with the curricula and a further 22 failed to assess student paediatric competency.
Conclusions / Implications for practice
The majority of paediatric conditions were only somewhat covered by UK curriculums, despite respondents in the main believing they should be an important element of the entry-level syllabus. Some UK physiotherapy entry-level students may not be exposed to any paediatric teaching or clinical placements. Minimal required standards set by accrediting bodies many facilitate the introduction of a formal paediatric curriculum ensuring parity across programmes.
Entry-level physiotherapy programmes aim to adequately prepare students with graduate ready skills to meet regulatory bodies proficiency standards. Currently, no standardised approach to the content required to cover the field of paediatric physiotherapy in the United Kingdom (UK) exists. Therefore, students may not be formally assessed regarding their safety, competence and confidence to provide appropriate assessment and treatment of children and young people, unless it is explicit within their taught curriculum.
Aims/ Objective
The aims of this study were to 1) identify the paediatric curriculum content covered in UK entry-level physiotherapy programmes; 2) understand the perceived importance of paediatric content by teaching faculty, 3) identify the mode of delivery and assessment in entry-level programmes and 4) identify strengths, weaknesses, barriers and facilitators, to the implementation of paediatric content in entry-level programmes.
Methodology
A cross-sectional online questionnaire captured entry-level physiotherapy programme leaders’ perceptions of paediatric programmes. A total of 77 email invitations were sent. The School of Health and Life Sciences Ethics Committee at Teesside University approved the study (ID9279). Likert scale questions were treated as numeric variables with mean and standard deviations (SD) calculated for combined responses across each potential answer. Data from dichotomous and multiple-choice questions were converted into proportions with lower and upper limits of the 95% confidence interval.
Results
55 responses were submitted, providing a 67% completion rate. Faculty perceived that students’ felt the inclusion of paediatric content within the curricula was ‘Important’ (Mean 3.60 ± SD 0.74). Of 30 diagnoses surveyed only two were covered ‘Well’ within curriculums, despite 23 rated at least ‘Important’ by respondents. Of the 18 assessment/examination components 13 were covered ‘Well’ with five ‘Somewhat’. All were considered to be at least ‘Important’. Perceived strengths were grouped into three main categories 1) integrated/lifespan approach, 2) links to clinical specialists and, 3) a broad/detailed curriculum. Perceived weaknesses included curriculum time pressures and paediatric placement availability. Five programmes did not include any paediatric content with the curricula and a further 22 failed to assess student paediatric competency.
Conclusions / Implications for practice
The majority of paediatric conditions were only somewhat covered by UK curriculums, despite respondents in the main believing they should be an important element of the entry-level syllabus. Some UK physiotherapy entry-level students may not be exposed to any paediatric teaching or clinical placements. Minimal required standards set by accrediting bodies many facilitate the introduction of a formal paediatric curriculum ensuring parity across programmes.
| Original language | English |
|---|---|
| Title of host publication | Association of Paediatric Chartered Physiotherapists |
| Publication status | Published - 21 Oct 2023 |
| Event | The Association of Paediatric Chartered Physiotherapists Conference 2023 - Duration: 20 Oct 2023 → 21 Oct 2023 |
Conference
| Conference | The Association of Paediatric Chartered Physiotherapists Conference 2023 |
|---|---|
| Period | 20/10/23 → 21/10/23 |