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Teaching professionalism: some features in Canadian physiotherapy programs.

Authors
  • Murphy, Sue BHSc, PT, MEd1
  • Whitehouse, Laura MA, PhD1
  • Parsa, Betsabeh BEd, MA1
  • 1 Department of Physical Therapy, University of British Columbia , Vancouver, BC, Canada. , (Canada)
Type
Published Article
Journal
Physiotherapy theory and practice
Publication Date
May 01, 2020
Volume
36
Issue
5
Pages
615–627
Identifiers
DOI: 10.1080/09593985.2018.1491080
PMID: 29958035
Source
Medline
Keywords
Language
English
License
Unknown

Abstract

The role of "professionalism" is core to many health professions including Physical Therapy (PT), and the development of competence in professionalism is a key requirement of entry-to-practice PT programs. However, the actual curriculum, teaching methodologies, and evaluation methods currently used to develop professional competence during PT training programs in Canada are unclear. This study explored current teaching practices, evaluation and curricular content related to professionalism in Canadian entry-to-practice PT programs. Results showed that teaching practices related to professionalism were not necessarily congruent with methods promulgated by educational theory and relied heavily on lecture, while more appropriate strategies such as simulation and role play were under-utilized. The numbers of different teaching methods utilized for specific aspects of professionalism were variable. Emphasis on different curricular areas related to professionalism also varied: communication was given the most emphasis while change management was under-represented. It is posited that teaching methods related to professionalism could be improved and curricular content and emphasis should also be reconsidered.

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