Status of undergraduate community-based and public health physiotherapy education South Africa

Mostert, Karien; Frantz, José M.; Rooijen, T. Van

doi:10.4102/sajp.v69i1.369

Cited by 18 publications

(17 citation statements)

References 38 publications

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“…A recent study in the same context revealed that physiotherapy students were of the opinion that there were curriculum disparities in terms of content and fluidity, which were believed to be integral to transformation of classroom teaching to practice. [3] Recent studies in similar contexts also reflect the need for healthcare professional programmes to be dynamic and move towards the needs of healthcare systems. [17][18][19] The integration of community-based approaches to teaching is crucial in preparing socially and culturally competent physiotherapy students to offer the relevant care.…”

Section: Discussionmentioning

confidence: 99%

“…Mostert-Wentzel et al, [3] in their study of the status of undergraduate community-based and public health physiotherapy education in SA, found that while community physiotherapy curricula address the health profile of the population and priorities in the health system to different degrees, gaps in preparing physiotherapy students for the needs of the SA population were highlighted. DCT as a vehicle could possibly respond to this need, as it allows for preparation of health science students via training at these decentralised clinical facilities that are primarily based in rural or peri-urban communities and are in keeping with the PHC approach.…”

Section: Researchmentioning

confidence: 99%

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Physiotherapists’ perception of a community-based primary healthcare clinical education approach to undergraduate learning

Blose

Chemane

Chetty

et al. 2019

AJHPE

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The dynamic transitions in healthcare systems globally necessitate the training of healthcare professionals who are responsive to the needs of the community that they serve to ensure quality and relevance of care. [1] Undergraduate clinical education is therefore critical for the development of socially competent graduates who are equipped with technical skills and insight to function purposefully within these changing social and health contexts. [2] Students' clinical competence, proficiency and aptitude are core to their clinical education and training, which should be rooted in a competency-based undergraduate programme. [3-5] In South Africa (SA), the gaping disparity in health provision between the over-accessed public health facilities and well-resourced private healthcare settings prompted government to introduce the National Health Insurance (NHI), with the incorporation of the primary healthcare (PHC) approach. [6,7] NHI is a government funding model that ensures disenfranchised communities access to quality healthcare. Through NHI, PHC has proposed re-engineering focused on prevention of diseases, promotion of health and ensuring availability of rehabilitative services at community level. PHC is a strategy to ensure that healthcare services are available in resource-scarce communities, but the uptake in healthcare systems nationally remains poor. [8] Innovative approaches of actualising the implementation of the ideal PHC model are necessary to influence the disparity in public v. private healthcare in SA. [8] Perpetuating the vision for NHI, the University of KwaZulu-Natal (UKZN) College of Health Sciences (CHS), in collaboration with the KwaZulu-Natal (KZN) Department of Health (DoH), embarked on the roll-out of community-based training within a PHC (CBTPHC) approach. [9] UKZN adopted this approach to equip health science students with the necessary skills to serve communities in dire need of healthcare. For the purpose of this article, we refer to this method of training as decentralised clinical training (DCT). This study focused on the discipline of physiotherapy within the CHS at UKZN, which offers a 4-year undergraduate degree programme with a professional qualification (Bachelor degree). There is a greater theoretical bias in years 1 and 2, with a deliberate shift to clinical training and competency development in years 3 and 4 of study. Intake varies between 50 students in year 1 and up to 55 students in the final year, depending on the throughput of students during the programme. For 2017, final-year students were introduced to the DCT framework in which they were placed at urban, rural and peri-urban sites in KZN Province, where they were predominantly under the care and supervision of physiotherapy clinicians at the respective settings. The facilities provided them with clinical exposure to neurological, cardiopulmonary and neuromusculoskeletal conditions and communitybased rehabilitation. Each physiotherapy student spent 5 weeks at 4 of the clinical sites, 2 of 6 newly introduced settings t...

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Section: Discussionmentioning

confidence: 99%

Section: Researchmentioning

confidence: 99%

Physiotherapists’ perception of a community-based primary healthcare clinical education approach to undergraduate learning

Blose

Chemane

Chetty

et al. 2019

AJHPE

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“…This is an important finding. While there is scarcely any published research on training pedagogy in physiotherapy in India, students abroad have provided good feedback on the existing pedagogy and curriculum (Futter, 2003;Ernstzen, 2009;Mostert-Wentzel et al, 2013), which has helped the training institutions to further this profession. The pedagogy and curriculum being followed at this training institute seems effective in providing the necessary encouragement and knowledge to physiotherapy students.…”

Section: Discussionmentioning

confidence: 99%

Physiotherapy Students’ Awareness of Community Health in India

Rajan

2017

DCID

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“…Therefore, diversified clinical training of physiotherapy students is essential for a curriculum that aims to provide clinical competence and social accountability (3, [12][13][14][15]. While this is also true for medical students (6,16), global debates regarding practical placements and their effectiveness in producing graduates who are prepared for the changing health needs in the developing world (5,(17)(18)(19)(20). The primary purpose of a school of physiotherapy is to develop graduates that have both the clinical reasoning and practical skills required to function as competent practitioners in all levels of care (21).…”

Section: Introductionmentioning

confidence: 99%

“…Global research on health education programs (2,3,19,20,22,23) concurs that community-based clinical training that uses decentralized clinical training platforms is an excellent approach. This approach aims to achieve transformative learning, which enhances ethical and social accountability (17).…”

Section: Introductionmentioning

confidence: 99%

Mapping evidence on community-based clinical education models for undergraduate physiotherapy students: a scoping review protocol

Chemane¹,

Cobbing²,

Chetty³

2019

Preprint

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Background: Community-based clinical training has been advocated as an excellent approach to transformation in clinical education. Clinical education for undergraduate physiotherapy students is a hands-on practical experience that aims to provide a student with skills to be fit to practice independently. However, in many countries, including South Africa, this training has been conducted in large urban academic hospitals. Such hospitals are not a true reflection of the environment that these students will be faced with as practicing healthcare professionals. The purpose of this scoping review was to map out existing evidence on community-based clinical education models for undergraduate physiotherapy students globally.

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Status of undergraduate community-based and public health physiotherapy education South Africa

Cited by 18 publications

References 38 publications

Physiotherapists’ perception of a community-based primary healthcare clinical education approach to undergraduate learning

Physiotherapists’ perception of a community-based primary healthcare clinical education approach to undergraduate learning

Physiotherapy Students’ Awareness of Community Health in India

Mapping evidence on community-based clinical education models for undergraduate physiotherapy students: a scoping review protocol

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