Sustainable undergraduate education and professional competency

A profile of physiotherapy clinical education

“…The shift of health care from the public to the private sector, and the associated challenges for clinical education programs, has been recognised not only in specialist circles but also within the mainstream national broadsheets. 8,15 The changes in Australian health care have implications not only for the educational institutions in the delivery and development of curricula but also for the regulatory authority, the Australian Physiotherapy Council, which accredits entry-level programs. The requirement that educational institutions must demonstrate that their graduates meet the Australian Standards for Physiotherapy in all key areas of physiotherapy (including musculoskeletal, neurology, cardiopul-monary and electrophysical agents across all ages and from acute and community contexts) 1 has effectively driven the division of placements into neurology, musculoskeletal and cardiopulmonary physiotherapy.…”

“…Placements with only one student may also be beneficial, as increasing numbers of new graduates take up positions in settings where they are forced to make critical clinical decisions without a network of support from senior physiotherapists. 8 Placements without other students may assist students to develop confidence, independence and autonomy.…”

“…6 In Australia, there has been a shift toward community-based care and self-management, rather than extended hospital care, 7 and a rapid expansion in the number of physiotherapy programs. 8 The challenge of securing clinical placements has grown in New South Wales over the last decade, with the number of universities offering physiotherapy programs increasing from one to three and a national shortage of physiotherapists in 9 of the last 10 years. 9 The University of Sydney' s physiotherapy clinical education program uses a mixture of models of clinical education with variable ratios of students to educators, ranging from 6 : 1 to 1 : 1.…”

Physiotherapy and Rehabilitation Bachelor's Degree Education in Turkey: Comparative Analysis of Curriculum between Foundation and State Universities

“…The lectures of medical sciences, such as anatomy, physiology, psychology, neurology, rheumatology, and geriatrics (totaling 18 ECTS) were also found to be placed in their curriculums under "other health science courses" subheading (14), as done in our country. Crosbie et al (15) reported that the inclusion of lectures on medical sciences, such as anatomy, physiology, biomechanics, psychology, and sociology in physiotherapy curriculums are important to understand the lectures related to profession and support the development of the clinical skills of students. According to "The Enphe: European Qualification Framework for Life Long Learning in Physiotherapy Final Report," which was published by European Network of Physiotherapy in Higher Education (ENPHE) in 2012, a candidate to become a physiotherapist should meet the criteria under the following headings: knowledge, skills, and general competence.…”

Collaborative competency in physiotherapy students: Implications for interprofessional education

“…[4] The development of core competencies in health professions education, aligned with global health needs, [2] has been suggested as one way in which health outcomes may be improved. [1,2,5] However, professional education is struggling because of poor teamwork, as well as a mismatch between health professionals' competencies and the needs of the patient and the population. [2] The ability to collaborate as part of a team is a core professional competency that produces positive health outcomes for patients, [6,7] as no single discipline can meet all patient and population needs in a complex health system.…”