Ensuring quality of care through implementation of a competency‐based musculoskeletal education framework

Physiotherapy students’ perspectives of online e-learning for interdisciplinary management of chronic health conditions: a qualitative study

“…Further, recent systematic reviews suggest that blended approaches to learning are no worse than more traditional forms of educational instruction, and in some cases better, when evaluating student competence post-instruction [ 2 , 41 , 45 ]. Given the requirement for both knowledge and skills-based competencies, set against the real world of complex clinical decision making [ 46 ], the use of blended delivery is appropriate for pre-licensure health professional training. In our study, students perceived that some content, especially some practical physiotherapy skills, could not be effectively delivered online, in contrast to evidence from a recent non-randomised controlled trial suggesting that online delivery of practical physiotherapy content is both feasible and effective compared with traditional teaching modes [ 15 ].…”

Low back pain‐related beliefs and likely practice behaviours among final‐year cross‐discipline health students

“…While strategies to improve beliefs and likely practice behaviours among practising clinicians have been shown to be effective (Buchbinder and Jolley, 2004;Evans et al, 2010;Domenech et al, 2011), a more sustainable approach and one that can be undertaken in parallel, could be to educate the emerging workforce in evidence-based practice for managing people with LBP. Indeed, this approach has been advocated strongly in the fields of musculoskeletal and pain medicine (Chehade et al, 2011;Jones and Hush, 2011;Briggs et al, 2012). Given the evidence for the effectiveness of interprofessional management for LBP (Turk, 2002;Lamb et al, 2010;Davies et al, 2011), this approach would adopt an interprofessional framework (Ali and Thomson, 2009) as a means to lever an interdisciplinary health professional culture shift regarding best-practice management.…”

A global perspective on the challenges and opportunities in learning about rheumatic and musculoskeletal diseases in undergraduate medical education

“…E-learning materials and teaching apps are being increasingly relied upon as teaching aids; however, efforts are needed to evaluate their effectiveness at imparting desired learning outcomes. The AMSEC competency framework (developed with Mind-Mapping software) may provide an ideal platform for communicating and organising future teaching and learning content for MSK and IPE, from both competency and EPA perspectives [97,126,127].…”