Muhammad Naveed Babur, Tahir Masood, Anam Aftab.
National Curriculum Review, Doctor of Physical Therapy: Mixed Method Case Study.
Int J Rehab Sci Jan ;05(01):7-12.

Background: Formal process of evaluation has been practiced for millennia. Curriculum evaluation, specifically, has also been done for well over a century due to a variety of reasons. the purpose of this mixed-method curriculum evaluation was to seek insight into the strength and weaknesses of Doctor of Physical Therapy (DPT) curriculum approved by the Higher Education Commission of Pakistan and implemented at Isra Institute of Rehabilitation Sciences, Isra University, Islamabad. Materials and Methods: the methods included a detailed open-ended questionnaire for qualitative data collection from the relevant subject teacher and a close-ended questionnaire for quantitative insights into the opinions of faculty members regarding current DPT curriculum and examination system. Results and Discussion: the qualitative findings based on teaching personnel’s opinion ranged from complete satisfaction (e.g., Islamiat, Medicine) to radical opposition to the mere presence of the subject in the curriculum (e.g., mathematics). Regarding quantitative results, the average age of the respondents was 29.1 ± 4.5 years possessing an average teaching experience of 32 ± 21 months with females making up a two-third majority. Although the opinions were equally divided on whether the current curriculum is “teacher-centered” or “student-centered”, majority agreed that it was “hospitalbased”, favors “information gathering”, follows “standard programs” and is systemic in nature. Similarly, majority of the faculty members did not agree that “research oriented activities are sufficient in curriculum”. Two-third of the faculty members surveyed thought the current practice of testing students on both multiple choice questions (MCQs) and short-essay questions (SEQs) was the best strategy and a vast majority would favor Objective Structured Clinical Examination (OSCE) over oral viva voce examination. Conclusions: Based on the findings of this study, the DPT curriculum should incorporate more research activities; keep the current assessment method of using both MCQs and SEQs. the usage of OSCE for practical skill assessment and annualized system of examination should be considered.

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