Abstract
To describe how a multinational team worked together to transition a physical therapy (PT) educational program in Paramaribo, Suriname, from a Bachelor level to a Master of Science in Physical Therapy (MSPT) level. The team was made up of PT faculty from Anton De Kom Universiteit van Suriname (AdeKUS), the Flemish Interuniversity Council University Development Cooperation (VLIR-UOS) leadership, and Health Volunteers Overseas volunteers. In this case study, the process for curricular assessment, redesign, and upgrade is described retrospectively using a Plan, Do, Study, Act (PDSA) framework. PT educational programs in developing countries are eager for upgrade to meet international expectations and to better meet community health-care needs. An ongoing process which included baseline assessment of all aspects of the existing bachelor's program in PT, development of a plan for a MSPT, implementation of the master's program, and evaluation following implementation is described. Curricular assessment and upgrade in resource-limited countries requires the implementation of process-oriented methods. The PDSA process is a useful tool to explore curricular development. The international collaboration described in this paper provides an example of the diligence, consistency, and dedication required to see a project through and achieve success while providing adequate support to the host site. This project might provide valuable insights for those involved in curricular redesign in similar settings.
Highlights
In developing nations around the world, the rehabilitation needs of persons with acute and long-term disability often go unmet
In terms of the second year of the new program, the team established the following plans: continue to work to clarify faculty roles and responsibilities; attempt to improve communication between faculty members and between faculty and students; use HVO volunteers to teach courses as needed and as available; and consider evaluation of the first year and how it is relevant as the program moves through its second year
This seemed to be due to lack of faculty to teach certain courses, lack of non-Physical therapists (PTs) faculty connection with—and dedication to—the PT curriculum, and poor examination results
Summary
In developing nations around the world, the rehabilitation needs of persons with acute and long-term disability often go unmet. This problem is most often due to a combination of factors; (1) lack of understanding of rehabilitation professions, (2) inadequate numbers of rehabilitation providers, (3) inadequate infrastructure that limits access to care, (4) lack of education about the importance of PT Curriculum Assessment and Redesign in Suriname rehabilitation, and (5) social constructs that inhibit people from seeking services. Physical therapy curricular planning and evaluation play important roles in the advancement of the profession. This planning and assessment process is part of any PT educator’s purview.
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