Implementing the WHO rehabilitation competency framework in undergraduate medical education: a context-specific...

The World Health Organization (WHO) released the Rehabilitation Competency Framework (RCF) in 2020, encompassing five core domains-Practice, Professionalism, Learning and Development, Management and Leadership, and Research-along with cross-cutting values and beliefs that establish international standards for rehabilitation education. However, current neurorehabilitation training in Chinese clinical undergraduate programs lacks a competency-oriented structure. For example, Peking University's existing curriculum includes only 8 lecture h and an optional 2-week practicum, with assessment predominantly based on written examinations rather than competency evaluation.

Curriculum Design: We employed a Delphi method (involving 3 rounds with 13 experts) to construct an RCF-based curriculum system, defining entry-level proficiency competencies (e.g., Practice P1-P4 and Core Values V1-V4). Implementation: We delivered an 8-h RCF theory plus 2-h case-based learning (CBL) to 36 eight-year program undergraduates. We conducted paired t-tests to evaluate competency changes before and after the intervention. The Rehabilitation Physician Competence Questionnaire was used as the core assessment tool. Paired t-tests were conducted to compare the 13 competence indicators before and after the curriculum reform to verify the effectiveness of the competence-oriented teaching method.

Curriculum Framework: Four modules-Professionalism, Foundations, Core Competencies, and Intensive Practicum-covering all RCF domains were developed. The Core Competencies module emphasized "Assessment Skills (P3)" and "Evidence-Based Decision Making (R1)." Outcomes: A total of 13 of 15 competencies showed significant improvement post-intervention (p < 0.05), including technical skills (+1.25 points) and empathy (+0.42 points). Research competency and patient advocacy showed non-significant changes.

This study established a closed-loop system of "contextualized competency framework → curriculum development → multidimensional evaluation," demonstrating RCF's effectiveness in enhancing undergraduate rehabilitation competencies. It provides a paradigm for rehabilitation education aligned with Chinese characteristics.