File
Musabyemariya I.1,2, Clark K.1,3, Whalen C.1,4, Kohls L.1,5, Kayonga Ntagungira E.1,6, Mann M.1,7, Fisher S.3
1Health Volunteers Overseas, Washington DC, United States, 2Early Intervention Center for Children with Disabilities, Kigali, Rwanda, 3University of Texas Medical Branch, Department of Physical Therapy, Galveston, United States, 4Ohio State University Wexner Medical Center, Ohio Colleges of Medicine Government Resource Center, Columbus, United States, 5CHG Management Inc, Salt Lake City, United States, 6University of Rwanda College of Medicine and Health Sciences, Department of Physical Therapy, Kigali, Rwanda, 7Johns Hopkins University, Bloomberg School of Public Health, Baltimore, United States
Background: There is increasing interest and participation of physical therapists from high-income countries working on education development projects in low-income countries. However, there are few examples in the literature of effective and sustainable models or projects, especially for continuing professional development.
Purpose: This case report describes an initiative for improving pediatric clinical decision making skills among Rwandan physical therapists in a continuing professional development course. The initiative promoted sustainability by incorporating Rwandan co-teachers in planning and implementation and further, used best practices in clinical decision making, incorporation of evidence based practice where possible, and use of the International Classification of Functioning and Disability (ICF) model.
Methods: A 48-hour continuing professional development course comprised of the (3 month) pediatric section of the (15 month) Advancement of Rwandan Rehabilitation Services Project (ARRSP) was presented to 66 Rwandan physical therapists in the form of classroom lectures, laboratory and case study practice, and visits to the course participants work place. Course topics were selected based on a needs assessment completed by a group of Rwandan physical therapists. Participatory teaching and learning was emphasized in this United States Agency for International Development (USAID) funded project.
Results: Course participants completed a pre- and post-course assessment containing 21 questions pertaining to course material. Post intervention, there was a 53% improvement in assessment scores. In the post-course evaluation, participants reported high confidence in eight clinical decision making skills emphasized in course material. Comments were strongly positive (92%) for the value of clinical visits in reinforcing the participant´s new clinical skills.
Conclusion(s): This case report describes an education process initiative for a continuing professional development course presented to Rwandan physical therapists. The course was successful in improving their knowledge of pediatric rehabilitation topics and in applying this knowledge into practice by instilling confidence in eight clinical decision making skills. The initiative addressed sustainability by the inclusion of Rwandan physical therapists in all levels of development of course material and implementation of the project.
Implications: To improve chances of success and effectiveness and to ensure sustainability when planning and implementing global health training initiatives, it is imperative to solicit both input and involvement of the target audience from start to finish; from the initial needs assessment to sharing of the classroom teaching. Building on these two aspects will create a sense of ownership and longevity that remain long after we have departed the host country.
Funding acknowledgements: The project was funded by the United States Agency for International Development (USAID) and implemented by Health Volunteers Overseas.
Topic: Education: continuing professional development
Ethics approval: The University of Texas Medical Branch Institutional Review Board (IRB) reviewed the project and determined ethics approval was not required.
All authors, affiliations and abstracts have been published as submitted.
