ABSTRACT
AIMS: Identify the perceptions and experiences of how UK entry-level programs educationally prepared pediatric physiotherapists for their first clinical role. Review the extent programs taught essential, recommended, and additional content as per the International Organisation of Physical Therapists in Pediatrics (IOPTP). METHODS: Mixed methods design involving qualified UK pediatric physiotherapists. Forty-two physiotherapists completed an online questionnaire and nine (21%) completed a follow-up semi-structured interview. RESULTS: All 42 respondents felt they were "Not Well" (median 2, IQR 1.75-2.75) prepared for clinical practice. Not enough curricula emphasis was given to pediatric content (100%), with 31% (n = 13, CI 95% 19-46) reporting no pediatric content throughout their program. Only 15 (36%, 23-51) respondents experienced a pediatric placement. Themes from the follow-up interviews were (1) UK programs are adult focused; (2) placements are the only meaningful opportunity to develop competency; (3) programs lacked non-clinical content; and (4) experiencing pediatric patients was overwhelming due poor preparation. The majority of the IOPTP curriculum guidance is not embedded within UK curriculums. CONCLUSIONS: Respondents reported they were not well prepared for pediatric clinical practice. Some entry-level programs did not include any pediatric teaching throughout the entirety of the course.
ABSTRACT
BACKGROUND AND PURPOSE: To identify the paediatric curriculum content covered in entry-level physiotherapy programs within the United Kingdom (UK), and report faculties perceived importance. Strengths, weaknesses, barriers and facilitators, to the implementation of paediatric content were explored. METHODS: A cross-sectional online questionnaire captured entry-level physiotherapy programme leaders' perceptions of paediatric programs. RESULTS: Fifty-five responses were submitted, providing a 67% completion rate. Faculty perceived that students' felt the inclusion of paediatric content within the curricula was 'Important' (Mean 3.60 ± SD 0.74). Of 30 diagnoses surveyed, only two were covered 'Well' within curriculums, despite 23 rated at least 'Important' by respondents. Of the 18 assessment/examination components, 13 were covered 'Well' with five 'Somewhat'. All were considered to be at least 'Important'. Perceived strengths were grouped into three main categories (1) integrated/lifespan approach, (2) links to clinical specialists, and (3) a broad/detailed curriculum. Perceived weaknesses included curriculum time pressures and paediatric placement availability. DISCUSSION: The majority of paediatric conditions were only somewhat covered by UK curriculums, despite respondents in the main believing they should be an important element of the entry-level syllabus. Some UK physiotherapy entry-level students may not be exposed to any paediatric teaching or clinical placements.
