Abstract
Background:
The demand for robust research evidence on which to base physiotherapy practice is critical to the profession. Barriers to embedding research in practice include: organisational culture; lack of time; and difficulty in evaluating and interpreting published research (Scurlock-Evans et al, 2014). Traditionally, Physiotherapy programmes at undergraduate and postgraduate levels have had some success in producing research output; however, time constraints within a busy curriculum have meant that the students’ research skills have not been fully exploited. Furthermore, confidence in applying research skills in practice is often lacking.
Partially due to financial pressures the engagement of qualified clinicians in doctoral study (Prof D, PhD) remains relatively low. The current and future challenge remains to embed research skills in practice and generate a research culture within the wider body of the profession.
Methods:
Using a partnership approach with relevant stakeholders, a co-production methodology was used to conceptualise, design, develop and implement a DPT programme that fully integrates research skills training with professional development.
Results & Discussion:
The first DPT programme in the UK that confers eligibility for state registration for license to practice and Chartered Society Physiotherapy chartered status was approved at Glasgow Caledonian University, Scotland, UK. This programme integrates research, taught and practice-based elements across the programme. The curriculum balances training for researcher development as well as professional development. This presentation will provide reflections on the lesson learned and the challenges in designing, developing and implementing the curriculum.
Through innovative assessment and teaching methods, DPT students develop the required competencies, not only in relation to their own development as researchers, but also within the context of workforce transformation in response to changing population, patient and service needs.
Conclusions:
The process of designing and developing a DPT programme is challenging, e.g. fitting in the statutory 1,000 practice-learning hours whilst ensuring the academic credibility of doctoral education. Success factors included the use of a clear conceptual model in defining the scope of the programme and an approach that includes the future needs of the profession. To build research capacity and make an impact on practice, strong networks are needed between all stakeholders.
The demand for robust research evidence on which to base physiotherapy practice is critical to the profession. Barriers to embedding research in practice include: organisational culture; lack of time; and difficulty in evaluating and interpreting published research (Scurlock-Evans et al, 2014). Traditionally, Physiotherapy programmes at undergraduate and postgraduate levels have had some success in producing research output; however, time constraints within a busy curriculum have meant that the students’ research skills have not been fully exploited. Furthermore, confidence in applying research skills in practice is often lacking.
Partially due to financial pressures the engagement of qualified clinicians in doctoral study (Prof D, PhD) remains relatively low. The current and future challenge remains to embed research skills in practice and generate a research culture within the wider body of the profession.
Methods:
Using a partnership approach with relevant stakeholders, a co-production methodology was used to conceptualise, design, develop and implement a DPT programme that fully integrates research skills training with professional development.
Results & Discussion:
The first DPT programme in the UK that confers eligibility for state registration for license to practice and Chartered Society Physiotherapy chartered status was approved at Glasgow Caledonian University, Scotland, UK. This programme integrates research, taught and practice-based elements across the programme. The curriculum balances training for researcher development as well as professional development. This presentation will provide reflections on the lesson learned and the challenges in designing, developing and implementing the curriculum.
Through innovative assessment and teaching methods, DPT students develop the required competencies, not only in relation to their own development as researchers, but also within the context of workforce transformation in response to changing population, patient and service needs.
Conclusions:
The process of designing and developing a DPT programme is challenging, e.g. fitting in the statutory 1,000 practice-learning hours whilst ensuring the academic credibility of doctoral education. Success factors included the use of a clear conceptual model in defining the scope of the programme and an approach that includes the future needs of the profession. To build research capacity and make an impact on practice, strong networks are needed between all stakeholders.
| Original language | English |
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| Publication status | Published - 11 Sept 2020 |
| Event | 5th European Congress of the Europe Region World Physiotherapy - Education - 2020 - Online - Online Duration: 11 Sept 2020 → 11 Sept 2020 https://www.erwcpt.eu/events_and_news/ER-WCPT_congresses/53-5th%20European%20Congres (Link to conference website) |
Conference
| Conference | 5th European Congress of the Europe Region World Physiotherapy - Education - 2020 - Online |
|---|---|
| Period | 11/09/20 → 11/09/20 |
| Internet address |
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Keywords
- curriculum
- DPT
- physiotherapy
- education
