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ORIGINAL ARTICLE
Year : 2018  |  Volume : 12  |  Issue : 1  |  Page : 30-36

Structured curriculum delivery in undergraduate physiotherapy education: A qualitative study


1 Department of Basic Science, JSS College of Physiotherapy; JSS PMRC, Mysore, Karnataka, India, India
2 Department of Basic Science, JSS College of Physiotherapy, Mysore, Karnataka, India, India
3 City Neuro Centre, Mysore, Karnataka, India

Correspondence Address:
Dr. Kavitha Raja
JSS College of Physiotherapy, Mysore - 570 004, Karnataka
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/PJIAP.PJIAP_34_17

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CONTEXT: Physiotherapy curriculum has undergone a major change in the past several years. Over time in addition to content, some of the skills are given less importance, resulting in attrition of skills with increase in theoretical knowledge. AIMS: The aim of this study is to assess the feasibility and response to a structured method of curriculum delivery SETTINGS AND DESIGN: The study was conducted at College of Physiotherapy in Karnataka. The study design is qualitative. SUBJECTS AND METHODS: Method of data collection for Phases I and III was through interviews using both in-depth interviews and focus group discussions. For Phase II, a multi-step Delphi approach was undertaken. STATISTICAL ANALYSIS USED: Triangulation was performed from the interview output, and the codes and themes were extracted. Trustworthiness of emergent themes was assessed through interviews conducted on a different cohort of faculty members and students. RESULTS: Predetermined themes that were assessed are ease of integration of subject from student's point of view and carryover of theoretical knowledge and skills in to the clinical work. The new themes that emerged after Phase I were that practical classes were important in all subjects and vertical and horizontal integrations of subjects are required. Phase II consisted of development of manuals and checklists. Phase III results revealed that the new system assisted teachers in delivering uniform knowledge across batches and helps students to understand the relevance of subjects studied. REFLECTIONS: Comments from Phase III are indicative of the achievement of the goals identified in Phase I through the methods described in Phase II.


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