Architecture of a DPT Program: from Vision to Construction the University of Melbourne Model 1.

Transcription

1 Architecture of a DPT Program: from Vision to Construction the University of Melbourne Model 1. Associate Professor Louisa Remedios Physiotherapy Faculty of Medicine, Dentistry & Health Science The University of Melbourne

2 Introducing myself Generalist physiotherapist Lecturer in most things Coordinator of Bachelor of Physiotherapy Coordinator of the Doctor of Physiotherapy Director of Teaching and Learning Director of online learning Master of Rehabilitation Science Master of Sports Medicine

3 The team

4 The University of Melbourne

5 1 THE VISION

6 2 THE MODEL

7 3 THE CURRICULUM

8 THE PEDAGOGY 4

9 WHAT WERE WE THINKING! 1 The University of Melbourne wants to be judged by international standards and to be counted among the world s finest universities Glyn Davis, 2007 Act to ensure access for the best and the brightest students regardless of financial disadvantage

10 THE UNIVERSITY OF MELBOURNE

11 The Melbourne Model > Melbourne curriculum Introduction of the MM in undergraduate courses -> 6 Undergraduate course the basis for professional postgraduate, entry to practice programs

12 Questions galore for us at physiotherapy Two or three year? Would we survive the change? Why would students want to come to a 6 year degree when other universities were doing 4? How would we manage the transition? What would be the financial impact?

13 Researched and talked to our stakeholders Travelled the world & the seven seas! Interviewed our clinicians Looked at the literature The team

14 The Decision: 3 year DPT program commenced in 2011 Entry requirements a degree A human anatomy & a human physiology subject Selection based on GPA & MMI

15 The multi-mini interview 8 stations x 5 mins each 8 behavioral questions attributes based Skype for International students Training for all staff involved

16 When reality comes into contact with the vision The three Masters of the DPT program The Profession Standards Threshold statement The Government Australian Qualification statements The University Process & Policy DPT Attributes as generic skills

17 Professional registration requirements Australian Physiotherapy standards (2006) Physiotherapy practice thresholds in Australia and Aotearoa New Zealand (2015)

18 Australian Physiotherapy Council (2006) Demonstrates professional behaviour appropriate to physiotherapy Communicates effectively Access, interpret & apply information to continuously improve practice Assess the client Interpret and analyse the assessment findings

19 Australian Physiotherapy Association 2020 vision Clinical expert Communicator Educator Scholar Manager Leader

20 Physiotherapy Practice Thresholds in Australia & Aotearoa New Zealand Roles: Physiotherapy practitioner Professional & ethical practitioner Communicator Reflective practitioner and self-directed learner Collaborative practitioner Educator Manager

21 Overview of roles & competencies Physiotherapy practitioner 1.1 plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment Professional and ethical practitioner 2.1 comply with legal, professional, ethical and other relevant standards, codes and guidelines Communicator 3.3 deal effectively with actual and potential conflict in a proactive and constructive manner

22 Reflective practitioner & self-directed learner 4.3 efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge Collaborative practitioner 5.2 engage in safe, effective and collaborative interprofessional practice Educator 6.1 use education to empower themselves and others Manager/leader 7.2 lead others effectively and efficiently within relevant professional, ethical and legal frameworks

23 Australian Qualification framework National standards Quality assurance Consistent outcomes

24 Australian qualification framework 9E A body of knowledge that includes the extended understanding of recent developments in a discipline and its professional practice Cognitive, technical & creative skills to investigate, analyse & synthesise complex information, problems, concepts & theories & to apply established theory to different bodies of knowledge of practice

25 9E And finally To plan & execute a substantial researchbased project, capstone experience &/or professionally focused project

26 The university processes and policies The University of Melbourne is self-regulating Which means scrutiny and paperwork Attributes which fed out vision Academic distinction Active citizenship Integrity and self-awareness

27 Attributes Self Knowledge Patient/client Profession System of Healthcare Society We do not grow absolutely, chronologically. We grow sometimes in one dimension, and not in another, unevenly. We grow partially. We are relative. We are mature in one realm, childish in another Anais Nin

28 Since we started in 2011, we have graduated 3 cohorts. I can confidently say: We get fabulous students to start with And they are even more fabulous when they finish!

