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Systematic curricular development in physical therapy.

M J Chidley, C B Kisner

    Physical Therapy
    |April 1, 1979
    PubMed
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    This project established a systematic process for curricular revision in six allied health programs. Competency-based education frameworks were developed to define professional roles and guide instructional strategies.

    Area of Science:

    • Allied Health Education
    • Curriculum Development
    • Competency-Based Education

    Background:

    • Federally funded three-year project at The Ohio State University, School of Allied Medical Professions.
    • Involved six allied health divisions: Physical Therapy, Medical Communications, Medical Dietetics, Medical Record Administration, Medical Technology, and Radiologic Technology.

    Purpose of the Study:

    • To adapt a systematic process for planning and developing curricular revisions in ongoing allied health programs.
    • To establish a foundation for performance criteria and instructional strategies based on professional roles and competencies.

    Main Methods:

    • Delineation of professional roles and competencies across allied health disciplines.
    • Application of a systematic process for curriculum planning and revision.

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  • Development of instructional strategies aligned with defined competencies.

    • Main Results:

    • Successful adaptation of a systematic process for curricular revision by six allied health programs.
    • Establishment of professional roles and competencies as a basis for curriculum development.
    • Specific materials and processes developed by the Division of Physical Therapy are detailed.

    Conclusions:

    • The project provided a replicable model for competency-based curriculum development in allied health.
    • Defined competencies serve as a critical framework for aligning education with professional practice needs.
    • The systematic approach facilitates targeted and effective curricular improvements.