Competencies for entry-level rural and remote physiotherapy practice: a Delphi approach

Abstract

Introduction: Rural physiotherapy is a challenging area of practice that requires clinicians to respond to the unique factors that contribute to rurality. This study aimed to outline an introductory set of competencies that contribute to effective physiotherapy practice in rural Australia. Methods: A three-round Delphi study was undertaken using a panel of expert physiotherapists. The panel was asked to provide open-ended responses to the following question: 'What unique knowledge, skills, abilities, attributes or other characteristics do physiotherapists need to possess, or learn in order to provide Rural and Remote Health rrh.org.au

Expert consensus on the attributes and competencies required for rural and remote junior physicians to work effectively in isolated indonesian communities

“…The experts agreed regarding the importance of professional behaviour and the need to take responsibility for one’s own professional development (Items 3,4,5). Another study found similar results, concluding that all domains must be prioritised with regard to professional development and career progression (Martin et al, 2021a , b ). However, problems with the accessibility, availability and relevance of the content of CME programmes have been well documented as hindering physicians’ engagement (Yam et al, 2020 ).…”

“…The questionnaire contained a list of 9 attributes and 34 competencies (Table 1 ) that were separate from the required competencies listed in the document Indonesian Physicians’ Standard Competencies (Indonesian Medical Council, 2012 ). The proposed attributes and competencies were identified based on the literature (Australian College of Rural and Remote Medicine, 2021b ; Martin et al, 2021a , b ; Noya et al, 2021a ; Noya et al, 2021 ; Versteeg et al, 2013 ) as required for junior physicians to be able to work effectively in RR settings. This list was compared with existing curricula in Australia (Australian Rural Generalist Curriculum from the Australian College of Rural and Remote Medicine/ACRRM (Australian College of Rural and Remote Medicine, 2021b ) and the competencies required for entry-level Australian RR physiotherapy) (Martin et al, 2021a , b ).…”

“…The proposed attributes and competencies were identified based on the literature (Australian College of Rural and Remote Medicine, 2021b ; Martin et al, 2021a , b ; Noya et al, 2021a ; Noya et al, 2021 ; Versteeg et al, 2013 ) as required for junior physicians to be able to work effectively in RR settings. This list was compared with existing curricula in Australia (Australian Rural Generalist Curriculum from the Australian College of Rural and Remote Medicine/ACRRM (Australian College of Rural and Remote Medicine, 2021b ) and the competencies required for entry-level Australian RR physiotherapy) (Martin et al, 2021a , b ). A pilot test of the questionnaire was conducted with a small group of experts in the fields of medical education and RR health to ensure the content and face validity of the items.…”

Physiotherapy students' empathy towards Australians living in rural settings: A pre‐test post‐test evaluation of a stand‐alone rural simulation activity

“…6). 2 Preprofessional student placements in rural communities are known to increase student readiness for rural practice; 1,3 however, student preconceptions, 4 rural resource limitations, 5 and inadequate internal resources within universities 6 are known to limit placement opportunities.…”

“…The need for clinicians to provide care that is responsive to these variables has been established in empirically derived competencies for effective rural physiotherapy practice, which include the ability to ‘ understand the unique social and occupational requirements for those living in a rural settin g’(pg. 6) 2 . Pre‐professional student placements in rural communities are known to increase student readiness for rural practice; 1,3 however, student preconceptions, 4 rural resource limitations, 5 and inadequate internal resources within universities 6 are known to limit placement opportunities.…”