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Murphy S1, Greig A1, Anthony J1
1University of British Columbia, Faculty of Medicine, Physical Therapy, Vancouver, Canada
Background: Internationally educated physical therapists (IEPTs) who wish to practice physical therapy in Canada are exposed to a practice environment which in many cases is very different from that with which they are familiar. One major difference may be the professional practice environment, where autonomous practice and legal responsibilities may be substantially different to those in the home country. While activities such as “shadowing” can expose IEPT's to differing modes and philosophies of treatment, professional standards and legal requirements are less overt and often not discussed in the clinical setting, despite the fact that breaches of professional standards can lead to complaints to the regulatory body, and potential discipline. Thus, there is a need for a more effective learning tool related to the Canadian practice environment.
Purpose: A series of 5 interactive e-learning modules were developed to familiarise IEPTs with the standards and expectations for professional practice in Canada. Need for the modules was identified by instructors in an exam preparation program for Canadian licensure. The modules were designed to maximise the benefits of on-demand, active learning, incorporating video-assisted learning and reflective components, and allowing monitoring of learner engagement.
Methods: Content was developed by a subject matter expert, based on defined practice standards and legal requirements for Canadian PT practice and the entry-level PT curriculum. Initial development was completed in Powerpoint, storyboarded and then translated into Articulate Storyline 3 software. Interactive components included videos (scripted by the team and filmed specifically for the modules), and a variety of other tools such as case studies, reflective questions, and learner choice questions. Module content was reviewed by educational design consultants, a representative from the regulatory body, academic faculty, and the lead from the IEPT exam preparation program.
Results: The development process resulted in 5 unique and interactive modules, well suited to the needs of IEPTs. The use of video and interactive capability provides learners with an authentic learning context which facilitates clinical problem solving. Mastery of content is facilitated by the opportunity to review the modules multiple times, in a time / place of the students choosing (including during clinical experiences utilising handled devices). Authentic learning is facilitated by real life scenarios and video content which can be easily updated as the regulatory context changes.
Conclusion(s): The design and development process, incorporating subject matter experts, educational designers, clinicians and the regulatory body, was successful in developing 5 interactive modules which are a key resource for IEPTs studying for licensure in Canada, or who are new to Canadian Practice.
Implications: These modules will assist in preparing IEPTs for practice and licensure in the Canadian context. They are currently part of a Canadian exam preparation program for IPTs, but also have the potential to be reviewed overseas to familiarise IEPTs with the Canadian practice context prior to immigration. This may inform IEPT decision-making prior to relocation. The modules also have potential for use in the entry to practice curriculum, and for clinicians wanting a “refresher”.
Keywords: Technology enabled learning, Professional practice, Internationally education professionals
Funding acknowledgements: Workforce, Immigration and Major Investments Division,
Ministry of Jobs, Trade and Technology, Government of British Columbia, Canada.
Purpose: A series of 5 interactive e-learning modules were developed to familiarise IEPTs with the standards and expectations for professional practice in Canada. Need for the modules was identified by instructors in an exam preparation program for Canadian licensure. The modules were designed to maximise the benefits of on-demand, active learning, incorporating video-assisted learning and reflective components, and allowing monitoring of learner engagement.
Methods: Content was developed by a subject matter expert, based on defined practice standards and legal requirements for Canadian PT practice and the entry-level PT curriculum. Initial development was completed in Powerpoint, storyboarded and then translated into Articulate Storyline 3 software. Interactive components included videos (scripted by the team and filmed specifically for the modules), and a variety of other tools such as case studies, reflective questions, and learner choice questions. Module content was reviewed by educational design consultants, a representative from the regulatory body, academic faculty, and the lead from the IEPT exam preparation program.
Results: The development process resulted in 5 unique and interactive modules, well suited to the needs of IEPTs. The use of video and interactive capability provides learners with an authentic learning context which facilitates clinical problem solving. Mastery of content is facilitated by the opportunity to review the modules multiple times, in a time / place of the students choosing (including during clinical experiences utilising handled devices). Authentic learning is facilitated by real life scenarios and video content which can be easily updated as the regulatory context changes.
Conclusion(s): The design and development process, incorporating subject matter experts, educational designers, clinicians and the regulatory body, was successful in developing 5 interactive modules which are a key resource for IEPTs studying for licensure in Canada, or who are new to Canadian Practice.
Implications: These modules will assist in preparing IEPTs for practice and licensure in the Canadian context. They are currently part of a Canadian exam preparation program for IPTs, but also have the potential to be reviewed overseas to familiarise IEPTs with the Canadian practice context prior to immigration. This may inform IEPT decision-making prior to relocation. The modules also have potential for use in the entry to practice curriculum, and for clinicians wanting a “refresher”.
Keywords: Technology enabled learning, Professional practice, Internationally education professionals
Funding acknowledgements: Workforce, Immigration and Major Investments Division,
Ministry of Jobs, Trade and Technology, Government of British Columbia, Canada.
Topic: Education: methods of teaching & learning; Education
Ethics approval required: No
Institution: university of British Columbia
Ethics committee: Behavioral Research Ethics Board
Reason not required: This project was not a research study but was development of an educational innovation. Ethics approval is not required for this type of innovation .
All authors, affiliations and abstracts have been published as submitted.