29 Three stories about our students

30 Students apply for the DPT from far & wide Diverse backgrounds Diverse aspirations We are surviving and thriving

31 2 THE MODEL

32 Our plan Design an evidence informed & innovative program Meet the requirements of the profession, government, university & our own aspirations Contribute to public debates about health and wellness DPT graduates from the University of Melbourne will be considered leaders in their ability to integrate & transfer research based knowledge to local, national & international healthcare contexts with integrity, accountability & highly developed cultural competence.

33 The foundation Physiotherapy theory & practice Professional identity Health care in Context Research & Evidence

34 Horizontal & vertical alignment Physiotherapy Theory and Practice 4 LOs Research and Evidence 2 LOs Healthcare in Context 2 LOs DPT Attributes as generic skills In every subject in the program

35 Setting the concrete: The ICF influencing learning in every subject

36 Some of the other solid bricks that we laid Block teaching Friday sessions master classes/reflection Discussion & debates in practical classes E-learning Critical perspectives in physiotherapy portfolio

37 External Advice T&L School Faculty Indigenous Advisor Academic Programs Committee DPT Course Clinical Education Committee Clinical Working groups Australian Physiotherapy Association Australian Physiotherapy Council

38 3 THE CURRICULUM

39 DPT Program Semester 1 Semester 1 Year 1 Year 2 Year 3 Physio theory & Practice 1 (18.75) Physio Theory & Practice 2 (12.5) Foundations Physio science (25) Cardiorespiratory physiotherapy 1 (12.5) Research and Evidence 1 (6.25) Neurological physiotherapy 1 (12.5) Musculoskeletal physiotherapy 1 (12.5) Cardiorespiratory clinical practice (12.5 Lifespan health (12.5) Neurological clinical practice (12.5) Chronic disease & disability (12.5) Musculoskeletal clinical practice (12.5) Physical Activity & Exercise (12.5) Research and Evidence 2 (12.5) Lifespan & Chronic disease practice/ Healthcare in Context 1 (12.5) Pharmacology for HPs (12.5) Research & Evidence 3 (12.5) Sports & Manual Therapy (12.5) Integrated professional practice (25) Leadership & Management (12.5) Healthcare in Context 2 (12.5) Lifespan & Chronic disease practice/ Healthcare in Context 1 (12.5)

40 Range of teaching approaches - Traditional lectures/practical classes/tutorials/clinics - Case based learning - Small group independent - Discussion and debate - Master classes - Hybrid online and flip classes - Journal clubs - Presentations (PKs) - Visiting art galleries/ musiums - Mentoring individual groups

41 Practical classes

42 The Master in the Master class Integrate prior knowledge Physiotherapy interventions Modification assessment & treatment Application outcome measures Diagnostic capabilities Evidence based practice Ethical application knowledge Patient centred practice

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44 Technology informed teaching

45 THE PEDAGOGY 4

46 Constructive Alignment Subject learning outcomes Teaching approach Assess To achieve LOs DPT Attributes as generic skills In every subject in the program

47 Health professionals for a new century: Strengthening 21 st century global health systems: Investing Strategically in the Health Care workforce Julio Frenk (2011) Systematic Failures Mismatch of competencies to needs Weak teamwork Hospital dominance over primary care Weak leadership for health system performance Transformative learning

48 Teaching & Learning Knowledge Skills Application Ability to analyze & synthesize Ability to evaluate Ability to integrate & create Critically reflect Become lifelong learners

49 Occasional reminders for students & staff

50 Some of our Plans Online learning (Graduate Online Melbourne) Technology for accelerating learning (Microsoft Research Centre for Social Natural User Interfaces) Embed Indigenous curricula within our program understanding complexity and reflection Interprofessional collaborations business module; social media use for teaching and assessment

51 Rich dialogue with students Learning from students

52 The DPT graduate will be scientifically & socially literate who will improve the healthcare of individuals & the community at a local, national and international level.

53 Some of our plans Thank you to all our partners in the DPT - physiotherapist from the private & public sector - students - educators

54 Look forward to learning about your vision & architecture