Curriculum mapping evaluation of a Tyler model designed physiotherapy curriculum of the Baptist institute of health science in Cameroon

Figures & data

Figure 1. Synthetic representation of the evolution of national health policies in Cameroon (World Health Organization-African Health Observatory, 2016).

Figure 2. The ADDIE Model (Vulpen, 2022).

Figure 3. Tyler’s Model (1949) (World Health Organization, 1946).

Figure 4. Students’ Experiences Design by the Curriculum Map (Harden & Stamper, 1999).

Key.

⏺ Advanced skill level.

◑ Intermediate skill level.

○ Basic skill level.

Full or effective level of operation.

Moderate level of operation.

Basic or information-only level of operation.

Moderate level of operation in collaboration.

Table A1. Program outcome matrix.

SN	Expected Outcomes	Dimension of the Outcome
1	Provide quality care and safely enhance the well-being of clients.	Use evaluation and treatment processes in a way that ensures the safety and comfort of patients. Identify precautions, contraindications, and risks specific to individual patients. Recognize and respond appropriately to adverse events. Provide services that balance client needs and available resources.
2	Provide client-centered care.	Build and maintain a relationship of trust with patients by respecting their rights, autonomy, uniqueness, diversity, and best interests. Provide necessary information to the client to empower them to take responsibility for their care.
3	Perform proper assessment of patients.	Get the necessary in-formation about the client’s health situation, and personal and environmental factors through client interviews and from other sources. Identify urgent health conditions needing im- mediate attention and take appropriate action. Identify health-related conditions that may benefit from referral to other services and advise the client accordingly. Select and perform appropriate tests and ex-examinations. Determine the client’s expectations and their relevance to physiotherapy. Identify the client’s body structure and, function impairments, activity limitations, and participation restrictions (ICF).
4	Establish the right diagnosis and prognosis.	Interpret assessment findings and develop a physiotherapy diagnosis (and prognosis). Determine if physiotherapy is indicated and the type of intervention needed. Communicate these clearly to patients. The document is clearly in the patient’s health booklet/chart. Determine if referral to another physiotherapist or another healthcare provider is indicated.
5	Develop and execute an intervention plan.	Develop a treatment plan and prescribe measurable goals and intervention activities. Implement the treatment plan. Assist patients in making necessary adjustments to treatments/interventions. Develop a discharge or transition of the care plan and ensure it is well documented and communicated within the team.
6	Monitor and evaluate an intervention plan.	Monitor the client’s response to interventions and modify the intervention plan/program as necessary.
7	Understand community and family context.	Identify further needs and opportunities for the client. Understand community, environmental, and family factors impacting the client’s health and recovery. Identify opportunities for health promotion activities and networks amongst different groups within the population, especially for children and people with disabilities.
8	Communicate effectively.	Use verbal and non-verbal communication effectively respectfully, and promptly. Speak audibly, confidently, clearly, and concisely, using appropriate terminology to fit the context. Use and respond to body language appropriately. Listen actively to build confidence and enhance the give and take of information. Give and receive feedback respectfully and constructively. Write in a clear, concise, and legible fashion. Use electronic technologies appropriately and responsibly, ensuring all electronic medical records are completed. Use images, videos, and other media to enhance communication with the client.
9	Work effectively with others to provide inter-professional and intra-professional care.	Identify needs that may benefit from collaborative care. Recognize that client care is multidisciplinary and respect the roles of each other’s roles by maintaining mutually supportive working relationships with other healthcare colleagues. Recognize conflict or potential conflict and respond constructively. Apply conflict resolution principles in a structured fashion.
10	Manage self, time, resources, and priorities to ensure safe, effective, and sustainable services.	Manage own time effectively. Support the mission, vision, policies, procedures, and directives of the organization to ensure professional standards. Maintain a clean, organized, and accessible work environment, including maintenance of equipment. Apply best-practice infection control measures. Adhere to the individual, team, and system-level safety practices, and identify and solve workplace risks and hazards. Apply quality improvement strategies in direct service provision and participate in organizational quality enhancement initiatives.
11	Champion the health needs of patients and promote physiotherapy innovation.	Advocate for accessible and sustainable physiotherapy and other services across the continuum of care. Engage in activities to support the advancement of the physiotherapy profession. Contribute to leadership activities in the workplace. Be aware of and address the spiritual needs of patients.
12	Demonstrate a commitment to excellence in practice through continuous learning, the education of others, the valuation of evidence, and contributions to the PT profession.	Incorporate the best available evidence, clinical knowledge, experience, and client context into clinical decision-making. Contribute to research activities by identifying issues requiring study, formulating researchable questions, accessing reliable sources of information, critically appraising information, and contributing to knowledge management. Identify learning needs based on self-reflection and external feedback, and develop, and implement a plan to address such needs. Identify the physiotherapy-related learning needs of others and contribute to this education and the clinical education of students.
13	Commit to working in the best interest of patients and society, and to maintaining high standards of behavior.	Comply with applicable legislation. Maintain privacy and confidentiality at all times. Behave with honesty and respect for others. Maintain professional and ethical standards. Address physical, emotional, and psychological factors Negatively impacting workplace performance. Accept accountability for own decisions and actions. Maintain professional boundaries [33].

World Health Organization-African Health Observatory. (2016). Health Analytical Profile 2016 Cameroon: http:/www.afro.who.int/fr/cameroun/. https://www.afro.who.int/sites/default/files/2017-07/Health_Profile_Cameroon_2016_ENG.pdf.

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