Competencies of undergraduate physiotherapy education: A scoping review

Background: In recent years, the need for competency-based medical education has been emphasised. Each country needs a defined set of physiotherapy competencies from the associations and governing bodies. Objectives: Our review aimed to map competencies of undergraduate physiotherapy education and propose a context-specific competency framework for Namibia. Method: This scoping review was conducted following the Joanna Briggs Institute framework and was reported using the Preferred Reporting for Systematic Reviews and Meta-analysis Extension for Scoping Reviews. Qualitative direct content analysis utilising the five main competency domains from the WHO Rehabilitation Competency Framework was adapted. Results: Five main competency domains were proposed: practice, professional growth and involvement, learning and development, management and leadership, and research. Nineteen potential competencies were identified, and each competency has a set of knowledge and skills activities that is expected of each student. Conclusion: The proposed competencies still need to undergo expert consensus and content validation before they can be adopted and implemented in Namibia. Future studies can explore the perspectives and experiences of the faculty, students and clinicians on the current status of competency-based education of undergraduate physiotherapy programme in Namibia. Similarly, future studies can focus on possible assessment strategies that can be used for each competency and an evaluation framework for assessing milestones in student competencies from entry into clinical education to graduation. Clinical implications: The review proposed a context-specific competency framework for Namibia with a set of knowledge and skills activities that is expected of each student. The faculty can adopt these competencies and improve on their competency-based physiotherapy education

Development of a novel conceptual framework for curriculum design in Canadian postgraduate trauma training

Background: Recent changes in practice patterns and training paradigms in trauma care have resulted in a critical review of postgraduate curricula. Specifically, a shift towards non-operative management of traumatic injuries, and reduced resident work-hours, has led to a significant decrease in trainees' surgical exposure to trauma. The purpose of our study is to perform an exploratory review and needs assessment of trauma curricula for general surgery residents in Canada. Methods: Our study design includes semi-structured interviews with trauma education experts across Canada and focus groups with various stakeholder groups. We performed qualitative analysis of comments, with two independent reviewers, using inductive thematic analysis to identify themes and sub-themes. Results: We interviewed four trauma education experts and conducted four focus groups. We formulated two main themes: institutional context and transferability of curricular components. We further broke down institutional context into sub-themes of culture, resources, trauma system, and trauma volume. We developed a new conceptual framework to guide ongoing curricular reform for trauma care within the context of general surgery training. Conclusions: The proposed framework, developed through qualitative analysis, can be utilized in a collaborative fashion in the curricular reform process of trauma care training in Canada

Readiness for self-directed learning among King Abdulaziz University medical students

Background: To determine readiness for self-directed learning (SDL) among medical students enrolled at King Abdulaziz University (KAU) in Jeddah, Saudi Arabia, as well as identify demographic characteristics that might affect or control such readiness.Methods: Medical students at all levels of training were asked to participate in a study in the form of a self-response questionnaire via emailed link (Gugliemino’s Self-Directed Learner Readiness Scale [SDLRS]). This instrument was designed to measure the complex attitudes, skills and characteristics that comprise an individual’s current level of readiness to manage his or her own learning. Data were analysed using SPSS, and mean, median and total scores were calculated and compared.Results: Of more than 1900 medical students at the KAU Faculty of Medicine, 192 students responded to the self-response questionnaire (see appendix). Results suggested that readiness for SDL is below average for more than 99% of medical studentsConclusions: Our study showed that further evaluation of our students' readiness for SDL is required, as well as exploration and implementation of tools for improving skill and knowledge development, to enable students to develop a lifelong learning attitude

A Novel Large-scale Mentoring Program for Medical Students based on a Quantitative and Qualitative Needs Analysis

Purpose: Mentoring plays an important role in students' performance and career. The authors of this study assessed the need for mentoring among medical students and established a novel large-scale mentoring program at Ludwig-Maximilians-University (LMU) Munich School of Medicine

A longitudinal study of the characteristics and performances of medical students and graduates from the Arab countries

