Case Report

An introductory article on the concept of programme development in physiotherapy training

M. W. Krause, M. J. Viljoen, M. J. Bezuidenhout
South African Journal of Physiotherapy | Vol 55, No 4 | a577 | DOI: https://doi.org/10.4102/sajp.v55i4.577 | © 2018 M. W. Krause, M. J. Viljoen, M. J. Bezuidenhout | This work is licensed under CC Attribution 4.0
Submitted: 17 September 2018 | Published: 30 November 1999

About the author(s)

M. W. Krause, Faculty of Health Sciences, University of the Orange Free State, South Africa
M. J. Viljoen, Faculty of Health Sciences, University of the Orange Free State, South Africa
M. J. Bezuidenhout, Faculty of Health Sciences, University of the Orange Free State, South Africa

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Abstract

 

The move to an outcomes-based education and training system in South Africa presents higher education and training institutions with a challenge to review their curricula and to adapt to changes brought about by the new education and health care dispensations. Key aspects of the move to outcomes-based education and training as contained in the South African Qualifications Authority (SAQA) Act, information regarding the National Qualifications Framework (NQF) and other matters informing curriculum review are addressed. The Department of Physiotherapy of the University of the Orange Free State has just completed the first phase of restructuring its education and training programme in order to submit the qualification for registration on the NQF. The rationale behind the shift to an outcomes-based, student-centred curriculum and the key features of the programme are briefly discussed, as this is the first step towards the registration of unit standards/qualifications, a process which all education and training institutions will have to embark upon soon.


Keywords

outcomes-based education and training; curriculum review; physiotherapy programme; critical and specific outcomes

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