Introduction of the harmonised respiratory physiotherapy curriculum

Rationale

The ERS respiratory physiotherapy curriculum was based on the published syllabus and sought to develop respiratory physiotherapy standards for postgraduate training that are clearly defined, meaningful, appropriate, relevant, measurable, achievable and adoptable by users [7]. The aim was to create a curriculum that would be flexible enough to allow training centres to use a variety of methods to reach the same outcomes. Some flexibility was necessary to define a training framework that would remain manageable, attainable and realistic. Hence, a modular training approach was chosen such that all or only some of the modules could be adopted in different countries/regions, under different healthcare systems. As “accreditation” for respiratory physiotherapy is largely absent in Europe, the modular approach also allows individual physiotherapists with an interest in respiratory physiotherapy to gradually build-up knowledge, skills and attitudes in an increasing number of modules, according to their professional needs. A review of the curriculum will be planned in 10 years to maintain those standards in training.

Curriculum development methodology

The situational analysis and needs assessment were performed in 2013 as the first steps of curriculum design [1]. Training and assessment practice differences in respiratory physiotherapy across Europe were identified. Within the statement of intent, the target audience, goals and outcomes were outlined, laying the foundation for the project.

After reaching consensus on the overall objectives and on which topics should be included in the syllabus [2], the task force continued with the programme development, moving to the curriculum phase. Prideaux [8] defines the curriculum as the “expression of educational ideas in practice”. It sets up the plan of how the goals will be achieved.

The curriculum expands on the syllabus content, which is a list of topics, and for each item specifies the following.

• Learning outcomes that a respiratory physiotherapist should possess, defined over three domains: knowledge (cognitive skills), skills (psychomotor skills) and attitudes (affective skills) [9].

• Level(s) of assessment based on Miller's model of clinical competence [10], which have been assigned in alignment with the learning outcomes.

• Assessment methods that are deemed fit for purpose, which is essential to the validity of assessments and to predict whether a trainee is competent to practice.

• Teaching and learning activities, which reflect work-based learning (participation in management of patients, or implementation of a treatment plan with patient collaboration), non-work-based learning (self-directed learning), formal learning (participation in a skills-based course or attendance at meetings for formal training in specific areas) and learning with other healthcare professionals.

• Minimum clinical exposure requirements, such as the number of patient encounters considered necessary for a respiratory physiotherapist to practice unsupervised.

Process of curriculum development

The task force comprised a chest physician, Enrico Clini (Italy), and several physiotherapists who had trained and practised in various regions across the world: Chris Burtin (Belgium), Margareta Emtner (Sweden), Rik Gosselink (the Netherlands and Belgium), Kathleen Grant (UK, Switzerland and a representative of the European Respiratory Care Association), Deniz Inal-Ince (Turkey), Agnieszka Lewko (Poland and UK), Eleanor Main (South Africa and UK), Beatrice Oberwaldner (Austria), Michelle Chatwin (UK) and Daniel Langer (Germany and Belgium). The task force was co-chaired by Fabio Pitta (Brazil) and Thierry Troosters (Belgium). Beatrice Oberwaldner, Michelle Chatwin and Eleanor Main reinforced the team for the paediatric specialty. All the task force members had extensive clinical and/or research experience and teach at an undergraduate or postgraduate level.

The prerequisites for eligibility to follow this curriculum were defined at the beginning of the project. The curriculum caters to physiotherapists that have completed their physiotherapy training (or training in rehabilitation sciences) according to the standards set out by the World Confederation of Physical Therapy [7]. This is important as it is assumed that all respiratory physiotherapists comply with the general professional attitudes expected from a trained physiotherapist at the entry level. Trainees must have had fully completed their physiotherapy education, in a recognised institution and be licensed to practice. For those entering specialty training in respiratory physiotherapy, it was recommended that relevant clinical experience should have been acquired.

