A model to facilitate implementation of the International Classification of Functioning, Disability and Health into prosthetics and orthotics

Background: Variables that influence orthotic and prosthetic patient outcomes beyond direct care are poorly conceptualized for orthotic and prosthetic students. Restructuring educational curricula around important clinical reasoning variables (i.e. factors that may influence outcomes) could improve teaching, learning, and clinical practice. Objectives: To propose an orthotic and prosthetic education framework to enhance the development of orthotic and prosthetic students’ clinical reasoning skills. Study Design: Scoping review. Methods: We conducted a scoping review, identified variables of orthotic and prosthetic usability, and performed a qualitative thematic analysis through the lens of orthotic and prosthetic clinical educators to develop a conceptual framework for orthotic and prosthetic education. Results: Sorting of variables identified from the literature resulted in three thematic areas: (1) the state of functioning, disability, and health (International Classification of Functioning, Disability and Health); (2) orthotic and prosthetic technical properties, procedures, and appropriateness; and (3) professional service as part of orthotic and prosthetic interventions. The proposed orthotic and prosthetic education framework includes these three areas situated within the context of patient-centered care. Conclusions: A conceptual framework was developed from variables identified in peer-reviewed literature. This orthotic and prosthetic education framework provides a structure to explore orthotic and prosthetic clinical reasoning and advance our teaching and assessment of students’ clinical reasoning skills. Clinical Relevance The proposed orthotic and prosthetic (O&P) education framework is intended to promote conversation about variables (e.g. health condition, procedures, services, and O&P principles) that influence O&P clinical practice outcomes and further advance our teaching and assessment of students’ clinical reasoning skills.

Section: Implications For Oandp Educationmentioning

confidence: 99%

Section: Implications For Oandp Educationmentioning

confidence: 99%

A conceptual framework for orthotic and prosthetic education

Spaulding

Yamane

McDonald

et al. 2019

“…16 In accordance with the International Classification of Functioning Disability and Health (ICF) model, health professionals have a responsibility to direct treatment toward enabling their clients to perform desired activities and to facilitate participation of their clients in all areas of life. 14,17 As providers of assistive technologies, prosthetists/orthotists can play an important role in helping their clients to meet goals related to participation in sexual activities, as a means of maintaining or establishing sexual relationships. Individuals who have undergone an amputation have indicated that the development of prostheses and assistive devices to facilitate sexual activity would improve their sexual life.…”

Section: Boxmentioning

confidence: 99%

Prosthetic and orthotic students’ attitudes toward addressing sexual health in their future profession

Josefsson

Thidell

Rolander

et al. 2018

Self Cite

“…49 To develop students' clinical reasoning skills in a systematic way, students could use frameworks to map and compare variables that affect desired technical and functional outcomes. 50,51 Once students identify a pathway to make clinical decisions about a case, they can explore how various contexts might alter the outcomes and, thus, the clinical decision. Finally, to further develop critical inquiry, educators could use prosthetic threshold concepts (i.e.…”

Section: Nurture a Culture Of Critical Inquiry And Promote Evidence-bmentioning

confidence: 99%

Education in prosthetic and orthotic training

Spaulding

Kheng²,

Kapp

et al. 2020

There is a long history of prosthetic and orthotic services helping to mitigate the impact of physical impairment by restoring function, and enabling and equipping the user. The training of health professionals who design, fit, and maintain prosthetic and orthotic devices has evolved over the centuries, reflecting an increase in knowledge, technology, understanding, and social attitudes in each era. Improvements in pedagogical thinking and biomechanical understanding, as well as the advent of new integrated technologies, have driven the profession over the past 50 years to modernize, evolve training and service delivery models in line with new attitudes toward clients, and search for new ways to improve users’ quality of life. In this narrative review, the authors examined the evolution of prosthetic and orthotic education, the impact of changing educational techniques and technologies, and the impact of the International Society for Prosthetics and Orthotics in that process. Through conversations with experts and review of peer-reviewed literature, accreditation documents, and the International Society for Prosthetics and Orthotics records and databases, the authors identified three areas of change in prosthetics and orthotics education over the past 50 years: (1) prosthetic/orthotic curriculum content, (2) pedagogy and course delivery, and (3) internships/residencies. This narrative review is a snapshot of a growing profession and we can only speculate where the next 50 years will lead us as we strive to serve patients, ever placing their needs and aspirations at the center of this professional service.