Methodological approaches for identifying competencies for the physiotherapy profession: a scoping review.
Clinical competence
Competency-based education
Physical therapists
Physical therapy specialty
Professional competence
Journal
Discover education
ISSN: 2731-5525
Titre abrégé: Discov Educ
Pays: Switzerland
ID NLM: 9918419273306676
Informations de publication
Date de publication:
2022
2022
Historique:
received:
21
04
2022
accepted:
13
06
2022
entrez:
11
7
2022
pubmed:
12
7
2022
medline:
12
7
2022
Statut:
ppublish
Résumé
Physiotherapy competencies inform the education and regulation of the profession. Many different methods appear to be used to identify competencies and there is no consensus on optimal methods to identify competencies. The purpose of this review is to synthesize the methodological approaches used to identify competencies for the physiotherapy profession and summarize the nature of those competencies. We searched MEDLINE, EMBASE, CINAHL, and the grey literature from inception to June 2020. Two independent reviewers screened for empirical peer-reviewed articles that aimed to identify professional physiotherapy competencies. General study characteristics, competency characteristics (e.g., target practice area), and methodological characteristics (e.g., study population, data collection and analysis method for each methodological step) were extracted. Descriptive statistics and narrative synthesis were performed. Of the 9529 references screened, 38 articles describing 35 studies published between 1980 and 2020 were included. Orthopaedics (20.0%) was the most commonly targeted area of practice. Studies used one to eight methodological steps whose objective was to generate (16 studies), validate (18 studies), assign value (21 studies), refine (10 studies), or triangulate (3 studies) competencies, or to address multiple objectives (10 studies). The most commonly used methods were surveys to assign value (n = 20, 95%), and group techniques to refine competencies (n = 7, 70%). Physiotherapists with experience in the area of competence was the most commonly consulted stakeholder group (80% of studies). This review can provide methodological guidance to stakeholders such as educators and regulators that aim to identify professional competencies in the future. The online version contains supplementary material available at 10.1007/s44217-022-00008-9.
Identifiants
pubmed: 35813902
doi: 10.1007/s44217-022-00008-9
pii: 8
pmc: PMC9258964
doi:
Types de publication
Journal Article
Review
Langues
eng
Pagination
9Subventions
Organisme : Biotechnology and Biological Sciences Research Council
ID : BBS/OS/NW/000006
Pays : United Kingdom
Organisme : Medical Research Council
ID : MR/V024299/1
Pays : United Kingdom
Organisme : British Heart Foundation
ID : PG/14/89/31194
Pays : United Kingdom
Informations de copyright
© The Author(s) 2022.
Déclaration de conflit d'intérêts
Competing interestOn behalf of all authors, the corresponding author states that there is no conflict of interest.
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