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Kazibwe H.1, Whitehouse Z.1, Niyonsenga J.D.1, Nanyunja F.1
1Mbarara University of Science and Technology, Physiotherapy, Mbarara, Uganda
Background: There was a global trend from diploma to degree physiotherapy courses in the late 20th Century. This led to a greater understanding of the importance of the educational process, in addition to subject content, in developing practitioners who were able to problem-solve, reflect and adapt. In countries such as Uganda, where the diploma course continued to exist, those who had upgraded from outside became concerned that the slow development of the profession could be attributed to this lack of clinical reasoning and use of evidence based practice. Starting a degree course had been debated since 1990 but was hindered by lack of personnel. In 2007, Uganda had 150 diploma trained physiotherapists, and only four held higher degrees (MScs from South Africa).
It was also observed that students joining higher education institutions came from an education system that did not promote problem solving skills.
It was also observed that students joining higher education institutions came from an education system that did not promote problem solving skills.
Purpose: To establish a degree program that will produce physiotherapists able to use clinical reasoning and a high standard of evidenced-based holistic rehabilitation care.
Methods: The project was started in 2008 at Mbarara University of Science and Technology. Initial focus was placed on building relationships with government bodies, the national physiotherapy association, university administration and also with the elders of the physiotherapy profession.
Example curricula from a variety of countries and content of other courses running in the university were used to write a curriculum. 8 core values were identified to guide practice; accountability, altruism, collaboration, excellence, holism, innovation, integrity and social responsibility.
Once the final curriculum was approved the course started in 2012 with two physiotherapists who were not full time with the university and minimal material resources. By 2015 the staffing had increased to 4 full time lecturers.
The content to develop students to become critical thinkers and lifelong learners started from the first year. A holistic approach is encouraged through modules such as philosophy of care and worldview and ethics and one-to-one tutorials. A 10-week Interdisciplinary community placement encourages mutual learning between different healthcare professions in a practical setting.
Results: Yearly 35-40 students are offered admission to the course. Nine students started in 2012, but this increased to 60 over the four years. The first five students completed in 2016.
Student clinical practice has impacted the numbers of patients treated and other medical professions are discovering the value of physiotherapy and requesting more input. Local physiotherapy staff are benefiting through Continued Medical Education.
Physiotherapy research at the university has now started with both undergraduate and post-graduate projects and potential research collaborations with other universities.
Conclusion(s): It is possible to start a degree physiotherapy course in Sub-Saharan Africa with minimal physical and personnel resources with the right support from a university and the elders of the physiotherapy profession.
Implications: Upgrading to degree level has increased the profile of the profession, improved rehabilitation care, opened up avenues for research and allowed for progression of the career.
An upgrade course for diploma holders needs to be instigated as soon as possible.
Funding acknowledgements: Not applicable
Topic: Education: methods of teaching & learning
Ethics approval: Not applicable as special interest report.
All authors, affiliations and abstracts have been published as submitted.
