Paediatric Physiotherapy curriculum: an audit and survey of Australian entry-level Physiotherapy programs

Abstract Background No documented standard or core competencies exist for paediatric curriculum in entry-level physiotherapy programs in Australia. Consequently, extensive variability is thought to exist amongst Australian entry-level physiotherapy programs for preparing physiotherapists to work safely and effectively with children. The purpose of this study was to explore the landscape of paediatric curriculum in Australian entry-level physiotherapy programs and identify the paediatric content being covered, its perceived importance according to university academics who teach paediatrics, the mode of delivery and assessment, and the strengths, weaknesses, barriers and facilitators to implementing paediatric curriculum. Methods A web-based desktop audit and an online cross-sectional survey using closed and open-ended questions was administered to all Australian universities offering entry-level physiotherapy programs in November 2017. Content coverage and perceived level of importance for paediatric content areas were determined using Likert scale responses. Open-ended responses were thematically analysed to identify key themes for strengths, weaknesses and facilitators to implementation of paediatric curriculum. Results All (n = 20, 100%) entry-level programs used the terms lifespan, child and/or paediatrics somewhere in at least one subject descriptor. Forty-five percent (n = 9) of universities did not use the terms lifespan, child or paediatric in their published learning objectives. Eight (40%) universities offered a paediatric stand-alone course. Sixty-five (13/20) percent of universities invited, responded to the survey. For paediatric conditions the perceived level of importance was predominately higher than its course content coverage for 19 of the 31 conditions surveyed. Key barriers to implementating paediatric curriculum were: crowded curriculum, limited financial resources resulting in a lack of qualified staff, lack of prioritisation of paediatric curriculum and inadequate paediatric placement availability. Facilitators for effective implementation of paediatric content were stand-alone paediatric subjects, demonstrated dedication to paediatric curriculum and having suitably qualified faculty members. Conclusion The results of this survey provide the physiotherapy community with the views of paediatric physiotherapy academic educators regarding the content, perceived need to expand content delivery in identified clinical areas, and the barriers and facilitators to implementing paediatric content in Australian entry-level physiotherapy programs. Further research exploring similar questions with paediatric physiotherapy clinicians would complement the findings of this study

Subjective testing methodology in MPEG video verification

The development of new video processing, new displays, and new modes of dissemination and usage enables a variety of moving picture applications intended for mobile and desktop devices as well as the more conventional platforms. These applications include multimedia as well as traditional video and require novel lighting environments and bit rates previously unplumbed in Moving Picture Experts Group (MPEG) video compression. The migration to new environments poses a methodological challenge to testers of video quality. Both the viewing environment and the display characteristics differ dramatically from those used in well-established subjective testing methods for television. The MPEG Test Committee has adaptated the television-centric methodology to the new testing environments. The adaptations that are examined here include: • The display of progressive scan pictures in the Common Intermediate Format (CIF at 352x288 pixel/frame) and Quarter CIF (QCIF at176x144 pixel/frame) as well as other, larger moving pictures requires new ways of testing the subjects including different viewing distances and altered ambient lighting. • The advent of new varieties of display technologies suggests there is a need for methods of characterizing them to assure the results of the testing do not depend strongly on the display. • The use of non-parametric statistical tests in test data analysis. In MPEG testing these appear to provide rigorou