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Development of Domains of Competence and Competencies for Physical Therapist Education
Steven B Ambler1,2,3,4,5,6,7,8,9, Tamara L Burlis1,2,3,4,5,6,7,8,9, B Ruth Clark1,2,3,4,5,6,7,8,9
1Steven B. Ambler is the professor at Program in Physical Therapy, Washington University School of Medicine, 4444 Forest Park Ave, St. Louis, MO 63108 and Department of Orthopaedic Surgery, Washington University School of Medicine ( sambler@wustl.edu ). Please address all correspondence to Steven B. Ambler.
Background And Purpose:
Competency-based education (CBE) has been gaining widespread acceptance as a viable method for transforming education within health professions. The purpose of this report is to describe the process we used to develop a set of domains of competence and associated competencies for physical therapists. The catalyst for this effort was our desire to implement CBE as part of the major renewal of our Doctor of Physical Therapy curriculum.
Method/Model Description And Evaluation:
We developed a draft set of domains and competencies for physical therapists by considering the future of physical therapy and relevant CBE literature. Next, we used a multistep survey-and-revise process to develop consensus on the appropriateness and clarity of each domain and competency. Surveys were repeated until an 85% threshold level of agreement was achieved for each domain and competency. Between rounds of the surveys, the Competency and Entrustment Writing Team reviewed feedback and edited items accordingly.
Outcomes:
The writing and feedback processes resulted in consensus on a total of 57 competencies, organized into 8 domains of competence.
Discussion And Conclusion:
The development of defined outcomes for physical therapist education (PTE) through domains and competencies provides a framework for a broader effort to re-envision PTE. Careful attention to ensuring that the framework uses shared language across professions has the potential to enhance health care and the health of society.
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