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Graduates’ perceptions of prosthetic and orthotic education and clinical practice in Tanzania and Malawi

Magnusson, Lina LU ; Shangali, Harold and Ahlström, Gerd LU (2016) In African Journal of Disability 5(1).
Abstract
Background: Maintaining and improving the quality of prosthetics and orthotics education at the Tanzania Training Centre for Orthopaedic Technologists is essential for the provision of appropriate prosthetics and orthotics services in African countries.

Objectives: To describe how Tanzanian and Malawian graduates’ of the Diploma in Orthopaedic Technology perceive their education and how it could be improved or supplemented to facilitate clinical practice of graduates.

Methods: Nineteen graduates from the diploma course in orthopaedic technology were interviewed and phenomenographic analysis was applied to the data.

Results: Seven descriptive categories emerged, namely varied awareness of the profession before... (More)
Background: Maintaining and improving the quality of prosthetics and orthotics education at the Tanzania Training Centre for Orthopaedic Technologists is essential for the provision of appropriate prosthetics and orthotics services in African countries.

Objectives: To describe how Tanzanian and Malawian graduates’ of the Diploma in Orthopaedic Technology perceive their education and how it could be improved or supplemented to facilitate clinical practice of graduates.

Methods: Nineteen graduates from the diploma course in orthopaedic technology were interviewed and phenomenographic analysis was applied to the data.

Results: Seven descriptive categories emerged, namely varied awareness of the profession before starting education, well-equipped teaching facilities, aspects lacking in the learning context, need for changes in the curriculum, enabling people to walk is motivating, obstacles in working conditions and the need for continuous professional development. All participants perceived possible improvements to the content and learning environment.

Conclusions: Prosthetic and orthotic education can be better provided by modifying the content of the diploma programme by dedicating more time to the clinical management of different patient groups and applied biomechanics as well as reducing the programme content focusing on technical aspects of prosthetic and orthotic practice. Graduates were not prepared for the rural working conditions and the graduates desired continued training.

Keywords: orthotic; prosthetic; education; Malawi; Tanzania; assistive device; assistive technology; developing countries; low-income country (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
African Journal of Disability
volume
5
issue
1
pages
9 pages
ISSN
2223-9170
DOI
10.4102/ajod.v5i1.142
language
English
LU publication?
yes
id
af3242b6-d471-483c-913b-457e3cd28a6e
date added to LUP
2016-06-14 10:56:02
date last changed
2016-06-29 08:19:38
@misc{af3242b6-d471-483c-913b-457e3cd28a6e,
  abstract     = {Background: Maintaining and improving the quality of prosthetics and orthotics education at the Tanzania Training Centre for Orthopaedic Technologists is essential for the provision of appropriate prosthetics and orthotics services in African countries.<br/><br/>Objectives: To describe how Tanzanian and Malawian graduates’ of the Diploma in Orthopaedic Technology perceive their education and how it could be improved or supplemented to facilitate clinical practice of graduates.<br/><br/>Methods: Nineteen graduates from the diploma course in orthopaedic technology were interviewed and phenomenographic analysis was applied to the data.<br/><br/>Results: Seven descriptive categories emerged, namely varied awareness of the profession before starting education, well-equipped teaching facilities, aspects lacking in the learning context, need for changes in the curriculum, enabling people to walk is motivating, obstacles in working conditions and the need for continuous professional development. All participants perceived possible improvements to the content and learning environment.<br/><br/>Conclusions: Prosthetic and orthotic education can be better provided by modifying the content of the diploma programme by dedicating more time to the clinical management of different patient groups and applied biomechanics as well as reducing the programme content focusing on technical aspects of prosthetic and orthotic practice. Graduates were not prepared for the rural working conditions and the graduates desired continued training.<br/><br/>Keywords: orthotic; prosthetic; education; Malawi; Tanzania; assistive device; assistive technology; developing countries; low-income country},
  author       = {Magnusson, Lina and Shangali, Harold and Ahlström, Gerd},
  issn         = {2223-9170},
  language     = {eng},
  month        = {06},
  number       = {1},
  pages        = {9},
  series       = {African Journal of Disability},
  title        = {Graduates’ perceptions of prosthetic and orthotic education and clinical practice in Tanzania and Malawi},
  url          = {http://dx.doi.org/10.4102/ajod.v5i1.142},
  volume       = {5},
  year         = {2016},
}