Introducing Competency-Based Education Based on the Roles that Physiotherapists Fulfil

Dirk Vissers*, Ulrike Van Daele, Willem de Hertogh, An de Meulenaere and Joke Denekens

Introduction: Although there has been a shift towards competency-based medical education in the past decade, littlel iterature is available about the specific use of competency-based   education in physiotherapy education. The purpose of this article is firstly to describe the development of a competency-based educational program for physiotherapy and secondly to present the results of the evaluation of the competency-based program by an independent panel of stakeholders. 

Method: A role-based competency framework was gradually developed and implemented in a 5-year university-based physiotherapy education program leading to a Master of Science degree. A stakeholder panel was asked to which degree they agreed that the specified roles and competencies were important for physiotherapists. 

Results: Competencies were defined for the roles of clinician, scientist and professional and linked to behavioural indicators, carefully checking that the model covered all Dublin descriptors. Although a vast majority of the stakeholder panel considered the proposed roles (92,8%) and competencies (100%) as a strong characteristic of the program, scientific competencies were generally considered less important than clinical or professional competencies. 

Conclusions: Competencies of a role-based educational program for physiotherapy should be aligned with competencies expected in the professional field paying special attention to scientific competencies needed for evidence-based clinical practise and innovation of physiotherapy.

Keywords:

Published on: Sep 20, 2014 Pages: 53-58

Full Text PDF Full Text HTML DOI: 10.17352/2455-5487.000010
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