Shakil-Ur-Rehman Syed, Ahmad Shakeel, Yasmin Raheela
Syed Shakil-ur-Rehman, PhD PT. Professor/Principal, Riphah College of Rehabilitation Sciences, Riphah International University, Islamabad, Pakistan.
Shakeel Ahmad, Assistant Professor, Riphah College of Rehabilitation Sciences, Riphah International University, Islamabad, Pakistan.
Pak J Med Sci. 2018 Nov-Dec;34(6):1582-1585. doi: 10.12669/pjms.346.15926.
To evaluate the curriculum for Doctor of Physical Therapy (DPT) programme based on World Federation of Medical Education (WFME) standards.
A questionnaire was constructed based on WFME 'Should' and 'Must' standards. It was validated by five experts in two rounds. It is comprised of Items/ questions with Yes/No options. The questionnaire was filled by the DPT Faculty and final year students at Riphah International University, Islamabad from March 01, to April 30, 2017.
The key weakness identified were students participation in program management, evaluation, mission statement, program designing, curriculum committee, students activities and organization, and other matters relevant to students, followed by the use of external examiners, reliability and validity of assessment tools, scrutiny of assessments by external examiners and feedback to the students on assessment. The integration of behavioral and social sciences, readiness of graduates for postgraduate studies, institutional autonomy and academic freedom for curriculum development and designing, and opportunity for the participation of other stakeholders were identified as strengths.
As per WFME standards the curriculum for DPT program needs improvements in student's assessments and their participation in program management, evaluation, mission statement and designing, along with facilitation in student's activities, organizations. Strengths of the curriculum were integration of behavioral and social sciences, readiness for postgraduate studies, institutional autonomy and academic freedom for the development and designing of curriculum, and the participation of other stakeholders.
根据世界医学教育联合会（WFME）标准评估物理治疗博士（DPT）项目的课程。
基于WFME的“应该”和“必须”标准编制问卷。该问卷经五位专家两轮验证。问卷由带有“是/否”选项的条目/问题组成。2017年3月1日至4月30日，伊斯兰堡里法国际大学的DPT教职员工和最后一年的学生填写了该问卷。
确定的主要薄弱环节包括学生参与项目管理、评估、使命宣言、项目设计、课程委员会、学生活动与组织以及其他与学生相关的事项，其次是外部考官的使用、评估工具的可靠性和有效性、外部考官对评估的审查以及向学生提供评估反馈。行为和社会科学的整合、毕业生为研究生学习做好的准备、课程开发和设计的机构自主权和学术自由以及其他利益相关者参与的机会被确定为优势。
根据WFME标准，DPT项目的课程在学生评估以及他们参与项目管理、评估、使命宣言和设计方面需要改进，同时需要在学生活动和组织方面提供便利。该课程的优势在于行为和社会科学的整合、为研究生学习做好的准备、课程开发和设计的机构自主权和学术自由以及其他利益相关者的参与。
