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S. Gamiet1, J.S. Phillips1
1University of the Western Cape, Physiotherapy, Cape Town, South Africa
Background: Physical inactivity is a major risk factor for non-communicable diseases and has become an urgent global health crisis. Sustainable Development Goal 3 aims to achieve a 15% reduction in the global prevalence of physical inactivity and reduce premature mortality from non-communicable diseases by one-third, by 2030 through prevention and management. The World Confederation of Physical Therapy supports the leadership role of physiotherapists with respect to the promotion of physical activity and exercise as an integral component of health care in order to minimize the risk of non-communicable diseases. The transformation of health professional education is therefore critical in terms of the relevance of the curriculum. In South Africa, physiotherapy curricula has not changed much post-apartheid. Entry-level physiotherapy education desires to produce graduates who are competent to succeed in their professional roles and to make significant contributions to the complex health care landscape in South Africa. There is a need to ensure that the current curriculum content of physiotherapy education is aligned with the demands of the population health in South Africa by including physical activity and exercise prescription, as crucial components.
Purpose: This study aimed to examine physiotherapy students’ perceptions of the current education content of the entry-level physiotherapy programme in terms of physical activity and exercise prescription and promotion at a tertiary institution in South Africa.
Methods: A qualitative approach with an explorative, descriptive design was used. A focus group discussion and ten individual interviews were conducted with final year physiotherapy students at a tertiary institution in South Africa. The concepts explored in the discussion and the interviews included the positive aspects of the curriculum, the negative aspects of the curriculum and methods to enhance the curriculum in terms of physical activity and exercise prescription. Data were analyzed using framework analysis methodology. Trustworthiness was enhanced by including the following strategies: credibility, transferability, dependability and confirmability.
Results: Three major themes emerged from the findings:
(i) course content,
(ii) clinical education and
(iii) methods of teaching and learning.
Students were of the opinion that they have good theoretical knowledge about non-communicable diseases, health promotion and exercise prescription. Students reported a lack of clinical reasoning to apply this knowledge and adapt exercises for different types of patients in different clinical settings. The perceived gaps in the curriculum included the structure of the course modules over the four years of educational training and teaching exercise specific prescription. Students highlighted the need for alternative teaching pedagogy to support their role in health promotion through the implementation of physical activity and exercise prescription.
(i) course content,
(ii) clinical education and
(iii) methods of teaching and learning.
Students were of the opinion that they have good theoretical knowledge about non-communicable diseases, health promotion and exercise prescription. Students reported a lack of clinical reasoning to apply this knowledge and adapt exercises for different types of patients in different clinical settings. The perceived gaps in the curriculum included the structure of the course modules over the four years of educational training and teaching exercise specific prescription. Students highlighted the need for alternative teaching pedagogy to support their role in health promotion through the implementation of physical activity and exercise prescription.
Conclusions: There is clear need to address the perceived gaps in both the undergraduate physiotherapy curriculum and teaching pedagogy in terms of physical activity and exercise prescription.
Implications: The results of this study will allow academics at the tertiary institution to review and adjust the curriculum and seek alternative teaching and learning methods to support student’ learning.
Funding acknowledgements: National Research Foundation (NRF), South Africa.
Keywords:
physical activity
exercise prescription
physiotherapy curriculum
physical activity
exercise prescription
physiotherapy curriculum
Topics:
Education
Health promotion & wellbeing/healthy ageing/physical activity
Education: methods of teaching & learning
Education
Health promotion & wellbeing/healthy ageing/physical activity
Education: methods of teaching & learning
Did this work require ethics approval? Yes
Institution: University of the Western Cape
Committee: Humanities and Social Sciences Research Ethics Committee
Ethics number: HS18/8/10
All authors, affiliations and abstracts have been published as submitted.