The first step was to define the learning outcomes at the three levels: knowledge, skills, and attitudes. These needed to be clearly stated as they are the fundamental pillars in guiding participant learning. The Bloom's taxonomy framework [11] was used by the task force as a guide in writing the learning outcomes. Bloom categorises educational goals into six different hierarchical classes: remembering, understanding, applying, analysing, evaluating and creating. Active verbs were used to align the learning outcomes in order to allow for better measurability and assessment facilitation [9, 11]. A workshop was organised with the panel to familiarise them with the taxonomy and practice examples were provided to harmonise interpretation across the group.

Attitudes were then developed according to the CanMEDS competency framework [12]. Competency-based frameworks are used in medical education to improve patient care and include competencies exceeding the sole domain of medical expertise [12]. CanMEDS comprises seven roles, displayed in figure 1. The task force considered those roles that were important for each module and added specific roles where required. The CanMEDs roles were integrated into the development of specific attitudes, especially those enabling competencies which supported the expert role within this framework. It was observed that there was a large overlap between the CanMEDS roles and the general attitudes attributed to a physiotherapist. Therefore, only those attitudes that deserve specific attention in a module were retained.

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Figure 1

CanMEDS roles. Copyright © 2015 The Royal College of Physicians and Surgeons of Canada. http://www.royalcollege.ca/rcsite/canmeds/canmeds-framework-e. Reproduced with permission.

The next step was to define the teaching and learning opportunities, the assessment and minimal exposure requirements. These aspects go hand in hand with the learning outcomes. This is referred to in the literature as “constructive alignment” (summarised in figure 2) [13]. In principle, the constructive alignment aims to directly affiliate assessments and clinical exposures with the intended learning outcomes.

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Figure 2

Constructive alignment.

The teaching and learning opportunities were formulated as clear examples for each of the different types of learning environments stated below.

• 1) Work-based learning (participation in management of patients, or implementation of a treatment plan with patient collaboration).

• 2) Non-work-based learning (self-directed learning).

• 3) Formal learning (participation in a skills-based course or attendance at meetings for formal training in specific areas).

• 4) Learning with other healthcare professionals (attendance at meetings with colleagues to discuss patient treatment or care).

Each task force member received a template document after participation in a curriculum workshop. Each module was assigned to a pair of task force members. They were provided with a list of verbs to be used (according to Bloom's taxonomy of learning domains), a list of possible teaching and learning methods, information on the Miller's model of competence and a list of assessment methods. Telephone conferences including the pair of task force members and the educational specialist from the ERS were organised to come to a consensus on items and wording. The modules delivered were first reviewed by the ERS office and all modules were discussed during a plenary session to determine consensus for each module and ensure harmonisation across modules. An example of a module section is presented in figure 3.

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Figure 3

Example of a module section from the adult respiratory physiotherapy curriculum. The full curriculum can be found in the supplementary material.

After finalisation of the curriculum document, the adult and paediatric paths were reviewed by the national experts and the ERS medical educational adviser, Griet Peeraer. Out of 12 national experts invited for review of the adult track, nine provided their review input including general comments and suggestions on the overall content and structure of the curriculum, specific suggestions and targeted feedback. For the paediatric review, 30 experts were invited and 12 provided their review. The reviewer pool represented the following countries: Australia, Germany, Spain, Norway, Poland, Portugal, Ireland, Switzerland, UK, Austria, Sweden, Belgium, Turkey and Italy. They held various professional positions including respiratory physiotherapist, consultant clinical research physiotherapist and associate professor cardiorespiratory physiotherapist. The feedback was broadly positive, but revealed some areas of inconsistency and repetition which were subsequently addressed.

The core curriculum documents for adult and paediatric patients can be found in the online supplementary material.

Conclusion

The current curriculum provides a modular framework for international training in respiratory physiotherapy. It describes the knowledge, skills and attitudes which must be mastered by a respiratory physiotherapist working with adult or paediatric patients. It also provides guidance for minimal clinical exposures, forms of learning and assessment. The curriculum contains the elements around which an E-portfolio can be built, and it sets out a benchmark for endorsement of educational opportunities organised by others as well as the ERS.

Supplementary material

This article has supplementary material available from breathe.ersjournals.com