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ISSN 0031 9406 July 1996 Volume 82, No 7

Journal of The Chartered Society of Physiotherapy

CSP telephone 0171-306 6666

Journal telephone 01 71 -306 6662 Journal fax 01 71 -306 6667

FRAMEWORK FOR FLEXIBILITY: THE NEW PHYSIOTHERAPY CURRICULUM A new framework with a new approach to undergraduate physio- therapy studies has been adopted by the CSP Council. The 1996 Curriculum Framework must be seen in conjunction with the Vali- dation Guidelines; both were a joint venture of the Chartered Society of Physiotherapy and the Council for Professions Supple- mentary to Medicine. This reflects the close co-operation between the two bodies which is demonstrated in all physiotherapy under- graduate course validation. The validation document sets rules and standards against which courses are measured to ensure and prove that they can achieve the required level of initial competence for qualification. I t maintains parity between courses while allowing flexibility of interpretation of the curriculum framework.

Planning for Change For the first time in 1991 a curriculum was produced for physio- therapy students which moved away from prescriptive statements about content and hours to be spent on each subject. The aim was to reflect changes in practice as they took place and match pre-quali- fication studies closely and quickly to current thinking in the profession.

Even so, the need for more changes became obvious in view of: De-centralisation of training. All-degree entry to the profession. Links between training schools and higher education. Government policy shifting from acute to primary care.

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Emphasis on prevention in the Health of the Nation White Paper.

Changes in industrial relations. Variations in demographic patterns, with a larger

proportion of older people. Extension of services to different client groups. Changes in higher education to a modular

structure.

Thus, even since 1991 the scope and practice of phys- iotherapy has changed and expanded more rapidly than could ever have been predicted, and it was obvi- ous that yet another curriculum was urgently needed. Nevertheless, the core practices are still essential and the overall process of review was man- aged and monitored by a Core Review Group. Six key groups were established to deal with specific areas, and constant consultation took place, includ- ing a consensus conference. CSP Education Department staff and the deputy registrar of the CPSM contributed to the review process and co-ordi- nated production of the document.

Outcomes and Themes The Curriculum Framework bravely begins with a definition of physiotherapy: ‘Physiotherapy is a health care profession which emphasises the use of physical approaches in the promotion, maintenance and restoration of an individual’s physical, psychological and social well-being, encompassing variations in health status.’

It goes on to show the direction of educational effort by identifying eight outcomes - qualities which a graduate physiotherapist would be expected to pos- sess. These are to be achieved by developing core practice and operational skills, using them in the care of individuals, and within the context of phys- iotherapy practice. Core knowledge comprises scientific and psychosocial disciplines and issues which are related to physiotherapy. The learning process by which this may be accomplished is out- lined. (The glossary at the end is a wise precaution to ensure that all participants mean the same thing by the same terminology.)

Faith in the Future The production of this framework is based on the faith of the many people involved in its development. We believe that the new curriculum reflects the developments in education and practice since the last review in 1991. We also believe that course teams for undergraduate programmes have devel- oped significantly to be able to work with a document expressed in this way and produce prac- titioners who will take us into the next century. We are sure that the coming generation of physio- therapists will vindicate us in this belief.

Eileen Thornton FCSP MEd DipTP Member, Core Review Group

Chairman, Educational Outcomes Key Group Chairman, CSP Education Committee

ON HONOURING OUR LITERARY HERITAGE Centenary year, 1994, focused our attention very much on the past. Our origins, our developments in practice, education and management and the matu- rity into professional autonomy, have been discussed and celebrated. In this happy time of introspection the relationship of our profession and our particu- lar skills have been measured alongside other groups in the medical world.

The past has a great influence on the present and as individuals and as a profession we can never forget those relationships. This truth was brought home to me again last year, when researching the histori- cal background of the respiratory care specialty. Had I known more of the historical works and studied them closely in the years of my early career, my practice would have seemed less isolated when striving to move outside the perceived ‘norms’ of my time.

Today, old work is made readily available to every- one, by using library facilities to seek out old known references. As a result of my investigations I found work previously unknown to me which I devoured

with fascination. It was possible to discover other work by following up the references within those papers which thus increased the body of information. I found I understood more fully the nuances of a particular person’s work, was able to record a certain practice in time, and could verify the state- ments made by cross-reference.

In the early days of medicine most work was recorded in a descriptive manner and the results of certain techniques were recognised by the senses alone. Thus, empirical practices prevailed in many areas. Gradually, results based on observation and practices perpetuated on experiences alone were not sufficient for the growing scientific era. Practices were investigated in the improving knowledge of physiology and pharmacology and papers began to be based on scientific evidence.

In this last quarter of the century much new work is updating old work in the light of present-day knowledge. Other contemporary work is innovative and appears as a result of new knowledge, new dis- ease, new technological advances, and longevity.

Physiotherapy, July 1996, vol82, no 7