Strengthening entry-level rehabilitation education: The development and implementation of the Academic Program Reflection Tool

Rachael Lowe, Shala Cunningham, Larisa Hoffman
Purpose:

The purpose of this presentation is to describe the development of the APRT and highlight its implementation in Pakistan, Uganda, and Ukraine.

Methods:

The tool was developed based upon (a) a review of the international entry-level competencies of each of the rehabilitation professions to determine commonalities, (b) a global appraisal of accreditation guidelines for education programs, and (c) a global interprofessional survey of academic faculty and administrators in entry-level rehabilitation education programs. The APRT consists of a workbook with worksheets to guide users in the process of reviewing and developing seven key components of academic programs: philosophy, curriculum, goals and outcomes, student admissions and support, program faculty, program resources, and program integrity. It uses a reflective Plan-Do-Assess-Adjust model. The tool was implemented with guided mentorship across multiple rehabilitation professions in Pakistan, Uganda, and Ukraine. Collaboration of all stakeholders was vital to the process and facilitated through focused workshops, regular online meetings, mentorship, and offline discussions. Key components of the implementation included identifying a mentor or leader for the APRT, involving leadership, assembling a team of stakeholders who are instrumental in different aspects of a program (curriculum, assessment, clinical education, and admissions), and allocating time for reflection and discussion.

Results:

The implementation of the APRT in three countries demonstrates the utility and versatility of the tool to guide programmatic development and improvement.  Through the use of the APRT, 15 programs in Pakistan and eight programs in Ukraine have created plans to strengthen their education programs.  In Uganda, two associations are developing Bachelor's programs in collaboration with a university.  This has resulted in strengthening 25 education programs for physiotherapy, occupational therapy, speech therapy, and prosthetics and orthotics at nine universities. 

Conclusion(s):

The APRT is an adaptable tool that guides academic institutions through the development and revision of entry-level rehabilitation education programs that are context-specific to meet local health care needs. The APRT is an adaptable tool that guides academic institutions through the development and revision of entry-level rehabilitation education programs that are context-specific to meet local health care needs. 

Implications:

Stakeholders for rehabilitation education will gain an understanding of the contextual and conceptual framework that guided the development of the APRT and assess if the tool may benefit the rehabilitation programs they serve.

Funding acknowledgements:
This publication is made possible by USAID through the Learning, Acting, and Building for Rehabilitation in Health Systems (ReLAB-HS) activity.
Keywords:
Education
Rehabilitation
Low and Middle-Income Countries
Primary topic:
Education
Did this work require ethics approval?:
Yes
Name the institution and ethics committee that approved your work:
This study was reviewed by the Johns Hopkins School of Public Health (JHSPH) Institutional Review Board.
Provide the ethics approval number:
21399
Has any of this material been/due to be published or presented at another national or international conference prior to the World Physiotherapy Congress 2025?:
No

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