Teaching physiotherapy skills in culturally-diverse classes

Exploring physiotherapy education in Australia from the perspective of Muslim women physiotherapy students

BACKGROUND

Despite Australia's multiculturalism, physiotherapists from minority ethnic groups, including Muslim women, may experience social exclusion in physiotherapy training based on research in other countries.

OBJECTIVE

Explore Muslim women's experiences of physiotherapy education in Australia and how these experiences could be improved (if needed).

METHODS

Qualitative research approach. Data were produced through semi-structured interviews and analyzed with reflexive thematic analysis.

RESULTS

Eleven participants were interviewed. Four main themes were produced: 1) omnipresent concerns about disrobing, physical proximity and touch in mixed-gender settings; 2) physiotherapy seen as a culturally inappropriate profession for Muslim women; 3) prevalence of an "Aussie" student environment; and 4) lack of systemic inclusivity. Suggestions to improve inclusivity, involved: systemically embedding measures such as alternatives for disrobing and proximity between genders; and promoting diverse social activities.

CONCLUSION

Results suggest Australian physiotherapy education lacks systemic cultural sensitivity for Muslim women. To reduce the burden for change being placed on Muslim women students, culturally responsive institutional protocols and staff training could be established.

Perceptions of Polish and German physiotherapists about their professional education and development: a cross-sectional nonrandomized questionnaire cohort study

BACKGROUND

The approach to the education and professional advancement of physiotherapists is particularly relevant today. To date, no studies have compared the perceptions of physiotherapists regarding professional issues in geographically close European countries such as Poland and Germany. Therefore, this study's purpose was to compare Polish and German physiotherapists' perceptions related to their profession, entry-level education, and career opportunities.

METHODS

We recruited 565 physiotherapists from Poland and 560 physiotherapists from Germany. An opinion polling method based on a questionnaire was applied in the study. The survey was conducted in 48 facilities located throughout the territories of the two countries. The assessment focused on the following three issues: 1) professional education (form and content of educational programs, organizational aspects, and effects of education); 2) professional development and career opportunities; and 3) the relationship between years of service and perceptions of professional education, career satisfaction and advancement opportunities.

RESULTS

German respondents rated specific aspects of their education, development opportunities and professional careers more highly than their Polish counterparts (p = 0.001). A highly significant negative correlation was identified in both groups between all the assessed aspects of professional education and years of service (0.9 ≤ |R| < 1, p = 0.001).

CONCLUSIONS

Opinions on their professions expressed by physiotherapists from closely neighboring countries, namely, Poland and Germany, were surprisingly disparate. Compared to their Polish colleagues, German physiotherapists viewed their experiences more favorably vis-a-vis entry-level education, career opportunities, and professional status. Further study is needed to establish whether these findings reflect actual differences, sampling bias, or other factors.

Patterns of ethical issues and decision-making challenges in clinical practice among Ghanaian physiotherapists

Objectives

To determine the patterns of ethical issues and decision-making challenges encountered by practicing physiotherapists in Ghana.

Design

This is a cross-sectional study in which the stratified sampling technique was adopted to sample the participants.

Setting

The study involved physiotherapists at the private healthcare setting and from different levels of public healthcare facilities.

Participants

Eighty-two duly registered physiotherapists who were practising in Ghana participated in the study.

Interventions

Participants completed a 30-item questionnaire related to ethical issues and challenges encountered in making ethical decisions. Data analysis was premised on the frequency of occurrence of ethical tensions and difficulty in decision making which were dichotomized as ‘high’ and ‘low’ issues, and ‘extreme’ and ‘low’ difficult decisions, respectively.

Results

The age range of the participants was 21–49 years (mean 31.5 ± 1.4years). 18 (22%), 31 (37.8%) and 33 (40.2%) physiotherapists practice in the primary, secondary and tertiary healthcare settings respectively. 56 (68.3%) and 43 (52.4%) of the participants affirmed that ‘establishing priorities for patient's treatment amidst limited time resources’ was the most frequently encountered and the most extremely difficult ethical issue to make a decision on respectively. Whereas, limiting physical therapy services for personal or organizational gains sub-theme was the least occurred issue which was also the least difficult to make a decision on as indicated by the respective 16 (19.5%) and 18 (22.0%) physiotherapists.

Conclusion

A wide range of primary and secondary ethical issues were reported by the sampled physiotherapists, which tend to pose difficulty during the decision-making process in practice.

Funding

The research work was self-funded by the authors.

Professional and Personal Physical Therapist Development through Service Learning in Collaboration with a Prisoner Reinsertion Program: A Qualitative Study

There is a great concern whether Physical Therapy students upon completion of their educational program are ready and equipped with the requisite skills to construct and implement a successful patient intervention with culturally diverse groups. The purpose of this study is to describe the professional and personal physical therapist development of Physical Therapy students after participating in Solidarity Activities in Collaboration with a Prisoner reinsertion program as a service-learning course. A qualitative approach was used. A convenience sample of twenty physical therapy students doing service learning and one teaching professor were included. Student diaries were analyzed. Semi-structured interviews were done to explore five students' and the professor's judgements. Internal and external observations and filling out structure field-notes were also used as data triangulation in order to build the conceptual model. The main findings include that the application of knowledge and practice of skills in different environments are the most important skills attained with this service learning. Five key themes emerged from the data analysis, namely: application of knowledge, adaptation to different environments, improving communication with patients, assisting people and providing treatment with self-confidence. A recommendation is that Physical Therapy programs include workplace practice in different environments to enhance the development of professionalism among students.

Development of physiotherapy inherent requirement statements - an Australian experience

BACKGROUND

The United Nations Convention on the Rights of People with Disabilities promotes equal rights of people with a disability in all aspects of their life including their education. In Australia, Disability Discrimination legislation underpins this Convention. It mandates that higher education providers must demonstrate that no discrimination has occurred and all reasonable accommodations have been considered and implemented, to facilitate access and inclusion for a student with a disability. The first step to meeting legislative requirements is to provide students with information on the inherent requirements of a course. This paper describes the steps which were taken to develop inherent requirement statements for a 4-year entry-level physiotherapy program at one Australian university.

CASE PRESENTATION

Inherent requirement statements were developed using an existing framework, which was endorsed and mandated by the University. Items which described inherencies were extracted from Australian physiotherapy professional standards and statutory regulatory requirements, and units contained in the physiotherapy program. Data were integrated into the 8 prescribed domains: ethical behaviour, behavioural stability, legal, communication, cognition, sensory abilities, strength and mobility, and sustainable performance. Statements for each domain were developed using a 5-level framework (introductory statement, description of the inherent requirement, justification for inherency, characteristics of reasonable adjustments and exemplars) and reviewed by a University Review Panel. Refinement of statements continued until no further changes were required. Fifteen physiotherapy inherent requirement statements were developed. The eight domains identified in the existing framework, developed for Nursing, were relevant to the study of physiotherapy.

CONCLUSIONS

The inherent requirement statements developed in this study provide a transparent, defensible position on the current requirements of physiotherapy study at one Australian university. These statements are transferable to other physiotherapy programs in Australia due to standardised physiotherapy accreditation requirements. The model and framework could be applied to other health professional courses and used to explore the physiotherapy inherent requirements from an international perspective.