Constantinou M1, Sonsearay C2, Teys P3, Good D3, Brown M4, Emmerson C5, Craig J1, Danks M6, Jameson R7
1Australian Catholic University, Discipline of Physiotherapy, Faculty of Health Sciences, Banyo, Brisbane, Australia, 2Australian Catholic University, Banyo, Brisbane, Australia, 3Australian Catholic University, Discipline of Physiotherapy, Faculty of Health Sciences, Brisbane, Australia, 4Australian Catholic University, ACU Health Clinics, Banyo, Brisbane, Australia, 5Australian Catholic University, Discipline of Physiotherapy, Faculty of Health Sciences, North Sydney, Australia, 6Australian Catholic University, Division of Physiotherapy, Faculty of Health Sciences, Banyo, Brisbane, Australia, 7Australian Catholic University, Dhara Daramoolen Indigenous Higher Education Unit, Canberra, Australia
Background: Undergraduate physiotherapy curricula traditionally consist of theoretical and practical units taught across a 3-year program, prior to the students undertaking a year of clinical/professional practice. The challenge faced by physiotherapy teaching teams is the integration of basic sciences, clinical knowledge and skills, communication and cultural competence across the four years, to ensure relevance for the students and adequate preparation for clinical practice. It is fundamental that physiotherapy graduates are both culturally sensitive and effective clinicians.
Purpose: The purpose was to develop a teaching resource to be used across the 4-year undergraduate physiotherapy curriculum to present a “real life” scenario, addressing the anatomical, pathophysiological, biomechanical, communication and professional components relevant to this patient as well as the social, cultural and global factors that influence their health. The case scenario aims to increase students' understanding of Indigenous peoples, the culture of knowing and doing and connection to country, respectful communication and ethical practice, and to incorporate the Australian and New Zealand Physiotherapy Boards' practice thresholds, demonstrating standards of clinical competence, cultural competence and ethical conduct.
Methods: The methodology incorporated a storyline of a rurally based indigenous patient who consulted a physiotherapist in the city for the first time. The storyline was developed as a script and was produced by professional indigenous filmmakers into 4 short films using indigenous actors. To ensure the authenticity and relevance to practice, this case scenario focused on one of the most prevalent musculoskeletal conditions of the lower limb. The 'patient' presented with knee osteoarthritis and experienced impairments and activity limitations as a result. Subsequently the 'patient' undertook reduced physical activity, developed obesity, diabetes and experienced low back pain, all of which are possible comorbidities in a patient population with knee osteoarthritis and of indigenous background. The students needed to incorporate the contextual and environmental factors impacting on the patient's condition, implementing the International Classification of Functioning Disability and Health Framework.
Results: A series of short films based on an indigenous 'patient' were developed as a teaching resource to be implemented into the physiotherapy curriculum, across the four years, to horizontally and vertically integrate the content. The first short film introduces the patient in Year 1 curriculum, presenting two different scenarios; the culturally inappropriate way, and the culturally sensitive way to approach an indigenous patient. The remaining series of short films present the patient in the clinic being assessed, demonstrating the physiotherapy consultation process of patient interviewing and full assessment for knee and low back pain.
Conclusion(s): The short films based on an indigenous 'patient' present a real-life scenario as an example, to enable physiotherapy students to understand the complexity of health issues across the lifespan in a patient of indigenous background, to build cultural and clinical competence.
Implications: The films, provide a useful educational resource to better equip physiotherapy graduates to work with patients of any background, with cultural and clinical competence.
Keywords: Indigenous, Patient scenario, culture
Funding acknowledgements: Grants
- First Peoples and Equity Pathways Directorate, Indigenous Student Success Program
- ACU Case Study Development Funding
Purpose: The purpose was to develop a teaching resource to be used across the 4-year undergraduate physiotherapy curriculum to present a “real life” scenario, addressing the anatomical, pathophysiological, biomechanical, communication and professional components relevant to this patient as well as the social, cultural and global factors that influence their health. The case scenario aims to increase students' understanding of Indigenous peoples, the culture of knowing and doing and connection to country, respectful communication and ethical practice, and to incorporate the Australian and New Zealand Physiotherapy Boards' practice thresholds, demonstrating standards of clinical competence, cultural competence and ethical conduct.
Methods: The methodology incorporated a storyline of a rurally based indigenous patient who consulted a physiotherapist in the city for the first time. The storyline was developed as a script and was produced by professional indigenous filmmakers into 4 short films using indigenous actors. To ensure the authenticity and relevance to practice, this case scenario focused on one of the most prevalent musculoskeletal conditions of the lower limb. The 'patient' presented with knee osteoarthritis and experienced impairments and activity limitations as a result. Subsequently the 'patient' undertook reduced physical activity, developed obesity, diabetes and experienced low back pain, all of which are possible comorbidities in a patient population with knee osteoarthritis and of indigenous background. The students needed to incorporate the contextual and environmental factors impacting on the patient's condition, implementing the International Classification of Functioning Disability and Health Framework.
Results: A series of short films based on an indigenous 'patient' were developed as a teaching resource to be implemented into the physiotherapy curriculum, across the four years, to horizontally and vertically integrate the content. The first short film introduces the patient in Year 1 curriculum, presenting two different scenarios; the culturally inappropriate way, and the culturally sensitive way to approach an indigenous patient. The remaining series of short films present the patient in the clinic being assessed, demonstrating the physiotherapy consultation process of patient interviewing and full assessment for knee and low back pain.
Conclusion(s): The short films based on an indigenous 'patient' present a real-life scenario as an example, to enable physiotherapy students to understand the complexity of health issues across the lifespan in a patient of indigenous background, to build cultural and clinical competence.
Implications: The films, provide a useful educational resource to better equip physiotherapy graduates to work with patients of any background, with cultural and clinical competence.
Keywords: Indigenous, Patient scenario, culture
Funding acknowledgements: Grants
- First Peoples and Equity Pathways Directorate, Indigenous Student Success Program
- ACU Case Study Development Funding
Topic: Education: methods of teaching & learning; Education; Education: clinical
Ethics approval required: No
Institution: Australian Catholic University
Ethics committee: ACU Human Research Ethics Committee
Reason not required: This was not a research project, but an education resource project.
All authors, affiliations and abstracts have been published as submitted.
