Embedding social accountability through transformative pedagogies: a case study from a South African physiotherapy...

Area of Science:

• Health Professions Education
• Physiotherapy Curriculum Development
• Social Accountability in Healthcare

Background:

• Social accountability is essential for healthcare professionals to address societal health needs.
• Limited research exists on social accountability in physiotherapy curricula, especially in low- and middle-income countries.
• Physiotherapy lecturers play a key role in fostering social accountability and social justice competencies.

Purpose of the Study:

• To explore physiotherapy lecturers' understanding and integration of social justice and social accountability principles.
• To examine pedagogical strategies used to foster transformative learning in physiotherapy students.
• To identify challenges in implementing social accountability within a South African physiotherapy curriculum.

Main Methods:

• Qualitative descriptive case study with an interpretivist paradigm at Stellenbosch University.
• Focus groups and semi-structured interviews with 10 physiotherapy lecturers involved in curriculum development.
• Thematic analysis guided by transformative learning theory and social justice/accountability theories.

Main Results:

• Lecturers demonstrated a sophisticated understanding of social accountability, encompassing professional identity, advocacy, and systems awareness.
• Key pedagogical strategies included contextual/experiential learning, reflection, and interprofessional collaboration.
• Significant implementation challenges were identified, including inconsistent student exposure and logistical barriers.

Conclusions:

• Social accountability is a recognized yet complex goal in physiotherapy education.
• Gaps exist between curricular intent and implementation, particularly in progressing from reflection to action.
• Strengthening pedagogy, faculty development, and experiential learning is vital for socially responsive physiotherapy graduates.