Teaching person-centred practice in physiotherapy curricula: a literature review

Abstract

Background

There is a growing expectation that healthcare should focus on the needs of the individual patient with the philosophy of person-centred practice as the central model for care delivery. Given the importance of person-centred practice, there is a need to understand how curricula are preparing physiotherapy students for working in a person-centred manner.

Objectives

The aim of this literature review was to explore empirical studies relating to educational interventions to teach person-centred practice in physiotherapy pre-qualifying curricula.

Methods

A systematic search was conducted across six electronic bibliographic databases to identify relevant studies. Data were extracted and analysed with thematic and narrative synthesis.

Results

A total of 1621 studies were identified through the search strategy and screened against the inclusion/exclusion criteria. Eight studies met the inclusion criteria (five qualitative, two quantitative, and one mixed methods). Three themes were identified from the student perspective on the educational interventions: positive impact on learning; creating a safe, authentic, person-centred learning environment; and challenges in changing views. Quantitative studies suggested the interventions enhanced learning on person-centred practice.

Conclusions

A wide range of educational interventions were used to teach person-centred practice which appeared to have a positive impact on student learning and led to a greater sensitivity of person-centred practice. Further research is needed to understand whether educational interventions to teach person-centred practice translate to changed behaviour in clinical practice to the benefits of those receiving physiotherapy services.

Keywords:

• Person-centred practice
• physiotherapy curricula
• physiotherapy education
• pre-qualifying

Disclosure statement

The authors declare that there is no conflict of interest.

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Additional information

Notes on contributors

Clare Killingback

Dr Clare Killingback - Since graduating as a physiotherapist from the University of Nottingham (1999), Clare has worked in various NHS trusts. Clare has also worked in some of the more remote corners of the world including Nepal, East Timor, Afghanistan, Myanmar, Egypt, and Iraq. This has taught her to be a creative and flexible practitioner. Clare set up and leads the physiotherapy programme at the University of Hull. Her research interests lie in the areas of person-centred practice, physical activity, social isolation, older people, and pedagogy. She is passionate about helping the next generation of physiotherapists become excellent in utilising evidence-informed practice.

Amy Tomlinson

Amy Tomlinson - Amy graduated from the University of Hull with a BSc in Sport Rehabilitation in 2013 and went on to work in private practice, rugby union and a number of health and fitness clubs as a personal trainer and GP exercise referral instructor. She completed her teaching qualification in 2016 and began teaching full time in April 2017, joining the University of Hull in September 2018.

Julian Stern

Professor Julian Stern - Julian works on education and religion, leading research projects and organisations, and supervising doctorates. He qualified as a piano teacher, and then as a teacher of humanities and social sciences, and was a school teacher for fourteen years. Moving into teacher education and research, he has worked in universities in London, Yorkshire, and now Lincolnshire. Themes of his work include the philosophy of schooling, religious education, spirituality in education, research methods, and issues related to solitude, silence and loneliness.

Clare Whitfield

Dr Clare Whitfield - Clare is a registered nurse who has taught research methods and evidence-based practice since 2002. Her research background includes health and social care service user experience, the impact of health policy on health outcomes and telehealth. Current interests include the sexual health of young people and women's health.