The need for a PPE program in a UDLI country to provide quality equitable access to post professional physiotherapy education to its students led the program to seek collaboration with a PPE program in a DHI nation to review their existing PPE program and make recommendations for improvement in all aspects of the curriculum.
A physiotherapy education program in a UDLI nation, Pakistan adopted a unique multi-step approach in an effort to improve quality of its PPE program as follows: (i) designed a Master’s of Science in Cardiovascular & Pulmonary Physical Therapy (MSCPT) Program; (ii) researched potential physiotherapy educational programs in DHI nations willing to collaborate by serving as external reviewers without cost; (iii) arranged an initial virtual ‘meet & greet’ with the agreeable physical therapy education program in a DHI nation, U.S.A.; (iv) organized an online MSCPT faculty/administrators working session’ with the collaborating external reviewer to promote better understanding of program/faculty roles; and (v) requested follow-up communication with external reviewer after submission of reviewer’s report to answer detailed inquires posed by faculty.
The External Review from the DHI nation commended on overall strengths of the designed MSCPT program and provided specific detailed recommendations for further improvement in ten areas with particular focus on improving the research design and process to bring it in sync with global research standards and aligning the clinical residency program with international clinical practice standards. Additionally, MSCPT faculty identified three areas for additional detailed follow-up responses from external reviewer, specifically seeking guidance on curricular integration of international laws and ethical practices. Approximately 80-90% external reviewer recommendations were implemented by the MSCPT program immediately with remainder being incorporated progressively over the period of two years. The implementation of the proposed suggestions in curriculum reflected a visible improvement in student outcomes, such as enhanced performance during clinical residency and better research productivity.
Physiotherapy higher education programs in DHI nations must commit to collaborating with physiotherapy education programs in UDLI nations to help improve equitable access to high quality physiotherapy education. This process is essential for ensuring that physiotherapy graduates in UNLI nations are not only competent in their fields but also capable of equitably contributing to the global scientific and professional community.
Successful implementation of an internationally aligned curriculum in an UDLI nation via the easily adaptable unique multi-step process identified above can serve as a model for other physiotherapy education programs in UDLI nations willing to promote enrichment of physiotherapy education in their nation and a sense of equitable belonging to the profession for its graduates.
low income nations
professional development collaborations
