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Robayo Torres A.L.1, Alvis K.M.2, Cardoso J.3, Rivas A.M.4, Condezo G.5, Ronzio O.6, Molina Achury N.J.7, Fierro G.8, Alvear M.9, Cobos D.F.10
1National University of Colombia, Physical Therapy, Bogota, Colombia, 2Universidad Nacional de Colombia, Physical Therapy, Bogota, Colombia, 3Universidade Estadual de Londrina, Laboratory of Biomechanics and Clinical Epidemiology, Londrina, Brazil, 4University Experimental Libertador, Department of Education, Caracas, Venezuela, 5Universidad Peruana Cayetano Heredia, Physical Therapy, Lima, Peru, 6Instituto Universitario Fundación Barcelo, Physical Therapy, Buenos Aires, Argentina, 7Asociación Colombiana de Facultades de Fisioterapia, Physical Therapy, Bogota, Colombia, 8Asociación Boliviana de Fisioterapia, Physical Therapy, La Paz, Bolivia, 9Universidad del Desarrollo, Laboratory of Kinesiology, Santiago, Chile, 10Universidad de Cuenca, Physical Therapy, Cuenca, Ecuador
Background: The education system, educational policies and any educational initiatives or actions often have as guidance a philosophy that supports that particular model. The definition of the educational model, training and pedagogical concreteness, in turn, have a relationship with the type of society to which we aspire. Thus, while a model incorporates a dynamic, mode, and time of approach and immersion in the subject of study by the learner, it also implies a certain epistemological offer on the particular contexts in which they are invigorated. In this context, changes and adjustments to the training model proposed by a Physical Therapy or Kinesiology education program should be implemented in a curriculum and teaching practices that can be generated and triggered by professors, regulations, policies and institutional intentions are not always clear, obvious or explicit to all those who participate in these educational settings. Consequently, consideration of these thematic areas is necessary to identify, reflect and mobilize collective interests, particularly those demanding conditions of equality, justice and opportunity for the realization of life projects, as is happening in Latin America at the moment.
Purpose: Identify trends around education models and pedagogy in Latin American countries.
Methods: Information was derived from three sources: a. Consolidated answers by country, in response to a structured guideline, which was then sent to CLADEFK, were compiled into a matrix of responses for analysis; b. The reflections made at 10 workshops with the participation of 70 faculty members, representing 10 countries in the region, was carried out in the ELA-2016 meeting in Buenos Aires, and c. The plenary of participants/faculty members in the ELA-2016.
Triangulation from this sources was the way to discover trends in L.A region.
Results: Some suggestions were discussed for possible changes: Empowerment of the class entities and scientific associations of the profession; Inclusion and development of research from the early stages of physical therapist training; Training on epidemiological profiles, management and public health; Training of professionals to be health managers and academic managers; Achievement of legal recognition to exercise the role of specialist consultants; Generation of a model of a training profile (curriculum), and An attempt to reach a regional consensus on the limits and possibilities of undergraduate and graduate students, as well as a judicial reading of the physical therapist as a professional.
Conclusion(s): Mercantilist pressures from specific sectors such as education and health service providers produce a gap in the ability to exercise the transforming power that education in Physical Therapy / Kinesiology requires in every society it serves. Similarly, education models in P.T have been essentially permeated by health care systems, socioeconomical contexts, and cultural factors, which modified the ways to face all of them.
Implications: It requires a continuous process of reflection, analysis and modification of the educational models in PT that respond to the needs and problems of the region.
Funding acknowledgements: None
Topic: Education: methods of teaching & learning
Ethics approval: Regional Committee Latin-American Center for the Development of Physiotherapy and Kinesiology - CLADEFK.
All authors, affiliations and abstracts have been published as submitted.
