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Physiotherapy Curricula and Indigenous Peoples: a Snapshot of Canadian Physiotherapy Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Physiotherapy Curricula and Indigenous Peoples: a Snapshot of Canadian Physiotherapy Programs./
Author:	Arcobelli, Lisa Maria Elisabeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	143 p.
Notes:	Source: Masters Abstracts International, Volume: 83-03.
Contained By:	Masters Abstracts International83-03.
Subject:	Standards. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28730975
ISBN:	9798544221647

Physiotherapy Curricula and Indigenous Peoples: a Snapshot of Canadian Physiotherapy Programs.
Arcobelli, Lisa Maria Elisabeth.

Physiotherapy Curricula and Indigenous Peoples: a Snapshot of Canadian Physiotherapy Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 143 p.

Source: Masters Abstracts International, Volume: 83-03.

Thesis (M.S.)--McGill University (Canada), 2021.

This item must not be sold to any third party vendors.

Background: In recent years, Canadian universities have been striving to improve engagement with Indigenous Peoples, knowledges and perspectives. Despite these efforts, and in the absence of national guidance, little is known about what changes are taking place in physiotherapy curricula, nor what processes are undertaken to develop and implement these changes. Objective The purpose of this study was to explore how Canadian physiotherapy curricula are changing in relation to Indigenous Peoples and their communities.Methods: This study used a cross-sectional design informed by a theoretical framework of transformative learning. Canadian physiotherapy program faculty participated in a questionnaire-based interview from February to July 2020. Data were analysed using descriptive statistics and thematic analysis, and this was also informed by a critical anti-colonial lens.Results: Fourteen of the 15 Canadian physiotherapy programs were represented. Programs demonstrated great diversity in content areas taught, number of teaching hours per content area, and teaching and assessment methods, with total mandatory teaching time ranging from 45 minutes to 41 hours. Eleven programs were planning to increase curricular content and eight programs had at least one Indigenous person involved in teaching. Open-ended responses were organised into five themes related to curricular development processes: An Indigenous Worldview is Key; Universities are Putting Supports in Place; Processes are Complex and Challenging; Faculty Members Have Learning Needs; and Drivers for Change.Conclusion: Diversity in curricular content between programs is likely related to curricular development being driven by local faculty member initiative and institutional directive rather than national guidelines. Physiotherapy programs are attempting to engage with Indigenous Peoples, however there was minimal mention of power structures such as settler colonialism, racism and White supremacy within curriculum development processes. The results of this study highlight the need for: (1) conceptualization of anti-colonial, anti-racist and culturally safe physiotherapy; (2) relational accountability to Indigenous Peoples; (3) faculty development; and (4) collaboration between Canadian PT programs. This thesis also describes a settler graduate student's process of 'coming to know'.

ISBN: 9798544221647Subjects--Topical Terms:

3560310
Standards.

Physiotherapy Curricula and Indigenous Peoples: a Snapshot of Canadian Physiotherapy Programs.
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245 1 0 $a Physiotherapy Curricula and Indigenous Peoples: a Snapshot of Canadian Physiotherapy Programs.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 143 p.
500 $a Source: Masters Abstracts International, Volume: 83-03.
500 $a Advisor: Thomas, Aliki.
502 $a Thesis (M.S.)--McGill University (Canada), 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Background: In recent years, Canadian universities have been striving to improve engagement with Indigenous Peoples, knowledges and perspectives. Despite these efforts, and in the absence of national guidance, little is known about what changes are taking place in physiotherapy curricula, nor what processes are undertaken to develop and implement these changes. Objective The purpose of this study was to explore how Canadian physiotherapy curricula are changing in relation to Indigenous Peoples and their communities.Methods: This study used a cross-sectional design informed by a theoretical framework of transformative learning. Canadian physiotherapy program faculty participated in a questionnaire-based interview from February to July 2020. Data were analysed using descriptive statistics and thematic analysis, and this was also informed by a critical anti-colonial lens.Results: Fourteen of the 15 Canadian physiotherapy programs were represented. Programs demonstrated great diversity in content areas taught, number of teaching hours per content area, and teaching and assessment methods, with total mandatory teaching time ranging from 45 minutes to 41 hours. Eleven programs were planning to increase curricular content and eight programs had at least one Indigenous person involved in teaching. Open-ended responses were organised into five themes related to curricular development processes: An Indigenous Worldview is Key; Universities are Putting Supports in Place; Processes are Complex and Challenging; Faculty Members Have Learning Needs; and Drivers for Change.Conclusion: Diversity in curricular content between programs is likely related to curricular development being driven by local faculty member initiative and institutional directive rather than national guidelines. Physiotherapy programs are attempting to engage with Indigenous Peoples, however there was minimal mention of power structures such as settler colonialism, racism and White supremacy within curriculum development processes. The results of this study highlight the need for: (1) conceptualization of anti-colonial, anti-racist and culturally safe physiotherapy; (2) relational accountability to Indigenous Peoples; (3) faculty development; and (4) collaboration between Canadian PT programs. This thesis also describes a settler graduate student's process of 'coming to know'.
520 $a Mise en contexte: Au cours des dernieres annees, les universites canadiennes tentent d'ameliorer leur engagement avec les peuples autochtones, leurs connaissances et leurs perspectives. Malgre ces efforts, et en l'absence de directives nationales, les changements en cours dans les programmes de physiotherapie et les processus entrepris pour developper et mettre en oeuvre ces changements sont peu connus. Objectif: L'objectif de cette etude etait d'explorer comment les programmes de physiotherapie canadiens changent par rapport aux peuples autochtones et a leurs communautes. Methodes Cette etude a utilise un devis transversal eclaire par un cadre theorique d'apprentissage transformatif. Des professeurs des programmes de physiotherapie canadiens ont participe a des entrevues a base de questionnaire de fevrier a juillet 2020. Les donnees ont ete analysees a l'aide de statistiques descriptives et d'une analyse thematique, ce qui a ete egalement eclairee par une perspective anticoloniale critique. Resultats:Quatorze des 15 programmes de physiotherapie canadiens ont ete representes. Les programmes ont fait preuve d'une grande diversite dans les domaines de contenu enseignes, le nombre d'heures d'enseignement par domaine de contenu et les methodes d'enseignement et d'evaluation, le temps d'enseignement obligatoire total allant de 45 minutes a 41 heures. Onze programmes prevoyaient d'augmenter le contenu des programmes et huit programmes ont au moins une personne autochtone impliquee dans l'enseignement. Les reponses ouvertes ont ete organisees en cinq themes lies aux processus de developpement curriculaire: une vision du monde autochtone est cle; les universites mettent en place des soutiens; les processus sont complexes et exigeants; les professeurs ont des besoins d'apprentissage; et les moteurs du changement. Conclusion: La diversite du contenu curriculaire entre programmes est probablement liee au developpement curriculaire guide par l'initiative des professeurs locaux et les directives institutionnelles plutot que par des directives nationales. Les programmes de physiotherapie tentent de s'engager avec les peuples autochtones, cependant il y avait peu de mention des structures de pouvoir telles que le colonialisme, le racisme et la suprematie blanche dans les processus d'elaboration des programmes. Les resultats de cette etude mettent en evidence la necessite: (1) d'une conceptualisation de la physiotherapie anticoloniale, anti-raciste et culturellement securitaire; (2) de la responsabilite relationnelle envers les peuples autochtones; (3) de formation professorale; et (4) de la collaboration entre programmes de physiotherapie. Cette these decrit egalement un processus « coming to know » d'une etudiante de recherche colonisatrice.
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