Physiotherapy postgraduate studies in South Africa: Facilitators and barriers (original) (raw)
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Physiotherapy clinical education at a South African university
African Journal of Health Professions Education, 2018
Background. Clinical education for physiotherapists forms a vital part of undergraduate programmes and equips students with competencies to practise autonomously as qualified health practitioners. However, disparities are evident in approaches to clinical education. Objective. To explore the perceptions of physiotherapy students, community-service physiotherapists and physiotherapy clinical supervisors regarding the clinical education framework at a tertiary institution in South Africa in order to understand preparedness of students for practice. Methods. A case study approach with two focus group discussions with students and interviews with community physiotherapists and clinical supervisors was employed. Data were analysed and categorised into key themes and sub-themes. Results. Five themes emerged from triangulation of data from the three groups: preparedness for professional practice, institutional barriers, curriculum disputes, personal factors and recommendations for physiotherapy clinical education. Students felt inadequately prepared owing to a perceived lack of exposure to certain aspects of physiotherapy, while community therapists believed that reflection on the undergraduate programme after qualifying contributed to their adequate preparation. Clinical supervisors supposed that students would benefit from actively engaging with teaching and learning opportunities, and clinical personnel collaboration was seen as key to facilitate a continuum in clinical education from classroom to healthcare setting. Conclusion. Participants reported that the existing curriculum structure may need to be revisited to address various issues, while holistic collaboration between students, supervisors and clinical personnel is imperative to create a cohesive learning environment.
Status of undergraduate community-based and public-health physiotherapy education in South Africa
The South African journal of African affairs
Curricula of health education institutions therefore need to be periodically revised to be aligned with its context. This study explored the status physiotherapy curricula in South Africa (SA) as point of departure for benchmarking by individual institutions. A document analysis was done of the university physiotherapy departments (N=8) in South Africa. Institutional ethical clearance and permission from the heads of departments were obtained. Content analysis was used to analyse the South African Qualifications Authority exit-level outcomes and the university study guides for community placements. Most universities employed a form of service-learning, with interventions in a range of settings. Five themes emerged: practice of evidence-based physiotherapy, rendering physiotherapy services, acting professionally, communication, and collaboration. The country’s priority conditions were addressed. Teaching-earning strategies included group activities (class or education sessions), comm...
Impactful educational transitions: Crossroads for physiotherapy education in South Africa?
South African Journal of Physiotherapy
Background: Global changes in physiotherapy entry-level educational programmes to exit with a Doctorate or Master’s degree have consequences if physiotherapy education, worldwide, is to remain professionally competitive. However, within the South African context, such global competitiveness should be carefully considered against the national healthcare needs and implementation of the National Health Insurance (NHI) programme, with a bigger emphasis on a skilled mid-level workforce, including physiotherapy technicians or community rehabilitation workers.Objectives: These competing interests are carefully considered, against the theoretical background of international DPT training; human resource and financial constraints in the South African healthcare sector; reforms of the South African health and educational sectors intended to address the inequalities of the past; the need for quality healthcare delivery and the professional reputation of physiotherapy in South Africa.Methods: A ...
Global Journal of Health Science, 2019
Background: Community service physiotherapists need to be fit for clinical practice while addressing the evolving socio-cultural and economic health care challenges that face South African health systems. The introduction of community service for health care professions over a decade ago influenced education at tertiary institutions. The rhetoric remains as to the preparedness of physiotherapists for service delivery in a demanding primary health care setting. Objectives: The study explored perceptions of preparedness of physiotherapists for clinical practice in their community service year. Method: A qualitative approach using semi-structured interviews were used to understand perceptions of preparedness for community service by professional physiotherapists. Results: Thirty nine physiotherapists who graduated at a University in Kwazulu-Natal, South Africa were recruited using snowball sampling. Data was analysed using conventional content analysis and yielded four dominant themes ...
