A model for community physiotherapy from the perspective of newly graduated physiotherapists as a guide to curriculum revision

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dc.contributor.authorMostert-Wentzel, K.
dc.contributor.authorFrantz, Jose M.
dc.contributor.authorvan Rooijen, A. J.
dc.date.accessioned2014-08-25T09:57:52Z
dc.date.available2014-08-25T09:57:52Z
dc.date.issued2013
dc.description.abstractBackground. Limitations in physiotherapy curricula have been reported. Work-based experiences, especially during compulsory community service, could inform curricula. Objective. To develop a model of community service physiotherapy to guide curriculum reform. Methods. In this appreciative inquiry, trained physiotherapy students conducted tele-interviews with newly graduated physiotherapists. Twelve recently graduated community-service physiotherapists – heterogeneous in gender, mother tongue, university attended and work setting – were purposively recruited. Two coders applied Tesch’s coding technique to the transcripts; one did paper-based work and the other used AtlasTi software. Consensus was reached and a member check done. Results. Four themes identified were: (i) the essence of community physiotherapy; (ii) the collaborative nature of community physiotherapy; (iii) prerequisites for a positive practice environment; and (iv) community physiotherapy as a gateway to personal growth and professional development. Physiotherapists consult clients from varied cultural backgrounds, ages and health and disease profiles. Health education is a key intervention, but clients emphasised therapeutic touch. Team work enhances services, especially within a context of poverty, and prevents isolation. New graduates have to deal with inefficient management, lack of transport, inadequate equipment and needs resilience. They want discipline-specific supervision. Conclusion. Community physiotherapy makes specific demands, especially for novice therapists. Service-learning in authentic diverse contexts would foster professional development and cultural competence. Clinical competency should remain the backbone of the curriculum, complemented by competency in health education. Different ways of reflection would facilitate lifelong learning and growth in attributes such as resilience, which is necessary for dealing with sub-optimal practice environments.en_US
dc.identifier.citationMostert-Wentzel, K., Frantz, J. M. & van Rooijen, A. J. (2005). A model for community physiotherapy from the perspective of newly graduated physiotherapists as a guide to curriculum revision. African Journal of Health Professions Education(AJHPE), 5(1): 2-8en_US
dc.identifier.issn2078-5127
dc.identifier.urihttp://hdl.handle.net/10566/1204
dc.language.isoenen_US
dc.privacy.showsubmitterfalse
dc.publisherHealth and Medical Publishing Groupen_US
dc.rights© 2014 Mostert-Wentzel, Frantz & van Rooijen; licensee Health and Medical Publishing Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
dc.source.urihttp://dx.doi.org/10.7196/AJHPE.203
dc.status.ispeerreviewedtrue
dc.subjectCommunity service physiotherapyen_US
dc.subjectPhysiotherapistsen_US
dc.subjectPhysiotherapy curriculumen_US
dc.titleA model for community physiotherapy from the perspective of newly graduated physiotherapists as a guide to curriculum revisionen_US
dc.typeArticleen_US

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