Associate Professor Louisa Remedios Physiotherapy

Faculty of Medicine, Dentistry & Health Science The University of Melbourne

Architecture of a DPT Program: from Vision to Construction – the University of Melbourne Model 1.

Introducing myself

Generalist physiotherapist Lecturer in most things

Coordinator of Bachelor of Physiotherapy Coordinator of the Doctor of Physiotherapy

Director of Teaching and Learning

Director of online learning Master of Rehabilitation Science

Master of Sports Medicine

The team

The University of Melbourne

THE VISION 1

THE MODEL 2

THE CURRICULUM 3

THE PEDAGOGY

4

WHAT WERE WE THINKING!

1

The University of Melbourne wants to be judged by international standards and to be counted among the world’s finest universities Glyn Davis, 2007

Act to ensure access for the best and the brightest students regardless of financial disadvantage

THE UNIVERSITY OF MELBOURNE

https://www.youtube.com/watch?v=qRwEZyE132c

The Melbourne Model –> Melbourne curriculum

• Introduction of the MM in 2008

• 96 undergraduate courses -> 6

• Undergraduate course the basis for professional postgraduate, entry to practice programs

Questions galore for us at physiotherapy

• Two or three year?

• Would we survive the change?

• Why would students want to come to a ‘6 year’ degree when other universities were doing 4?

• How would we manage the transition?

• What would be the financial impact?

Researched and talked to our stakeholders

The team

Travelled the world & the seven seas!

Interviewed our

clinicians

Looked at the literature

The Decision:

• 3 year DPT program commenced in 2011

• Entry requirements

– a degree

– A human anatomy & a human physiology subject

• Selection based on GPA & MMI

The multi-mini interview

• 8 stations x 5 mins each

• 8 behavioral questions

• attributes based

• Skype for International students

• Training for all staff involved

When reality comes into contact with the vision The three Masters of the DPT program

The Profession Standards Threshold statement

The Government

Australian Qualification statements

The University Process &

Policy

DPT Attributes as generic skills

• Australian Physiotherapy standards (2006)

• Physiotherapy practice thresholds in Australia and Aotearoa New Zealand (2015)

Professional registration requirements

Australian Physiotherapy Council (2006)

• Demonstrates professional behaviour appropriate to physiotherapy

• Communicates effectively

• Access, interpret & apply information to continuously improve practice

• Assess the client

• Interpret and analyse the assessment findings

• …

Australian Physiotherapy Association 2020 vision

• Clinical expert

• Communicator

• Educator

• Scholar

• Manager

• Leader

Physiotherapy Practice Thresholds in Australia & Aotearoa New Zealand

Roles:

• Physiotherapy practitioner

• Professional & ethical practitioner

• Communicator

• Reflective practitioner and self-directed learner

• Collaborative practitioner

• Educator

• Manager

Overview of roles & competencies

• Physiotherapy practitioner

– 1.1 plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment

• Professional and ethical practitioner

– 2.1 comply with legal, professional, ethical and other relevant standards, codes and guidelines

• Communicator

– 3.3 deal effectively with actual and potential conflict in a proactive and constructive manner

• Reflective practitioner & self-directed learner

– 4.3 efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge

• Collaborative practitioner

– 5.2 engage in safe, effective and collaborative interprofessional practice

• Educator

– 6.1 use education to empower themselves and others

• Manager/leader

– 7.2 lead others effectively and efficiently within relevant professional, ethical and legal frameworks

Australian Qualification framework

• National standards • Quality assurance • Consistent outcomes

Australian qualification framework 9E

• A body of knowledge that includes the extended understanding of recent developments in a discipline and its professional practice

• Cognitive, technical & creative skills to investigate, analyse & synthesise complex information, problems, concepts & theories & to apply established theory to different bodies of knowledge of practice

9E And finally

• To plan & execute a substantial research-based project, capstone experience &/or professionally focused project

The university processes and policies

• The University of Melbourne is self-regulating

• Which means scrutiny and paperwork ++++++++++

• Attributes which fed out vision

– Academic distinction

– Active citizenship

– Integrity and self-awareness

Attributes • Self

• Knowledge

• Patient/client

• Profession

• System of Healthcare

• Society

We do not grow absolutely, chronologically.

We grow sometimes in one dimension, and not in

another, unevenly. We grow partially.

We are relative. We are mature in one realm,

childish in another Anais Nin

• We get fabulous students to start with

• And they are even more fabulous when they finish!

