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S. Cunningham1,2, C. Footer1, L. Hoffman3,1, O. Kovalchuk1, R. Lowe1, M. Lukin1, H. Omoding1, H. Wai Mon Oo1, A. Patterson4,1, Y. Peterko1, N. Zehra1
1Physiopedia, London, United Kingdom, 2Radford University, Physical Therapy, Roanoke, United States, 3Regis University, Denver, United States, 4Creighton University, Occupational Therapy, Omaha, United States
Background: Rehabilitation has been recognized as an important part of primary health however, it is estimated that only three percent of the individuals in low- and middle- income countries (LMICs) that require rehabilitation are able to access the service. Reliable cross-discipline information about graduate numbers and the services they provide are inconsistent between contexts, although available evidence describes chronic overall shortages of rehabilitation professionals.The Learning, Acting, and Building for Rehabilitation in Health Systems (ReLAB-HS) project aims to support the development of health systems that can respond to rehabilitation needs worldwide. To provide high-quality rehabilitative care, there is a genuine need for rehabilitation professionals from around the world to have access to up-to-date, evidence-informed education and knowledge.Although fundamental and advanced training programs are considered key interventions for improving rehabilitation workforce capacity, little is known about the current state of entry-level rehabilitation education globally and access to continued professional development (CPD) for practicing professionals.
Purpose: The purpose of this exploratory research was to formulate a greater understanding of the current education of rehabilitation professionals globally.
Methods: To explore the current rehabilitation education being provided globally and perspectives of education needs, an exploratory survey was developed. The survey was developed with three constructs:
1) current entry-level education available for rehabilitation professionals,
2) accreditation and regulation standards, and
3) current opportunities for education advancement.
To ensure all aspects of each construct were explored, multiple open-ended questions were utilized in the survey and when available, informal conversations using a semi-structured interview guide were performed with the respondents to further clarify their answers.
1) current entry-level education available for rehabilitation professionals,
2) accreditation and regulation standards, and
3) current opportunities for education advancement.
To ensure all aspects of each construct were explored, multiple open-ended questions were utilized in the survey and when available, informal conversations using a semi-structured interview guide were performed with the respondents to further clarify their answers.
Results: A total of 505 respondents representing 88 countries participated in the survey. The majority of respondents (96%) lived and/or practiced in LMICs. Overwhelmingly, entry level education was provided in local universities or academic institutions with a Board of Health Professionals being the most common accreditation source. The requirements for CPD for practicing clinicians and regulation for these courses varied widely across the countries. The majority of respondents did have some form of CPD coursework available in country with over half the respondents noting the need for further CPD coursework to support and enhance patient care. Information will be presented regarding demographic information, entry-level education providers, and current opportunities for education advancement.
Conclusions: Determining current education available and opportunities for course development across the rehabilitation professions will allow for the sharing of resources and knowledge for efficiency in the provision of education. This exploratory study lays the groundwork for future, analyses by assisting with the determination of research design, sampling methodology, and data collection.
Implications: An education situation analysis is imperative for the purposeful creation of online resources and coursework for the advancement of the education of rehabilitation professionals to support global workforce development.
Funding acknowledgements: United States Agency for International Development (USAID) through the Learning Acting Building for Rehabilitation in Health Systems (ReLAB-HS) project
Keywords:
Education
Rehabilitation
International
Education
Rehabilitation
International
Topics:
Education
Education: continuing professional development
Globalisation: health systems, policies & strategies
Education
Education: continuing professional development
Globalisation: health systems, policies & strategies
Did this work require ethics approval? Yes
Institution: Johns Hopkins School of Pubic Health
Committee: Institutional Review Board
Ethics number: 16641
All authors, affiliations and abstracts have been published as submitted.
