This study aims to evaluate the implementation of this innovative curriculum design to inform future curriculum development and to share critical curriculum features with curriculum designers in physiotherapy education.
A sequential explanatory mixed methods design was used to evaluate the implementation of PACE using a questionnaire, focus groups, in-depth interviews, and a national progress test allowing for benchmarking results. Participants were undergraduate physiotherapy students of cohort 2021-2022, the first group who experienced PACE and teachers involved with this cohort. Questionnaire data were analyzed using descriptive statistics. To compare mean total scores of the national progress test between four different universities a one-way ANOVA was conducted including a post-hoc analysis. Thematic analysis guidelines were applied to analyze the interview data.
In total 82 first year students (44,6%) of cohort 2021-2022 and 36 teachers (60%) completed the questionnaire. Results show that the guiding principles were implemented as intended. Results of the national progress test on knowledge and clinical reasoning showed that students of the HAN University performed well compared to other universities. Thematic analysis of interviews and focus groups resulted in three themes and nine subthemes: 1) navigating a personalized curriculum, 2) caring and sharing, and 3) shaping professional identity. PACE contributed positively to students' intrinsic motivation, learning joy, identity development, and life-long learning skills. Areas for improvement were self-directed learning support, and teaching strategies to prompt deep learning.
The evaluation showed that the guiding principles of PACE were implemented as intended and that the innovation positively contributed to student learning,
This study showed that physiotherapy education for the future needs future-oriented curriculum content and personalised teaching and assessment.
Progress Testing
Identity development
