Preparing physiotherapists for the future: the development and evaluation of an innovative curriculum
Abstract Background Educational innovation in health professional education is needed to keep up with rapidly changing healthcare systems and societal needs. This study evaluates the implementation of PACE, an innovative curriculum designed by the physiotherapy department of the HAN University of Ap...
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| Format: | Article |
| Language: | English |
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BMC
2025-01-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-024-06537-1 |
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| author | Niki Stolwijk Anne van Bergen Evy Jetten Marjo Maas |
| author_facet | Niki Stolwijk Anne van Bergen Evy Jetten Marjo Maas |
| author_sort | Niki Stolwijk |
| collection | DOAJ |
| description | Abstract Background Educational innovation in health professional education is needed to keep up with rapidly changing healthcare systems and societal needs. This study evaluates the implementation of PACE, an innovative curriculum designed by the physiotherapy department of the HAN University of Applied Sciences in The Netherlands. The PACE concept features an integrated approach to learning and assessment based on pre-set learning outcomes, personalized learning goals, flexible learning routes, and programmatic assessment. PACE distinguishes itself from traditional education because of the flexible learning routes, vertical organization in learning communities, absence of pre-defined learning activities and class schedules, and a culture of continuous learning and development. PACE is based on three guiding principles: 1) flexible and varied, 2) self-directed and collaborative, 3) future-oriented. PACE was implemented in 2021 for first-year students. This study evaluates the implementation to inform future curriculum development. Methods A sequential explanatory mixed methods design was used to evaluate the implementation of PACE using a questionnaire, focus groups, in-depth interviews, and a national progress test allowing for benchmarking results. Participants were undergraduate physiotherapy students of cohort 2021–2022, the first group who experienced PACE and teachers involved with this cohort. Questionnaire data were analyzed using descriptive statistics. To compare mean total scores of the national progress test between four different universities a one-way ANOVA was conducted including a post-hoc analysis. Reflexive thematic analysis guidelines were applied to analyze the interview data. Results In total 82 first year students (44,6%) of cohort 2021–2022 and 36 teachers (60%) completed the questionnaire. Results show that the guiding principles were implemented as intended. Results of the national progress test on knowledge and clinical reasoning showed that students of the HAN University performed well compared to other universities. Thematic analysis of interviews and focus groups resulted in three themes and nine subthemes: 1) navigating a personalized curriculum, 2) caring and sharing, and 3) shaping professional identity. PACE contributed positively to students' intrinsic motivation, learning joy, identity development, and life-long learning skills. Areas for improvement were self-directed learning support, and teaching strategies to prompt deep learning. Conclusion The evaluation showed that the guiding principles of PACE were implemented as intended and that the innovation positively contributed to student learning, |
| format | Article |
| id | doaj-art-c0ddd3acee6a4f25b3ee4fc6fedd2f3d |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-c0ddd3acee6a4f25b3ee4fc6fedd2f3d2025-01-19T12:27:49ZengBMCBMC Medical Education1472-69202025-01-0125111210.1186/s12909-024-06537-1Preparing physiotherapists for the future: the development and evaluation of an innovative curriculumNiki Stolwijk0Anne van Bergen1Evy Jetten2Marjo Maas3HAN University of Applied Sciences, Academy Allied Health SciencesFysioSupportDepartment of Orthopedic Surgery, VieCuri Medical CentreHAN University of Applied Sciences, Academy Allied Health SciencesAbstract Background Educational innovation in health professional education is needed to keep up with rapidly changing healthcare systems and societal needs. This study evaluates the implementation of PACE, an innovative curriculum designed by the physiotherapy department of the HAN University of Applied Sciences in The Netherlands. The PACE concept features an integrated approach to learning and assessment based on pre-set learning outcomes, personalized learning goals, flexible learning routes, and programmatic assessment. PACE distinguishes itself from traditional education because of the flexible learning routes, vertical organization in learning communities, absence of pre-defined learning activities and class schedules, and a culture of continuous learning and development. PACE is based on three guiding principles: 1) flexible and varied, 2) self-directed and collaborative, 3) future-oriented. PACE was implemented in 2021 for first-year students. This study evaluates the implementation to inform future curriculum development. Methods A sequential explanatory mixed methods design was used to evaluate the implementation of PACE using a questionnaire, focus groups, in-depth interviews, and a national progress test allowing for benchmarking results. Participants were undergraduate physiotherapy students of cohort 2021–2022, the first group who experienced PACE and teachers involved with this cohort. Questionnaire data were analyzed using descriptive statistics. To compare mean total scores of the national progress test between four different universities a one-way ANOVA was conducted including a post-hoc analysis. Reflexive thematic analysis guidelines were applied to analyze the interview data. Results In total 82 first year students (44,6%) of cohort 2021–2022 and 36 teachers (60%) completed the questionnaire. Results show that the guiding principles were implemented as intended. Results of the national progress test on knowledge and clinical reasoning showed that students of the HAN University performed well compared to other universities. Thematic analysis of interviews and focus groups resulted in three themes and nine subthemes: 1) navigating a personalized curriculum, 2) caring and sharing, and 3) shaping professional identity. PACE contributed positively to students' intrinsic motivation, learning joy, identity development, and life-long learning skills. Areas for improvement were self-directed learning support, and teaching strategies to prompt deep learning. Conclusion The evaluation showed that the guiding principles of PACE were implemented as intended and that the innovation positively contributed to student learning,https://doi.org/10.1186/s12909-024-06537-1Health professional educationInnovationSelf-directed learningPhysiotherapyCommunities of practice |
| spellingShingle | Niki Stolwijk Anne van Bergen Evy Jetten Marjo Maas Preparing physiotherapists for the future: the development and evaluation of an innovative curriculum BMC Medical Education Health professional education Innovation Self-directed learning Physiotherapy Communities of practice |
| title | Preparing physiotherapists for the future: the development and evaluation of an innovative curriculum |
| title_full | Preparing physiotherapists for the future: the development and evaluation of an innovative curriculum |
| title_fullStr | Preparing physiotherapists for the future: the development and evaluation of an innovative curriculum |
| title_full_unstemmed | Preparing physiotherapists for the future: the development and evaluation of an innovative curriculum |
| title_short | Preparing physiotherapists for the future: the development and evaluation of an innovative curriculum |
| title_sort | preparing physiotherapists for the future the development and evaluation of an innovative curriculum |
| topic | Health professional education Innovation Self-directed learning Physiotherapy Communities of practice |
| url | https://doi.org/10.1186/s12909-024-06537-1 |
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