Introducing competency-based education based on the roles that physiotherapists fulfilIntroducing competency-based education based on the roles that physiotherapists fulfil
Faculty of Medicine and Health Sciences
Primary and interdisciplinary care Antwerp (ELIZA)
Rehabilitation Sciences and Physiotherapy (REVAKI)
Journal of novel physiotherapy and physical rehabilitation
1(2014):3, p. 1-6
University of Antwerp
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.