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Entry-to-Practice Competency Expectations for Health Justice in Physiotherapy Curricula: A Scoping Review.

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Canadian physiotherapy programs show gaps in health justice competencies. This review found no specific health justice competencies, highlighting a need for better integration into physiotherapy curricula for improved health equity.

Keywords:
educationhealthphysical therapy specialitysocial justice.

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Area of Science:

  • Physiotherapy Education
  • Health Justice
  • Curriculum Development

Background:

  • Entry-level Canadian physiotherapists require health justice competencies.
  • Health justice is an emerging topic in physiotherapy education.
  • Existing curricula may not adequately develop health justice skills.

Purpose of the Study:

  • To examine entry-level physiotherapy competencies related to health justice in Canada and internationally.
  • To compare Canadian health justice competencies with those in other countries.
  • To identify gaps in physiotherapy education regarding health justice.

Main Methods:

  • A scoping review was conducted using four databases (MEDLINE, Emcare, Embase, CINHL) and grey literature.
  • Full text review of 107 sources was performed.
  • Data extraction focused on identifying health justice competencies and related themes.

Main Results:

  • No articles explicitly defined health justice competencies; instead, related content areas were identified.
  • Four themes emerged: lack of specificity/clarity, author identification, curriculum development, and experiential learning.
  • A lack of consistent definitions, clarity, and assessment tools for health justice competencies was noted.

Conclusions:

  • Significant gaps exist in the integration of health justice into Canadian and international entry-level physiotherapy curricula.
  • There is a need for more explicit content and assessment tools to develop health justice competencies.
  • Addressing these gaps is crucial for physiotherapy practice and health equity.