Dementia content and delivery in physiotherapy curricula: an international study of entry level physiotherapy programmes in Ireland the United Kingdom and New Zealand

• Published in: Physiotherapy 2024-12, Vol.125, p.101410, Article 101410
• Main Authors: O’Sullivan, Trish, Foley, Tony, Timmons, Suzanne, McVeigh, Joseph G.
• Format: Article
• Language: English
• Subjects: Cross-Sectional Studies; Curriculum; Dementia; Dementia - rehabilitation; Education; Higher educational institutes; Humans; Ireland; New Zealand; Physical Therapy Modalities - education; Physical Therapy Specialty - education; Physiotherapy; Surveys and Questionnaires; United Kingdom
• ISSN: 0031-9406; 1873-1465; 1873-1465
• DOI: 10.1016/j.physio.2024.07.001

Physical impairments associated with dementia include reduced gait speed, and diminished postural control, which can lead to an increase in falls and hip fractures. Physiotherapy can play a key role in many aspects of dementia care, including falls risk prevention, gait re-education and end of life care. However, there is a lack of dementia education in entry level physiotherapy programmes. The aim of this study was to map the dementia content and delivery in the current undergraduate and entry level physiotherapy curricula in Ireland the United Kingdom and New Zealand. This cross-sectional survey-based study was distributed via the online survey tool Qualtrics XM. The survey was designed using the map of Kern’s curriculum design framework. Higher educational institutes (HEIs) that offered an undergraduate (BSc) and/or MSc (entry level) physiotherapy programmes in Ireland United Kingdom and New Zealand were included. The academic lead for dementia education in the HEI was invited to participate in the survey. Of the 69 eligible HEIs contacted, 49 responded, giving a response rate of 71%. Different sources informed curriculum design, including patient and public involvement, published guidelines and policies and expert clinicians. The time allocated to dementia teaching across the curricula varied, with under half of the programmes only allocating two hours. The lack of service user input was seen as a perceived weakness of many programmes as was the non-standardisation and generalisability of teaching. Whilst dementia education is included in many HEI programmes, we need to consider more time, a curriculum that meets learner’s needs and include the patient voice. Further research is needed to develop bespoke dementia curricula specific to physiotherapy. •The findings of this study have identified current strengths as well as weaknesses of entry level physiotherapy programmes in dementia care.•This study highlights what is most and least commonly taught at entry level physiotherapy programmes in dementia care.•More time needs to be allocated to dementia teaching, to reflect the clear work-related educational needs of physiotherapists in both the acute and community care sector.