BACKGROUND: While international physician migration has been studied extensively, more focused and regional explorations are not commonplace. In many Arab countries, medical education is conducted in English and students/graduates seek postgraduate opportunities in other countries such as the United States (US). Eligibility for residency training in the US requires certification by the Educational Commission for Foreign Medical Graduates (ECFMG). This study investigates ECFMG application trends, examination performance, and US physician practice data to quantify the abilities and examine the career pathways of Arab-trained physicians. METHODS: Medical students and graduates from 15 Arab countries where English is the language of medical school instruction were studied. The performances (1(st) attempt pass rates) of individuals on the United States Medical Licensing Examination Step 1, Step 2CK (clinical knowledge), and and a combination of Step 2CS (clinical skills) and ECFMG CSA (clinical skills assessment) were tallied and contrasted by country. Based on physician practice data, the contribution of Arab-trained physicians to the US healthcare workforce was explored. Descriptive statistics (means, frequencies) were used to summarize the collected data. RESULTS: Between 1998 and 2012, there has been an increase in the number of Arab trained students/graduates seeking ECFMG certification. Examination performance varied considerably across countries, suggesting differences in the quality of medical education programs in the Eastern Mediterranean Region. Based on current US practice data, physicians from some Arab countries who seek postgraduate opportunities in the US are less likely to stay in the US following specialty training. CONCLUSION: Countries, or regions, with concerns about physician migration, physican performance, or the pedagogical quality of their training programs should conduct longitudinal research studies to help inform medical education policies

Integrating patient safety and medical errors in undergraduate and postgraduate curricula

Overview In 1999, the Institute of Medicine (IOM) report estimated as many as 98,000 patients die every year from preventable medical errors in U.S. hospitals. Medical errors are defined as the failure of a planned action, or the use of the wrong plan, to achieve an aim. To ensure patient safety, health care providers and systems must be prepared to recognize potential sources of error, to acknowledge vulnerability to error, and to fully engage in the process of continuous quality improvement. Most providers agree that medical errors should be disclosed to patients; however, research demonstrates that disclosure of errors is uncommon, with roughly only 1 in 4 errors being disclosed. Many providers continue to remain silent secondary to the fear of litigation, fear of stating explicitly to a patient that an error occurred, and the desire to put a positive spin on a situation. Addressing quality and safety issues in health care is difficult because the culture of secrecy and silence reduces awareness by future generations of providers. This workshop will explore in depth error science, and elaborate issues related to reporting, investigation, Root Cause Analysis, and quality improvement. It will also focus on communication—whether verbal, nonverbal, written, and via technology (phone messages, e-mails)—which is a core component of both medical error and quality improvement. During the workshop the participants will look more closely at how each of these elements plays a role in the evolving story of a medical error. The workshop will be very interactive; participants will watch videos, identify sources of error, and discuss ways of disclosing errors. Finally, incorporating a patient safety curriculum in participants\u27 own settings will be discussed

Educating the next generation of health care professionals in the domain of patient safety

The Association of the American Medical Colleges has called for a collaborative effort to ensure that the next generation of physicians is adequately prepared to recognize the sources of error in medical practice, to acknowledge their own vulnerability to error, and to engage in fully in the process of continuous quality improvement (Cohen, 1999). Efforts to increase the awareness concerning patient safety are on-going in at the graduate level, as it is indicated in the six ACGME competencies. However, how should patient safety education be incorporated into the curriculum? This presentation will provide a brief overview of patient safety education and explore various methods for its integration into medical education, clinical practice and training. Furthermore, it will highlight the challenges for educating the next generation of health care professionals taking into consideration the current educational climate and practice patterns, importance of inter-professional education and collaboration, the educational resources and the role of technology, and the need for nurturing a culture that promotes critical inquiry and generates social transformation

Workplace-based assessment of teachers

Overview The quality of health professions education is an issue of ongoing concern in many countries and central to it are the teaching skills of faculty. Methods for assessing and improving such skills are in their infancy, but many of those in use are the same as, or variations on, workplace-based assessments that are used with students, trainees, and practicing doctors. This workshop will survey these methods and discuss a variety of issues in their deployment. This workshop will highlight the importance of formative assessment in learning to teach, review some of the methods of teaching assessment, and present a model for faculty development of assessors. Active participation will be encouraged throughout and small group activities will focus on developing assessment standards and using the methods to provide effective feedback to trainees. Intended outcomes After attending this workshop, the learner will: Understand and discuss the importance of formative assessment in the context of teaching, Become familiar with some of the popular formative workplace-based assessment methods, Recognize the importance of faculty development in teaching assessment and how to design a basic workshop for it