Abstract
BackgroundDeveloping cultural responsiveness among physiotherapists is considered essential to promote quality and equity in healthcare provision for our culturally diverse populations. The aim of this study was to evaluate how entry-level physiotherapy programs in Australia and Aotearoa New Zealand (NZ) design curricula to foster the development of cultural responsiveness in physiotherapy students. Further, the challenges of integrating educational content and approaches, and the perceptions of the effectiveness of these curricula were also explored.MethodsA cross-sectional telephone survey with closed and open-ended questions, was conducted with 18 participants representing 24 entry-level physiotherapy programs (82% of all programs) in Australia and NZ between May and September 2017. Data were analysed descriptively in the form of frequencies, percentages or ratios as appropriate. Open-ended responses were thematically analysed.ResultsResults suggest variability in the structure, and teaching and assessment methods used across all programs. The majority of programs appeared to rely on didactic teaching methods, along with knowledge based and implicit assessment methods. The main challenges reported were that cultural responsiveness was thought to be perceived by academic staff as unimportant and that the curriculum was perceived to be ‘overcrowded’. Participants also felt there was room for improvement despite perceiving the curriculum to be effective at fostering cultural responsiveness.ConclusionResults provide insight into the educational content and approaches integrated in entry-level physiotherapy curricula in Australia and NZ, and suggest opportunities for further research and development to foster cultural responsiveness among physiotherapy students.
Highlights
Developing cultural responsiveness among physiotherapists is considered essential to promote quality and equity in healthcare provision for our culturally diverse populations
The purpose of this study was to evaluate how entry-level physiotherapy programs in Australia and New Zealand (NZ) design curricula to foster the development of cultural responsiveness in physiotherapy students
Eighteen universities agreed to participate in the study (86% response rate) and data was collected for 24 entrylevel physiotherapy programs (82% of all physiotherapy programs in Australia and NZ)
Summary
Developing cultural responsiveness among physiotherapists is considered essential to promote quality and equity in healthcare provision for our culturally diverse populations. Te et al BMC Medical Education (2019) 19:326 physiotherapists in Australia and Aotearoa New Zealand (NZ) should always “consider each client as a whole, adopt client-centred and family/whānau focused (where relevant) approaches and prioritise cultural safety and cultural respect” [9]. This commitment to culturally responsive practice has been driven by government health policies and legislations that aim to reduce the health disparities experienced by Māori, Aboriginal and Torres Strait Islander peoples and people from CALD communities. To meet the boards’ requirements, entry-level physiotherapy programs must include learning outcomes and assessment of the attainment of those outcomes, to ensure that their graduates can work safely, respectfully and autonomously in culturally diverse societies
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