Development of standards for undergraduate community physiotherapy education in South Africa
2013
Introduction: Education of physiotherapists still fails to meet the health and social needs of society. One instrument to steer change in health sciences education is a redesigned curriculum. The overall intent of this study was to develop standards of competencies, teaching and learning strategies, and assessment, for an undergraduate community physiotherapy curriculum in South Africa. The grounding for this research was pragmatism. The Six-step model for curriculum development and the Clinical Prevention and Population Health Curriculum framework guided the research process and main analysis. Methods: A sequential mixed method design was used. First, a two-phase parallel situation analysis was conducted which included a qualitative document analysis of community vii physiotherapy curricula of the eight physiotherapy university departments in South Africa and a review of health policy documents. The experience of 12 purposively selected physiotherapists who had completed a compulsory community service year was qualitatively explored through interviews within an appreciative inquiry stance. In phase 2, input was gained from physiotherapists, from all ecological levels, on the community physiotherapy curriculum through a Delphi study. Three rounds were used. Round 1 explored the roles of physiotherapy in community health, round 2 quantified consensus in overarching competency domains, and round 3 gathered learning and teaching, and assessment, strategies to gain these competencies. Results: All eight universities had gaps in their community physiotherapy curriculum and were variedly aligned with South African health policies and health profile. Graduates need to be able to provide physiotherapy over the lifespan, to conditions mirroring the quadruple burden of disease, in settings varying from hospitals to homes of clients, with emphasis on health education and promotion within an interprofessional team. They must be prepared for suboptimal practice environments and to utilise the compulsory community service year as a gateway in professional development. Graduates need resilience to cope during the year and awareness about the importance of identifying a mentor in the frequent absence of a profession-specific supervisor. Community physiotherapy needs three core knowledge and skill sets; i.e. clinical physiotherapy, population health and community development. Consensus of 70%+ was gained on competency criteria in the domains of the following professional roles: clinician, professional, communicator and collaborator, scholar, health promoter, public health practitioner, community developer (change agent), and manager/leader. Service-learning was identified as a strategy to develop these roles supported by learning and assessment portfolios. Reflection in different formats-essays, presentations, case analysis, projects such as community wellness programmes, diaries-is a core activity to facilitate learning. A range of complementary strategies were suggested that included direct observation, role-play, and journal clubs. Core to assessment for professional competencies viii is for the students to be able to give evidence of their own learning (e.g. in a portfolio or oral examination) and to get frequent formative feedback. Conclusion. The physiotherapy profession is important for improving the health status of the South African population. Physiotherapy students should be educated to take on relevant professional roles through the application of appropriate educational standards. The study recommends that the curriculum standards be implemented and evaluated and that the application of complex theory in the further development and implementation of the curriculum be investigated. Lastly, future research in the generic professional domains, such as public health and community development, should be interprofessional in nature.
Status of undergraduate community-based and public health physiotherapy education South Africa
South African Journal of Physiotherapy
Curricula of health education institutions need to be periodically revised to be aligned with its context. This study explored the status of physiotherapy curricula in South Africa as point of departure for benchmarking by individual institutions. A document analysis was done of the university physiotherapy departments (N=8) in South Africa. institutional ethical clearance and permission from the heads of departments were obtained. Content analysis was used to analyse the South African Qualifications Authority exit-level outcomes and the university study guides for community placements. Most universities employed a form of service-learning, with interventions in a range of settings. Five themes emerged: practice of evidence-based physiotherapy, rendering physiotherapy services, acting professionally, communication, and collaboration. The country’s priority conditions were addressed. Teaching-learning strategies included group activities (class or education sessions), community proje...
The perceived barriers and facilitators in completing a Master’s degree in Physiotherapy
South African Journal of Physiotherapy
Background: Participating in postgraduate study is daunting and as yet there is a dearth of literature on what students’ experiences are when obtaining their Master’s degree in Physiotherapy.Objectives: The aim of this study was to gain insight into the perceived barriers and facilitators in completing a Master’s degree in Physiotherapy.Method: Semi-structured, in-depth interviews were conducted with 10 physiotherapists who had completed a Master’s degree in Physiotherapy from a university in South Africa, representative of coursework and dissertation Master’s degrees, completed within the stipulated time period as well as taking longer to complete the degree. The topics covered a range of speciality areas. The interviews were transcribed, sent for member checking and analysed thematically.Results: Within 10 interviews data saturation was reached. Two themes were identified: research environment and support, both of which were seen as either a facilitator or a barrier, depending on ...
South African Journal of Physiotherapy, 2011
Knowledge, perceptions and attitudes about physiotherapy has affected its status. In a developing profession whose patient base is still significantly dependent on referral from medical practitioners, certain stereo-typic attitudes about it require attention. This study investigated the knowledge, perceptions and attitudes of the 2009 final year medical, occupational therapy and sport science students at one university in KwaZulu natal, regarding physio therapy. A saturation sample of 292 students from the selected groups was invited to participate in the study. The cross sectional survey used a questionnaire with open and closed ended questions. The data was reduced to percentages and analysed using chi square tests at p< 0, 05. The overall response rate was 51% with 95% occupational therapy, 71% sport science and only 31% medical students responding. About 74% of the respondents had adequate knowledge about physiotherapy. Seventy five percent of medical and ...
Strategies to integrate physiotherapists into primary health care in South Africa
South African Journal of Physiotherapy
Objectives: To explore strategies to integrate physiotherapy services in PHC settings in South Africa. Method: Our study used a qualitative, exploratory and descriptive approach to collect data from nine doctorate physiotherapists at South African universities. Data were thematically coded. Results: The themes are to (1) improve societal knowledge of physiotherapy, (2) ensure policy representation of the profession, (3) transform physiotherapy education, (4) broaden the role of physiotherapy, (5) eradicate professional hierarchy and (6) increase the physiotherapy workforce. Conclusion: Physiotherapy is not well known in South Africa. Physiotherapy is needed to feature in health policies to transform education focussing on disease prevention, health promotion and functioning in PHC. Broadening physiotherapy roles should consider the regulator's ethical rules. Physiotherapists should proactively collaborate with other health professionals to dismantle professional hierarchies. Without addressing the urban-rural, private-public divide, the physiotherapy workforce cannot improve, to the detriment of PHC. Clinical implication: Implementing the suggested strategies may facilitate physiotherapy integration into PHC in South Africa.