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OE Johnson
DK Fry

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OE Johnson
DK Fry

International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.2 (7), pp. 81-87 September, 2015
Available online at https://www.journalissues.org/IJEPRR/
DOI:http://dx.doi.org/10.15739/IJEPRR.016
Article ID:/15/EPRR/021/07 pages
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.



Original Research Article

A comparison of the Nigerian bachelor of physical therapy and American doctor of physical therapy educational curricula

1Johnson Olubusola E. and 2Fry Donna K

1Department of Medical Rehabilitation, Obafemi Awolowo University, Nigeria.
2Department of Physical Therapy, University of Michigan-Flint, USA

*Corresponding Author Email: obnik2001(at)gmail.com
Tel.:+2348033509316



date Received: June 10, 2015     date Accepted: August 6, 2015     date Published: September 9, 2015


 Abstract

Efforts are in place to transition 5-year Baccalaureate Physical Therapy (BPT), to 6-year Doctor of Physical Therapy (DPT) degree in Nigeria. University of Michigan-Flint (UMFlint), United States of America (USA), is engaged in an educational model which encourages transition to DPT for Nigerians. Data on comparison of Nigeria and USA entry-levels physical therapist curricula are however non-existent. This descriptive observational study compared entry-levels BPT of Nigeria with DPT of USA, using UMFlint, USA as a representative model. The DPT program at UMFlint was under-studied during 2013/14 academic session, and its curriculum was compared with harmonized Nigerian BPT curriculum. Course content, modules, teaching hours and teaching methods were compared. Results were transcribed qualitatively as differences, overlaps and needs.Differences were in terms of omission/narrow scope of courses, including PT knowledge, professional roles, responsibilities, values, and practice expectations. Courses not included in the BPT curriculum, and/or with broader scope in the DPT curriculum included, evidence based practice, clinical reasoning, advanced technology, and cultural competence. There was considerable overlap in foundational sciences, with more clinical hours attached to BPT than DPT.  It was therefore concluded that to transition BPT to DPT in Nigeria, improvement in curricula, and clinical education approaches are warranted.


Key words: Physical therapy, Nigeria, education, DPT, curriculum


Johnson and Fry