Since we started in 2011, we have graduated 3 cohorts.

I can confidently say:

Three stories about our students

We are surviving and thriving

• Students apply for the DPT from far & wide

• Diverse backgrounds

• Diverse aspirations

THE MODEL 2

Our plan

• Design an evidence informed & innovative program

• Meet the requirements of the profession, government, university & our own aspirations

• Contribute to public debates about health and wellness

• DPT graduates from the University of Melbourne will be considered leaders in their ability to integrate & transfer research based knowledge to local, national & international healthcare contexts with integrity, accountability & highly developed cultural competence.

The foundation

Physiotherapy theory & practice

Health care in Context

Research & Evidence

Professional identity

Horizontal & vertical alignment

In every subject in the program

Physiotherapy Theory and

Practice 4 LOs

Research and

Evidence 2 LOs

Healthcare in Context

2 LOs

DPT Attributes as generic skills

Setting the concrete: The ICF influencing learning in every subject

Some of the other solid bricks that we laid

• Block teaching

• Friday sessions master classes/reflection

• Discussion & debates in practical classes

• E-learning

• Critical perspectives in physiotherapy portfolio

External Advice

DPT Course

Academic

Programs

Committee

Clinical

Education

Committee

Clinical Working groups

Australian

Physiotherapy

Council

Australian

Physiotherapy Association

Indigenous Advisor

T&L School

Faculty

THE CURRICULUM 3

DPT Program

Year 1

Semester 1 Semester 1

Physio theory & Practice 1 (18.75) Physio Theory & Practice 2 (12.5)

Foundations Physio science (25) Cardiorespiratory physiotherapy 1 (12.5)

Research and Evidence 1 (6.25) Neurological physiotherapy 1 (12.5)

Musculoskeletal physiotherapy 1 (12.5)

Year 2

Cardiorespiratory clinical practice (12.5 Lifespan health (12.5)

Neurological clinical practice (12.5) Chronic disease & disability (12.5)

Musculoskeletal clinical practice (12.5) Physical Activity & Exercise (12.5)

Research and Evidence 2 (12.5) Lifespan & Chronic disease practice/ Healthcare in Context 1 (12.5)

Year

3

Pharmacology for HPs (12.5) Research & Evidence 3 (12.5)

Sports & Manual Therapy (12.5) Integrated professional practice (25)

Leadership & Management (12.5) Healthcare in Context 2 (12.5)

Lifespan & Chronic disease practice/ Healthcare in Context 1 (12.5)

- Traditional lectures/practical classes/tutorials/clinics

- Case based learning - Small group independent - Discussion and debate - Master classes - Hybrid online and flip classes - Journal clubs - Presentations (PKs) - Visiting art galleries/ musiums - Mentoring individual groups

Range of teaching approaches

Practical classes

6.4

6.6

6.8

7

7.2

7.4

7.6

7.8

8

8.2

8.4

Integrate prior

knowledge

Physiotherapy

interventions

Modification

assessment &

treatment

Application

outcome

measures

Diagnostic

capabilities

Evidence –based

practice

Ethical

application

knowledge

Patient centred

practice

2012

2013

The Master in the Master class

Technology informed teaching

THE PEDAGOGY

4

Constructive Alignment

In every subject in the program

Subject learning

outcomes

Teaching approach

Assess To achieve

LOs

DPT Attributes as generic skills

Health professionals for a new century: Strengthening 21st century global health systems: Investing Strategically in the Health Care workforce Julio Frenk (2011)

Systematic Failures

• Mismatch of competencies to needs

• Weak teamwork

• Hospital dominance over primary care

• Weak leadership for health system

performance

Transformative learning

Teaching & Learning

Knowledge Skills

Application Ability to analyze & synthesize

Ability to evaluate Ability to integrate & create

Critically reflect Become lifelong learners

Occasional reminders for students & staff

Some of our Plans

• Online learning (Graduate Online Melbourne)

• Technology for accelerating learning – (Microsoft Research Centre for Social Natural User Interfaces)

• Embed Indigenous curricula within our program – understanding complexity and reflection

• Interprofessional collaborations – business module; social media use for teaching and assessment

Rich dialogue with students

Learning from students

The DPT graduate will be scientifically & socially literate who will improve the healthcare of individuals & the community at a local, national and international level.

Thank you to all our partners in the DPT - physiotherapist from the private & public sector - students - educators

Some of our plans

Look forward to learning about your vision & architecture