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Using ICF Framework in Postgraduate Education

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This presentation describes how the ICF framework was used in a physiotherapy postgraduate course.

Published in: Health & Medicine
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Using ICF Framework in Postgraduate Education

  1. 1. Using ICF Framework in Postgraduate Education Hana I. Alsobayel, PhD Assistant Professor & Consultant PhysicalTherapy King Saud University
  2. 2. (WHO 2010)
  3. 3. The interprofessional education and collaborative practice strategy (Talaat & Ladhani, 2014).
  4. 4. Professional Communicator Collaborator Leader & Manager Health Advocate Scholar (Verma et al. 2006)
  5. 5. International Classification of Function & Disability (ICF) (WHO 2001) – ICF was chosen as one model that aligned well with the different disciplines and therefore would promote interprofessional communication in learning activities. – ICF can be used to promote a shared understanding of the influences on functioning and disability. – The ICF reflects the multidimensions of functioning, disability and health in a model that has relevance across a range of health disciplines, and has the potential to provide a common language in interprofessional education. (Jones , 2011)
  6. 6. – In 2001, the World Health Assembly approved the International Classification of Functioning, Disability and Health (ICF). – The ICF replaced the International Classification of Impairments, Disabilities and Handicaps developed in 1980. (WHO, 2001)
  7. 7. ICF & Bio- psycho-social approach – The ICF is an integrative and bio-psychosocial approach in fully describing in a comprehensive manner the impact of health condition on an individual’s functioning. – As a universal framework, the ICF could be used and applied across countries, health conditions and healthcare settings. (Escorpizo & Dougherty , 2013) – ICF provides a systematic means of engaging with patients, carers and interprofessional team members. Enhances respect, collaborative leadership, job satisfaction, trust relationships and accountability between team members, as well as a culture of on-going learning. (Nguyen et al, 2016)
  8. 8. Physical Therapists areinaprimepositiontoplay arolewithinthe rehabilitation-of-disability processwheretheICFis beingusedasareference framework. (Escorpizo&Dougherty,2013)
  9. 9. ICF Publications Number of International Classification of Functioning, Disability and Health-related physical therapy publications from 2001 to 2012. (Escorpizo & Dougherty, 2013)
  10. 10. ICF Application •Informed decisions •Standard data •Staff training •Curriculum development • Interprofessional Education •Frame work for qualitative & quantitative research •Impact of ICF use on outcomes •Develop new tools •Measuring disease burden • Goal setting & treatment planning •Documentation •Decision making •Follow-up •Allocation of resources •Patient referral Clinical Practice Research Health Policy Education
  11. 11. Physiological functions of the body systems (e.g. Mobility & stability Anatomical parts of the body such as organs, limbs, and their components (e.g. Joints) Execution of a task or action by an individual (e.g. Manipulating objects) Involvement in a life situation (e.g.Taking care of others) Functionin g& Disability Contextual Factors Factors external to individuals that may have + or - impact on the individual (e.g. use wheelchair) Not classified (e.g. gender, age, occupation)
  12. 12. ICF in Education – In health professions education (HPE) ICF has not been widely taught as a conceptual framework in approaching and managing patients. (Allan et al., 2006;WHO, 2013)
  13. 13. (WHO, 2001;Talaat& Ladhani, 2014)
  14. 14. Using ICF as framework in MSc. Physiotherapy Program:Case study The experience of rehabilitation sciences department in KSU
  15. 15. Study design – Purpose: a pilot study to explore the application of ICF classification as a framework to enhance postgraduate competencies among physiotherapists. – Qualitative pilot case study. – Context: MSc. Program in Orthopedic Physiotherapy in the department of rehabilitation sciences at King Saud University, Riyadh, Saudi Arabia.
  16. 16. Theoretical background for content development – ICF framework (WHO) – Physiotherapy competencies (WCPT, APTA) – Competencies of postgraduate musculoskeletal physiotherapy (IFOMPT) – Adult learning principals (Knowles)
  17. 17. About MSc. Program in Orthopedic Physiotherapy – Established in 1420-1421 H – 3 years of course work and research based thesis – 5 subspecialties: Physiotherapy in Orthopedics, Pediatrics, Geriatrics, Neurology, or cardiopulmonary – Curriculum: Semester 1 Semester 2 Semester 3 Semester 4,5, & 6 Anatomy Research methods & statistics Tests & measurements Elective (Orthopedics physiotherapy 1) Exercise physiology Research seminars Elective (Orthopedics physiotherapy 2) Rehabilitation psychology & sociology Biomechanics Elective (Orthopedics physiotherapy 3) Research based thesis in Orthopedics physiotherapy
  18. 18. Ortho 1 Ortho 2 Ortho 3 Health conditions Acute traumatic musculoskeletal injuries Chronic musculoskeletal conditions affecting the spine Chronic musculoskeletal conditions affecting the extremities Body function & structure Activities limitation Participation restriction Psycho-social factors Examination Evaluation Diagnosis Prognosis Intervention Outcome CurriculumDesignforMSc.CoreOrthopedicCourses
  19. 19. Teaching & Learning approaches – Students involved in setting their learning goals. – Student use reflection after each session to learn from their experience. – Use of case scenarios to facilitate clinical reasoning and critical thinking – 20% lecturing & 80% interactive learning activities & self-study – Training on ICF framework (mandatory online course). – Qualitative assessment of real patient interviews – Open book & home-based exams
  20. 20. Student assessment
  21. 21. Student assessment
  22. 22. Student assessment
  23. 23. Findings (n = 5) – Students perceptions course objectives’ achievement was mostly positive (objectives were achieved) – 1 student commented on the measure used for evaluation, was not clear for her – 1 student commented on the need for more training on differential diagnosis 0 10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 Final grades Ortho 1
  24. 24. Conclusions – ICF framework can be applied on different levels to create better understanding of health conditions. – Application of ICF framework enhances core competencies of communication and collaboration. – Applying ICF framework in curriculum design is feasible. – ICF framework can facilitate clinical reasoning and the bio-psycho-social approach
  25. 25. General recommendations – ICF classification and framework is recommended for use in multiple levels to promote better communication between health professionals. – Policies should be put in place to use ICF in clinical practice and education. – More research studies are required to assess the use of ICF framework as a basis for clinical practice, education, research, and health policies. – More research studies are required to assess the application of ICF framework within the context of Saudi Arabia
  26. 26. Acknowledgements – Catherine Sykes, Professional Policy Consultant,WCPT – Jumanah Alhassan, Research assistant – Female MSc. students cohort 2015-2018 Rehabilitation Sciences Department, KSU.
  27. 27. Thank you! h.alsobayel@gmail.com @hanasobayel

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