Nair Shruti P, Kini Raveena, P Panhale Vrushali
Department of Cardiovascular and Respiratory Physiotherapy, MGM College of Physiotherapy, Vashi, Navi Mumbai-400705, Maharashtra, India.
Department of Musculoskeletal Physiotherapy, MGM College of Physiotherapy, Vashi, Navi Mumbai-400705, Maharashtra, India.
J Adv Med Educ Prof. 2024 Apr 1;12(2):95-101. doi: 10.30476/JAMP.2023.100254.1886. eCollection 2024 Apr.
Health professions education is challenging in terms of developing ways to construct and assess the amalgamation of knowledge, skills and attitudes that result in novice graduates to be self-aware and confident to practice without supervision. Currently, the Physiotherapy internship program in India does not have a comprehensive competency-based framework. With the current batch of interns facing the wrath of the COVID-19 pandemic during their undergraduate training, it is a matter of concern to ensure they have developed the required competencies to handle patients independently.
This is a single-group interventional study using convenience sampling. A competency framework inclusive of a comprehensive assessment and training module was developed and introduced to 27 physiotherapy interns. Every intern underwent 10 training sessions along with 8 competency assessments during 6 months of internship training. A pre-post indigenous questionnaire was used to assess their self-perceived competency along with feedback questionnaire taken at the end of the module.
Implementation of the competency framework revealed a statistically significant difference in the self-perceived competency (pre=84.36±10.98, post=98.55±8.74, p≤0.000). Having uniformity in assessment techniques among the faculty, being exposed to challenging cases during assessment, having training module at the beginning of the internship were some of the suggestions given by the participants.
Competency based education offers to be an effective technique in health professional program. Incorporating a competency-based training would help the learners to understand their strengths and weaknesses that would go a long way to develop competent health-care professionals. Developing such framework in curriculum will emphasize standardization of learning outcomes, thereby resulting in quality education, further enhancing patient care, and improving the health outcomes worldwide.
健康职业教育在开发构建和评估知识、技能与态度融合的方法方面具有挑战性，这些融合能使新手毕业生具备自我意识且有信心在无监督的情况下执业。目前，印度的物理治疗实习项目没有一个全面的基于能力的框架。鉴于当前这批实习生在本科培训期间遭遇了新冠疫情的冲击，确保他们具备独立处理患者所需的能力成为一个令人担忧的问题。
这是一项采用便利抽样的单组干预性研究。开发了一个包含全面评估和培训模块的能力框架，并引入给27名物理治疗实习生。每位实习生在6个月的实习培训期间接受了10次培训课程以及8次能力评估。使用一份前后对比的本土问卷来评估他们的自我认知能力，并在模块结束时采用反馈问卷。
能力框架的实施显示出自我认知能力存在统计学上的显著差异（前测=84.36±10.98，后测=98.55±8.74，p≤0.000）。参与者给出的一些建议包括在教师中评估技术保持一致、在评估期间接触具有挑战性的病例、在实习开始时设有培训模块。
基于能力的教育在健康职业项目中是一种有效的技术。纳入基于能力的培训将帮助学习者了解自己的优势和劣势，这对于培养有能力的医疗保健专业人员大有帮助。在课程中开发这样的框架将强调学习成果的标准化，从而带来高质量教育，进一步提升患者护理水平，并改善全球的健康状况。
